Draft Contract Language Adv Tech in K12 02.10.25
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Safe and Equitable Access to Advanced Technology, Including Generative Artificial Intelligence, in All DISTRICT Schools
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Purpose of the Agreement
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The purpose of this agreement is to outline the shared responsibilities to provide safe and effective access to advanced technology, including generative Artificial Intelligence ("AI"), to ensure any proposed technology meets equity and inclusion standards, to ensure workforce readiness, and to support and enhance learning within all Public Schools. Furthermore, the Parties agree that the safe and effective use of advanced technology in schools requires ongoing dialogue between the UNION and the DISTRICT to ensure that both the opportunities and challenges are addressed in a timely manner and in the best interest of the students, educators, and other stakeholders.
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I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee BDr. Bonnee B : highlighting moreI am a very proud woman, an educator, Black, and regal in my … (more)
can’t get it to work for a few words in a sentence
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Dec 2Dr. Bonnee BDr. Bonnee B : Proposed technology moreI am a very proud woman, an educator, Black, and regal in my … (more)
whose proposal???
Dec 2Paul A Paul A : Lofty goals. A policy about equity and inclusion needs more specific examples. I like the early emphasis on dialogue in the next sentence, and I would add students, caregivers, and community members to this description. -
For the purposes of this Agreement, “Advanced Technology” includes, but is not limited to, any hardware or software solution utilizing machine learning, predictive analytics, or other artificial intelligence algorithms to automate tasks, analyze data, or generate content. “Generative AI” refers to models or systems capable of producing new outputs—such as text, images, audio, video, or code—based on patterns in training data. The Parties may, by mutual agreement, update this definition to address newly emerging technologies.
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General No Harm Clause
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The UNION and the DISTRICT recognize that not every situation involving the use of advanced technology in schools can be fully anticipated or qualified in this Agreement. Consequently, before any decision is made to develop, purchase, adopt, or implement an advanced technology that may affect an educator’s professional responsibilities or working conditions in any manner, the DISTRICT and the UNION shall engage in good-faith negotiations to address the potential impacts and ensure that no harm comes to educators as a result of such decisions.
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Dec 2Paul A Paul A : Great, but what about harm that can come by not allowing advanced technology to be used? And where are considerations of students here? -
The DISTRICT shall not eliminate or reduce the positions, hours, or compensation of bargaining unit members as a direct result of adopting or implementing advanced technology, including generative AI. If at any point the DISTRICT contemplates a technological change that could affect workforce levels or job responsibilities, the DISTRICT will notify and negotiate with the UNION in advance to address any potential impacts on bargaining unit members.
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Human Expertise, Bargaining Work, and Periodic Reopener
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Recognition of Duties and Skills Beyond AI Capabilities
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The UNION and the DISTRICT acknowledge that while AI can automate certain tasks and assist in data analysis, there are core duties and skills that remain uniquely within the purview of human educators. These include, but are not limited to:
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Building meaningful, empathetic relationships with students.
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Providing emotional support and guidance tailored to the individual.
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Exercising professional judgment to adapt instruction in real time, responding to nuanced student interactions.
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Fostering creativity, collaboration, and critical thinking skills that require human insight.
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Cultivating a supportive classroom culture and managing complex social dynamics.
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Integrating cultural, linguistic, and community contexts into classroom instruction to ensure relevance and respect for diverse backgrounds.
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Modeling ethical and moral leadership and guiding students in understanding and practicing integrity, fairness, and empathy.
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Advocating for students’ diverse needs—particularly those with special requirements or facing socio-economic challenges—and working to mitigate systemic barriers.
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Resolving interpersonal conflicts in real time by employing nuanced strategies that balance empathy, authority, and situational awareness.
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Definition of Educators’ Work
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The UNION and DISTRICT agree that “bargaining work” performed by human educators or educational support personnel includes, but is not limited to:
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All aspects related to planning instruction, including the creation, adaptation, and selection of instructional materials and methods.
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All aspects related to delivering instruction, including classroom management, lecture facilitation, group work supervision, and individualized instruction.
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All aspects of classroom assessment, including the design and grading of assessments, providing feedback, and adjusting instruction based on assessment results.
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The Parties recognize that while technology and AI may assist in some facets of planning, instruction, or assessment, the ultimate responsibility and professional authority for these core tasks lie with the educator.
