Aspect 5 of 5

AI for professional development

Every member of staff is trained, training continues by role, pilots are evaluated and staff learn from each other.

What leadership puts in place

Indicator 5.1What leadership puts in place

Every member of staff has had a baseline AI training session.

Levels

Not yet: Staff have had no AI training.
Acquire: All staff have had one INSET session on AI, but new staff who joined since have not been trained.
Deepen: Every member of staff, including support staff and new starters, has had baseline training and it is recorded.
Create: Staff help design the training and the school trains staff from other schools.

Evidence that counts

Training records showing who attended
The baseline training materials
Induction records for new staff

Legal requirements

AI literacy (EU AI Act, Article 4) (opens in a new tab)A school that uses AI systems must take measures to support the AI literacy of staff who use AI on its behalf, suited to their role and the context of use. It does not have to certify any individual's level, but it should be able to show the steps it has taken, such as training.

Fixes

Indicator 5.2What leadership puts in place

Training continues in a cycle by role, including induction for new staff.

Levels

Not yet: There is no plan for AI training after the first session.
Acquire: Further training happens when someone asks, with no plan by role.
Deepen: A yearly training cycle covers each role and every new member of staff on induction.
Create: The training cycle is shaped by staff needs data and shared with other schools.

Evidence that counts

The yearly training plan with AI content by role
Induction materials covering AI
Training needs analysis results

Legal requirements

AI literacy (EU AI Act, Article 4) (opens in a new tab)A school that uses AI systems must take measures to support the AI literacy of staff who use AI on its behalf, suited to their role and the context of use. It does not have to certify any individual's level, but it should be able to show the steps it has taken, such as training.

Fixes

Indicator 5.3What leadership puts in place

AI pilots have success criteria and are evaluated.

Levels

Not yet: AI is tried out with no plan for judging whether it worked.
Acquire: Pilots are planned, but success criteria are vague and results are not written up.
Deepen: Every pilot has clear success criteria and a written evaluation that informs the next decision.
Create: The school publishes its evaluations and works with other schools on joint pilots.

Evidence that counts

Pilot plans with success criteria
Written evaluations of AI pilots
Decisions made as a result of evaluations

Fixes

Indicator 5.4What leadership puts in place

What the school learns about AI is shared internally and with other schools.

Levels

Not yet: Lessons learned about AI stay with the people who learned them.
Acquire: Some learning is shared in staff meetings, but not written down.
Deepen: Learning is recorded and shared across the school through a regular channel.
Create: The school leads a network or partnership that shares learning about AI with other schools.

Evidence that counts

Staff bulletins or meeting notes sharing AI learning
A shared space for AI examples and guidance
Partnerships or networks with other schools

Fixes

What staff do

Indicator 5.5What staff do

Staff use AI to reduce workload safely.

Levels

Not yet: Staff do not use AI to save time, or do so with unapproved tools.
Acquire: Some staff save time with AI, but nobody knows how much or whether it is safe.
Deepen: Staff use approved tools to cut workload on specific tasks and the time saved is tracked.
Create: Staff develop and share safe workload-saving approaches with colleagues and other schools.

Evidence that counts

Examples of tasks where AI saves time
Staff workload survey results
Guidance on safe workload uses of AI

Fixes

Indicator 5.6What staff do

Staff learn from each other about using AI.

Levels

Not yet: Staff rarely talk to each other about AI.
Acquire: A few enthusiasts share tips informally.
Deepen: Regular time is set aside for staff to share and coach each other on AI.
Create: Staff coach colleagues in other schools and lead professional learning on AI.

Evidence that counts

Coaching or peer-learning records
Agendas for staff sharing sessions
Examples of shared practice