Navigating the ChatGPT Era: Baltimore City Public Schools’ New Guidelines on AI
In the age of rapidly advancing technology, educators face a unique challenge with the rise of generative artificial intelligence (AI). For Baltimore City Public Schools teacher Lee Krempel, the struggle to adapt to these new tools has been both a source of humor and concern. Over the past few years, he’s watched as students attempted to pass off AI-generated content as their own work, with often comical results. “One time, I knew for sure this kid didn’t actually read Hamlet that closely, yet they produced an essay with advanced ideas on feminism and psychoanalytic criticism,” Krempel shared, eliciting a laugh from his peers. Such instances have prompted educators to seek effective strategies to manage the integration of AI in the classroom.
Understanding Generative AI
The challenge of addressing AI in education has been met with proactive measures by the Baltimore City Public Schools. Recently, the district released new guidance aimed at helping teachers navigate the use of generative AI tools like ChatGPT. Dawn Shirey, the district’s director of virtual learning and instructional technology, emphasized the importance of clarity in a rapidly evolving educational landscape. The guidance includes a comprehensive definition of generative AI, commonly used tools, and an acceptable use scale that helps teachers and students navigate assignments.
Academic Integrity in the Digital Age
One of the central themes of the new guidelines is the promotion of academic integrity. Teachers like Krempel highlighted their initial reliance on AI detection software to catch plagiarism, only to realize its inconsistencies. “I’ve seen too many false positives with these checkers. I prefer to trust my instincts,” Krempel explained. The new guidance encourages educators to rely on their intimate knowledge of students’ writing styles and capabilities, reinforcing the idea that teachers are the best judges of their students’ work.
The guidelines further define inappropriate uses of AI, such as submitting AI-generated work without proper citation or using AI to harass peers. By encouraging discussions around what constitutes academic honesty, schools are aiming to foster a culture of integrity among students.
A Flexible Framework for AI Usage
The acceptable use scale introduced in the guidance allows educators to apply differing levels of AI use, catering to the unique needs of their classrooms. At Level 1, students are prohibited from using AI tools. Conversely, at Level 5, they can engage with AI freely under personal oversight, provided they cite their sources. This flexible framework is intended to give teachers the autonomy to determine the best approach for their students, acknowledging that not all teaching environments are alike.
Krempel observes that many students struggle with the concept of plagiarism, often misunderstanding what “unattributed use” means. “It’s common for a 16- or 17-year-old to think it’s acceptable to copy language from ChatGPT without giving it due credit,” he noted. The inclusion of guidance surrounding the biases embedded in AI tools also speaks to a more comprehensive approach to learning.
Professional Development for Educators
To ensure that teachers feel supported in this transition, the district implemented optional professional learning sessions before the school year commenced. These sessions emphasized the ethical considerations of AI and included a pitch competition, encouraging teachers to develop innovative ways to integrate AI into their classrooms. Forrest Gertin, a high school English teacher, co-led these sessions and expressed enthusiasm for the potential benefits of AI. He articulated a collective desire to shift from fear to understanding: “We really wanted to slow down the process from ‘Oh my God, it’s here!’ to how can it help.”
The professional development sessions aim to equip teachers with the necessary tools and confidence to address AI in a way that enhances learning, rather than detracting from it.
Addressing AI Misuse and Consequences
While the guidelines empower educators to take responsibility for enforcing academic integrity, they also allow for individual discretion regarding consequences for AI misuse. Teachers can decide how to handle instances of plagiarism in line with the district’s existing policy. Some may offer students a chance to redo assignments, while others might impose stricter penalties. This variability in approach emphasizes the teachers’ agency in managing their classrooms and responding to their students’ needs.
Shirey noted that these guidelines emerged from collaborative efforts involving teachers, parents, and students, during a series of listening sessions. The goal was clear: create robust, flexible guidelines that would help navigate the complexities of teaching in a digital age.
As this new chapter unfolds in education, Baltimore City Public Schools strives to balance technological advancement with ethical considerations. By equipping educators with the necessary resources and guidance, the district fosters an environment that encourages both creativity and accountability, preparing students for a world where AI plays an integral role in their lives.