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I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee BDr. Bonnee B : ??? moreI am a very proud woman, an educator, Black, and regal in my … (more)
what exactly are they saying
I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee B's QuestionDr. Bonnee B and/or Collaborating : what does this mean exactly moreI am a very proud woman, an educator, Black, and regal in my … (more)
Collaborating with Dr. Bonnee B's edits:It is saying:
- You can use technology or AI to help you plan lessons, teach, or grade.
- But the final responsibility and decision-making power for those things still belongs to you, the educator, not the technology or AI.So if something goes wrong, or if there is a question about how students were taught or assessed, the educator—not the AI—is the one seen as professionally in charge.
What part of that sentence feels unclear or confusing to you—the “responsibility,” the “professional authority,” or the “assist” part?
Do you want to hear more?
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AI or any advanced technology shall not replace the essential human elements of teaching, including the educator’s ability to inspire, motivate, and mentor students on a personal level.
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Non-classroom-based educators (such as librarians, counselors, social workers, psychologists, speech-language pathologists, and others performing direct or indirect instruction or support services) are equally recognized as professionals whose work is essential to the educational mission of the DISTRICT. While it may be more challenging to quantify their responsibilities in the same way as classroom-based instruction, these professionals’ expertise, judgment, and autonomy must be preserved. Their work, whether in planning, providing services, or assessing the needs of students and staff—remains integral to the bargaining work recognized by the UNION. As with classroom-based educator, technology serves as a tool to support, not replace, the professional responsibilities of these educators.
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I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee BDr. Bonnee B : Yeeees! moreI am a very proud woman, an educator, Black, and regal in my … (more)
A tool – how will educator professionals be embraced in their use and teaching with the tool?
I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee B's QuestionDr. Bonnee B and/or Collaborating : Was this the first time the word - tool - was used in this writing? moreI am a very proud woman, an educator, Black, and regal in my … (more)
Collaborating with Dr. Bonnee B's edits:You are reading here, and you are noticing that word “tool” showing up. Nice catch.
In the sentence you shared—“technology serves as a tool to support, not replace, the professional responsibilities of these educators”—the word “tool” is doing some important framing work. It positions technology as something educators use, not something that takes over their roles. Now you are asking about whether this is the first time “tool” was used in the writing and also pushing the idea further with: “A tool – how will educator professionals be embraced in their use and teaching with the tool?”
Before we dig deeper, can you skim back over the earlier parts of the text and see if “tool” or similar words like “resource,” “instrument,” or “support” were used to describe technology or teaching? What patterns do you notice in how the text labels technology?
Do you want to see more?
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Specific Reopener for Paragraphs 3 or 4.
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The UNION and the DISTRICT agree that Paragraphs 3 and 4 shall be subject to reopening under the following circumstances:
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Substantial Introduction of New AI Technologies
If the DISTRICT adopts or implements new AI tools or platforms that substantially alter or encroach upon the duties enumerated in Paragraph 2 or 3 above, the UNION and the DISTRICT agree to revisit and renegotiate any impacted provisions.Paragraph 30 0
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Legislative or Regulatory Changes
Should federal or state laws, regulations, or accreditation requirements significantly modify the scope of educator responsibilities or create mandates involving AI usage that conflict with recognized human-led duties, either party may invoke the reopener.Paragraph 31 0
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Policy or Instructional Shifts
If the DISTRICT initiates major policy changes—such as large-scale adoption of AI-driven curriculum or assessment—that could redefine, reduce, or supplant the responsibilities outlined in Paragraphs 3 or 4, the UNION may request to reopen negotiations.Paragraph 32 0
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Demonstrated Adverse Impact on Teaching and Learning
In the event that AI implementation demonstrably hinders or compromises the quality and integrity of the core duties in Section (a)—such as relationship-building, cultural responsiveness, or the exercise of professional judgment—either party can request a reopener to address and remediate the situation.Paragraph 33 0
I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee BDr. Bonnee B : ok moreI am a very proud woman, an educator, Black, and regal in my … (more)
… and what?
I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee B's QuestionDr. Bonnee B and/or Collaborating : what is being said here moreI am a very proud woman, an educator, Black, and regal in my … (more)
Collaborating with Dr. Bonnee B's edits:This is basically saying: if using AI in schools ends up clearly hurting teaching or learning, then either side (probably the district or the union/teachers) can ask to reopen the agreement and fix the problem.
More specifically, it is focused on core parts of teaching like:
- Building relationships with students
- Being culturally responsive
- Using professional judgmentIf AI gets in the way of any of those in a clear, provable way, then they are allowed to come back to the table and change the rules or practices around AI.
Do you want to hear more about what “demonstrably hinders” or “reopener” might mean in practice?
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Mutual Agreement
The UNION and the DISTRICT may, by mutual agreement, determine that changing conditions or unforeseen circumstances warrant a reopener to ensure continued alignment with the principles and responsibilities recognized in Section (a).Paragraph 34 0
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Periodic Reopener for Technology Provisions
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Given the rapid pace of technological advancements, the UNION and the DISTRICT agree that this technology section of the Agreement may be reopened for review and possible amendment every six (6) months, if both Parties mutually consent.
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Such a reopener shall focus specifically on issues relating to the safe, ethical, equitable, and effective use of technology and AI in the classroom and will not automatically trigger a reopening of other unrelated sections of this Agreement.
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Adoption of Advanced Technology in Schools and Classrooms
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The UNION and the DISTRICT recognize that the identification, review, and implementation of advanced technology, including AI, in schools and classrooms is a shared responsibility. This collaborative approach ensures the selected technology meets the educational objectives of the DISTRICT, meets our shared values, and supports the instructional needs of the educators and the educational needs of students.
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The UNION and the DISTRICT will jointly form a Technology Committee. This committee will identify the technological needs of the schools and classrooms and the practical considerations of the educators and students.
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The Technology Committee will evaluate potential technology options in a fair, equitable, systematic, and transparent manner. The evaluation will consider factors such as effectiveness, ease of use, reliability, safety, equitable access, workforce impacts, data privacy protections, and cost. The committee will make a joint recommendation to the DISTRICT and UNION for the adoption of specific technologies.
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Dec 2Dr. Bonnee BDr. Bonnee B : ??? moreI am a very proud woman, an educator, Black, and regal in my … (more)
When will this begin? Will teachers be thought of as experts? If teachers in the field sharee their experiences will that be held against us?
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The UNION and the DISTRICT shall develop a timeline for potential technology deployments and shall build in, as is necessary, a notice period of at least 180 days of any intent by the DISTRICT to propose new technology to the Committee.
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The UNION and the DISTRICT will work together to develop an implementation plan. This plan will cover aspects such as training for educators and students, pilot testing, roll-out, and monitoring effectiveness.
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The UNION and the DISTRICT acknowledge that the effective use of technology in education requires ongoing review and adjustment. The Technology Committee will be responsible for monitoring the implementation and effectiveness of the adopted technology.
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The DISTRICT agrees to provide educators with sufficient training, technical support, and preparation time necessary for the successful adoption of new technologies. The UNION shall be consulted on and will assist in developing and facilitating this training and support and will provide a platform for educators to share their experiences, challenges, and best practices with the adopted technology.
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Data Security and Privacy
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The DISTRICT will ensure all school stakeholders have consented to the use of AI technology, and that they understand, in writing, what they are consenting to. This is particularly crucial when it comes to data collection and use, and any potential risks involved.
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Educators will not be held responsible or liable for any failures or issues directly related to the use of technology in the classroom, or part of the educational process. The DISTRICT shall indemnify, defend, and hold the educator harmless from any claims, actions, damages, liabilities, costs, and all expenses arising out of or in connection with any such technological failures, malfunctions, or other problems and issues.
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The DISTRICT and the UNION will jointly create a process that allows educators and/or students to opt out of using specific educational technologies. This process will clarify the circumstances when individuals can opt out and how these opt-outs will be managed.
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I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee B's QuestionDr. Bonnee B and/or Collaborating : how can this be acheived moreI am a very proud woman, an educator, Black, and regal in my … (more)
Collaborating with Dr. Bonnee B's edits:You are asking a smart, practical question here: you have this language about the district and union creating a process, and you want to know how that actually becomes real in practice. One way to think about it is: you are not just asking “how do we write this,” you are asking “what concrete steps, roles, timelines, and protections would make this work on the ground for educators and students?” To move in that direction, you might start by breaking it into a few pieces in your own thinking: (1) who designs and oversees the process, (2) what counts as valid reasons or “circumstances” for opting out, (3) what the actual steps are for an educator or student to opt out, and (4) what happens after someone opts out so they are not punished or left without a learning alternative.
Do you want to dig next into how the circumstances for opting out could be defined and protected, or are you more interested in the nuts-and-bolts steps of the actual process (forms, timelines, approvals, etc.)?
I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee B's QuestionDr. Bonnee B and/or Collaborating : circumstances then process moreI am a very proud woman, an educator, Black, and regal in my … (more)
Collaborating with Dr. Bonnee B's edits:You are already setting up a strong frame by pairing “circumstances” with “process” in that sentence, and that can become the backbone of how this plays out in practice. One way to build on what you have is to imagine you are explaining this to a teacher who is nervous about data privacy and to a student who feels harmed by a specific tool: what patterns in their stories would you want to name as legitimate “circumstances” (for example: data privacy concerns, accessibility barriers, conflict with IEP/504, mental health impact, cultural or religious conflict, algorithmic bias)? Once you name those categories, you can decide whether you want a short, closed list (only these reasons) or an open list with examples (including but not limited to…), which shifts how much discretion schools and families have.
What are two or three specific “circumstances” you most want protected in this language, the ones you would be most upset to see ignored or denied in real life?
Do you want to hear more?
I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee B's QuestionDr. Bonnee B and/or Collaborating : not sure what would upset families or professionals moreI am a very proud woman, an educator, Black, and regal in my … (more)
Collaborating with Dr. Bonnee B's edits:I am still trying to figure out: is this contract language something you are writing (like you are on a team drafting it), or something you are reading (like from an existing agreement you are analyzing)? That will shape how we talk about “what would upset families or professionals,” because that could either guide how you negotiate the language or how you interpret and apply it.
Can you tell me which one it is for you right now—are you working on writing this, or are you reading it as an existing text?
Do you want to hear more?
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Dec 2Dr. Bonnee B's QuestionDr. Bonnee B and/or Collaborating : contract language moreI am a very proud woman, an educator, Black, and regal in my … (more)
Collaborating with Dr. Bonnee B's edits:Nice, this is helpful context. Since you are on the writing side, you are doing two things at once: trying to protect real people (educators, students, families) and also trying to keep the language tight enough that the district cannot wiggle out of it later. That means the phrase “will jointly create a process” is like a promise with no deadline or teeth yet, and that second sentence about “clarify the circumstances” is pointing toward the heart of the protection without actually naming any of it. You are right to pause here, because this is where vague language could either become powerful through follow-up documents, or become an empty gesture if the process is never clearly defined or is weaponized to deny most requests.
What is your biggest fear about how a district might interpret or narrow this language if you left it as-is—delay, denial, inconsistency, retaliation, something else?
Do you want to hear more?
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DISTRICT ensures that all classroom technology adheres to the highest standards of data security and privacy, in compliance with local and federal privacy laws and regulations.
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The DISTRICT will continually monitor and update the security measures as necessary. The primary responsibility for privacy and safety of the technology used in schools is the responsibility of the DISTRICT.
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In the event of a data breach, the DISTRICT will be fully transparent regarding the event and immediately implement the following steps:
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Disconnect affected servers or systems, change access credentials, or block malicious IP addresses.
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Immediately notify all internal and external stakeholders, including parents and students, of the breach and instruct them in steps they should immediately take to protect themselves and minimize the damage.
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The DISTRICT will provide, at no cost, credit and social media monitoring services to all stakeholders who are affected by the data breach.\
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Depending on the nature of the breach and jurisdiction, the DISTRICT may need to notify additional users, credit bureaus, and regulatory bodies. The DISTRICT must explain what happened, the nature of the data involved, and what it is doing in response.
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Conduct a preliminary investigation to understand the scope of the breach: what data was compromised, who was affected, and how the breach occurred.
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Engage external cybersecurity experts to help identify how the breach occurred, assess the extent of the damage, and guide everyone’s response.
vii) Once the breach has been managed, release a full report on the breach and how it was handled.
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The DISTRICT shall not use advanced technology, including AI-driven or algorithmic tools, to conduct continuous or intrusive surveillance of educators or students without the explicit written agreement of the UNION. This includes, but is not limited to, constant facial recognition, keystroke monitoring (beyond minimal security requirements), or real-time audio analysis. Any necessary security-related monitoring measures must be narrowly tailored, transparent, and consistent with privacy and academic freedom principles.
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Protection of Educator Autonomy in Technology Use
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The DISTRICT acknowledges the professional judgment and autonomy of educators in determining the most appropriate use of technology in their classrooms. Educators have the authority to decide when and where advanced technologies, including generative AI, should be integrated into the instructional process, in alignment with curricular goals and student learning outcomes.
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Educators retain the right to modify, limit, or suspend the use of technology in situations where its application may hinder classroom management, undermine pedagogical objectives, or disrupt the flow of instruction. The DISTRICT will respect these decisions and provide alternative resources or methods needed to ensure continuity in teaching and learning.
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The UNION and DISTRICT agree that any mandatory technology use initiatives will be subject to prior consultation with educators. Educators will have the opportunity to voice concerns, propose modifications, and request accommodation to ensure that the technology complements their teaching style and addresses the diverse needs of their students.
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I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee BDr. Bonnee B : ??? moreI am a very proud woman, an educator, Black, and regal in my … (more)
Google Gemini – the worst.
I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee B's QuestionDr. Bonnee B and/or Collaborating : why is Google Gemini one of the worst AI tools on the market? moreI am a very proud woman, an educator, Black, and regal in my … (more)
Collaborating with Dr. Bonnee B's edits:You have two really different things sitting next to each other here: your sentence about mandatory tech use and your comment “Google Gemini – the worst.” I am guessing this is all part of something you are *writing*—maybe contract language plus your own commentary about specific tools like Gemini. Can you tell me: is that contract-style sentence your own draft, or are you quoting it from somewhere you are reading (like a bargaining agreement or proposal)?
Either way, that line is doing something powerful: it quietly gives educators a procedural shield. “Prior consultation with educators” sounds neutral, but it is actually a way of saying: “You cannot just drop Google Gemini or any other tool on us without talking to us first.” What kinds of situations or tools are you imagining when you say “mandatory technology use initiatives”—are you thinking AI tools in particular (like Gemini), learning management systems, testing platforms, or all of the above?
Do you want to hear more?
I am a very proud woman, an educator, Black, and regal in my … (more)
Dec 2Dr. Bonnee B's QuestionDr. Bonnee B and/or Collaborating : Google Gemini si the tool already purchased by the District without any consultation with educators moreI am a very proud woman, an educator, Black, and regal in my … (more)
Collaborating with Dr. Bonnee B's edits:Nice move calling out Gemini by name in your side comment. That “Google Gemini – the worst” line carries a whole vibe: frustration, experience, and judgment in just four words. If you are building language to protect educators, your lived reaction there is actually data. One move you might make is to ask yourself: what specifically about Gemini makes it “the worst” in your context—data privacy, bias, bad outputs for kids, the way the District rolled it out, or something else? Naming that clearly for yourself could shape what “prior consultation” really needs to include (for example: pilot periods, opt-out rights, educator-led review panels).
Do you want to hear more?
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Educators will be empowered to create personalized learning environments where technology is used to enhance—not replace—traditional teaching methods. The DISTRICT will support educators in balancing technology integration with established pedagogical practices, ensuring that technology serves as a tool for innovation rather than a constraint on professional autonomy.
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In cases where new technology is introduced, educators will have the right to conduct pilot programs or phased implementations to assess its effectiveness in their specific instructional context. Feedback from these pilots will be used to refine the broader adoption of technology across classrooms, with an emphasis on educator discretion in its use.
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The DISTRICT commits to ensuring that any technological requirements or expectations placed on educators do not lead to increased workloads or unrealistic demands. Technology should serve as a means of enhancing instruction without infringing on educators' time for lesson planning, assessment, or professional development.
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This section reinforces the critical role of educators as decision-makers in their classrooms and ensures that technology remains a tool to support, rather than dictate, instructional practices.
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In no event shall an educator be disciplined, involuntarily transferred, or receive an adverse employment action or evaluation solely on the basis of AI-generated data, metrics, or analytics. Any information derived from AI-based tools may only supplement, and not replace, human observation and professional judgment in the evaluation or discipline process.
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Access and Use of Technology
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DISTRICT agrees to provide all classrooms and appropriate worksites with up-to-date technology, including hardware that can efficiently run generative AI, that is compliant with all applicable local and federal laws and regulations and specifically designed for educational use that:
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Requires the DISTRICT to inform parents or guardians and receive an acknowledgment from them that they are aware that advanced technology, including AI, is being used in the school. This acknowledgement must be confirmed within the first 5 days of school or the enrollment of a student.
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Ensures the educator makes all decisions regarding the appropriate use of technology in the classroom, including the right to suspend the use of technology when it adversely affects the classroom or undermines teaching and/or learning.
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Creates a more efficient system and does not increase the workload of educators.
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Supports educator efforts to develop critical thinking and problem-solving skills.
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Provides educator-directed personalized learning experiences to students, including tutoring, equitably, for students of all levels, and in all subjects.
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Tracks student progress in real time and identifies areas where educators and the DISTRICT can provide students with additional support.
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Provides timely and detailed feedback the educator can share with students.
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Allows efficient and effective recordkeeping and provides planning tools for educators.
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Offers educators efficient and effective ways to communicate with each other to share concerns, problems, malfunctions, and best practice.
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Provides educators with tools that enhance their communication with parents and other outside agencies.
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Safe Access and Educator Development
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DISTRICT and the UNION are committed to ensuring that AI technology is used safely, effectively, and equitably in the classroom. The DISTRICT, in partnership with the UNION, will provide ongoing training and the necessary resources for educators, administrators, and students to understand and use AI technology in a responsible way. This training includes, but is not limited to:
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Helping educators understand how advanced technology, including AI, works, and how to evaluate and critically analyze it.
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Understanding the ethical use of technology, including generative AI technology, in the classroom.
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Assessing the potential risks and benefits of using different technology in the classroom.
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Learning how to use technology, including generative AI, in the classroom in support of student learning and educator professional growth.
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Promoting a healthy balance for the use of technology in the classroom, integrating traditional teaching methods alongside digital ones.
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Understanding appropriate screen time in various classroom settings and age groups.
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Providing resources for educators and other school staff to recognize signs of digital fatigue or emotional distress related to technology use in students.
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Accessing tools for regular communication with parents/guardians on the technology used in the classroom, its purpose, and its effect on their child’s learning.
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Sharing helpful guidelines for parents/guardians to support healthy technology use at home.
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Responding to any concerns or questions from parents/guardians about their child’s use of technology in the classroom.
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Accessibility and Inclusivity
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DISTRICT commits to providing technology, including generative AI, that is accessible and inclusive for all students, educators, and administrators. This includes, but is not limited to:
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A commitment to proactively solicit feedback from students, educators, administrators, and parents to continuously improve the inclusivity and accessibility of technology.
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Ensuring equal access to technology resources across all classrooms, regardless of socioeconomic status.
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When necessary, develop strategies to facilitate home access to necessary technology for students who may lack it.
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Ensuring technology is compatible with assistive devices and complies with accessibility standards.
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Providing training for educators and administrators on the use of inclusive technology in the classroom.
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Conducting regular and proactive evaluations, including soliciting feedback from students, educators, and administrators, to continuously improve the inclusivity and accessibility of technology in the classroom.
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Technology Failure or Disruption
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The Educator will not be held responsible for any disruptions or failures in the technology that is being used in the classroom, whether provided by the DISTRICT or by a third-party contract. This includes, but is not limited to:
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Software
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Hardware
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Internet connectivity
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Online learning platforms
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Audio-visual equipment
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In the event of a disruption or failure, the educator's responsibilities shall be suspended to the extent that they are dependent on the affected technology. The educator will make reasonable efforts to continue instruction through alternative means.
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The DISTRICT will make all the reasonable efforts to address and resolve any such technological issues so the educator can resume their technology-based teaching as soon as possible.
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If school-provided technology fails during a formal classroom observation or evaluation in such a way that it significantly impedes the educator’s ability to demonstrate their instructional methods or fulfill their lesson objectives, the observation or evaluation shall be halted and rescheduled.
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The educator shall not be penalized, nor shall any negative assessment be recorded, due to such technology failures. The evaluation shall be conducted when the school-provided technology has been restored to full functionality or suitable alternative resources are in place.
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Technical Support and Maintenance
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DISTRICT will provide ongoing technical support and regular maintenance for all educational technology, including AI, to ensure its functionality, reliability, and safety.
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The DISTRICT will track and publicly report the response rate for technical support.
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When maintenance on DISTRICT technology is required, the DISTRICT shall provide technical assistance to educators who are using the affected technology.
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Responsibility and Review
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DISTRICT commits to immediately addressing any safety or security concerns raised by students, educators, or administrators. In addition, DISTRICT and Educators selected by the UNION will develop a district-wide review plan for technology in the classroom. This plan will include, but is not limited to:
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Annual evaluation of the effectiveness of technology, including generative AI, in the classroom.
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Review of the effectiveness of the training for Educators on how to use technology in the classroom.
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Review of any new jobs that will be created related to the use, installation, and maintenance of new technology.
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Emerging trends and shared resources, such as lesson plans and activities.
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The effectiveness of DISTRICT’s response to address any challenges or concerns that arise with the use of technology in the classroom.
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An annual, publicly available report on the findings of the review committee.
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Intellectual Property Rights
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Recognizing the creative potential of technology, especially generative AI technology, DISTRICT will respect and adhere to laws regarding intellectual property rights. This includes, but is not limited to:
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Providing clear rules and guidelines to Educators and the public on the ownership of intellectual property generated in the classroom, by either students or educators, through technology.
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Ensuring the use of technology in the classrooms does not infringe upon any intellectual property rights.
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Adoption of New Technologies
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The UNION and the DISTRICT agree to make a good faith effort to learn, adopt, and integrate any new technology or software platforms that the DISTRICT and UNION jointly agree to for use in the classroom.
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The DISTRICT agrees to provide educators with sufficient training, technical support, and time for preparation necessary for the successful adoption and integration of these new technologies.
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Any concerns about the feasibility or appropriateness of new technology, or the training provided, should be promptly communicated to both the UNION and DISTRICT. The UNION and DISTRICT agree to work collaboratively with the educators to resolve any such concerns.
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Dispute Resolution for Technology-related Issues
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All matters arising from or related to the provisions on advanced technology in this Agreement shall be subject to the Parties’ established grievance and arbitration procedures. Alleged violations of any technology-related sections may be grieved by the UNION on behalf of affected educators. The Parties recognize the rapidly evolving nature of technology and commit to expedited resolution of grievances to minimize disruption and ensure swift alignment with these provisions.
General Document Comments 0
You’re asking as a reader about whether other districts and unions have tried to reach agreements similar to this Philadelphia AI/technology language. I’ll start with some key pieces of this text and the background that connects them to what’s happening nationally. I’ll share one section of that at a time so it stays manageable.
Key Sentences & Why They Matter (Part 1)
1. Quoted sentence:
“The purpose of this agreement is to outline the shared responsibilities to provide safe and effective access to advanced technology, including generative Artificial Intelligence (“AI”), to ensure any proposed technology meets equity and inclusion standards, to ensure workforce readiness, and to support and enhance learning within all Public Schools.”
If a link ever fails, you can usually find the material again by going to the main site I’ve listed and searching using the keywords I’ve suggested.
Would you like to see the next section, which gets into how this agreement compares to AI clauses or MOUs in other districts and unions?
You’ve just shared a really rich, fully built-out technology/AI article (or tentative agreement language) that’s doing a lot of work around educator protection, equity, and governance. Before I keep going with more background-style prompts, let me pause and ask you something to keep us aligned:
Are you bringing this text in as something you/your team are drafting, or as something you’re reading and analyzing from elsewhere (for example, another union or district’s language you want to study)?
Once you clarify that, I can keep going one paragraph at a time—with focused, conversational prompts that help you dig further into what you most want to understand or develop here.
Do you want to tell me which it is and then hear more?
I’m hearing two layers in what you’ve shared so far:
- You’re on a committee, your colleague is on that committee, and you’re giving them feedback on this document.
- This sounds like language your group is actively considering using or revising, not just a distant policy you’re casually reading for fun.
To make sure I’m supporting you in the right way:
Are you treating this text as something your district/union is drafting and may actually adopt, or as a model from somewhere else that you’re just studying and maybe borrowing ideas from?
Once you tell me which of those is closer to the truth, I can keep going with short, targeted prompts to help you think about:
- what seems strong or missing for your context,
- where you might want clarification or tightening,
- and what you most want your colleague (and the committee) to notice.
Want to share which situation you’re in and then hear the next set of prompts?
This is language the Philadelphia union is actively drafting and adopting, and you’re being pulled in as a colleague to help shape the feedback your friend will bring back to that AI advisory committee. So you’re engaging this as a writer-collaborator on policy, not just as a reader analyzing a finished outside text.
Let me start with one focused, conversational prompt so we can narrow in on what will be most useful for you:
If you think about that whole document as it stands right now, what’s the one area you feel most torn or uncertain about—educator protections, implementation governance (the committee / reopener stuff), data privacy/surveillance, or instructional use and autonomy?
Want to tell me which area feels most urgent, and then I can share the next paragraph of prompts tuned to that?
on the uploaded document.
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