AI’s Impact on Education Sparks Urgent Need for Teacher Contracts

Generative artificial intelligence (AI) is reshaping the educational landscape, affecting how teachers are hired, evaluated, and supported in their roles. As schools begin to integrate AI tools into their operations, the need for updated labor contracts that reflect these changes has become increasingly urgent. Currently, only a small number of school districts have begun addressing these issues in their agreements, leaving many educators in uncertain situations.

Most public school teachers are part of unions, which negotiate contracts that detail the conditions of their employment. As AI technology evolves, these contracts may need to specify how teachers engage with AI policies, the tools they are permitted to use, and protections against potential misuse of AI in their professional environment.

Contract Negotiations Stalled Over AI Concerns

In districts such as Ithaca, New York, and Orange County, Florida, contract negotiations have encountered obstacles due to disagreements over AI language. Key issues include concerns that AI tools could replace teachers, undermine their professional judgment, or impact evaluations of teacher effectiveness. According to Robbie Torney, senior AI director at Common Sense Media, there is a lack of clarity regarding the implications of AI in the classroom, which is making these discussions more complex.

The National Council of Teacher Quality (NCTQ) plans to analyze AI-related contract language within the next year. Their focus will be on how AI can be utilized for recruiting and retaining teachers, as well as enhancing instructional capacity. As NCTQ President Heather Peske stated, “We will see more protection being put in place to guard against the misuse of AI, particularly in ways that could damage teachers — either their reputations or their actual work with kids.”

Currently, fewer than 12% of school districts have established policies addressing how teachers should use AI, according to a RAND Corporation study. This lack of comprehensive guidelines suggests that many educators may have to navigate AI-related challenges without clear support.

Proactive Measures and Future Considerations

Some districts have taken proactive measures in response to past incidents. In St. Tammany Parish, Louisiana, one of the first contracts addressing issues related to nonconsensual digital manipulation was adopted last year. This decision was influenced by an incident where a teacher was recorded without consent, and the footage was altered and shared on social media. Brant Osborn, president of the St. Tammany Federation of Teachers and School Employees, emphasized the need for protective measures, stating, “We knew we needed protections.”

The contract includes provisions for teacher privacy and outlines disciplinary procedures for the unauthorized use of a teacher’s likeness. Since adopting this contract, the district has not faced similar issues, but Osborn noted that changes to AI policies often arise reactively rather than proactively.

As AI technology continues to evolve, questions surrounding intellectual property rights for teachers, especially when it comes to selling lesson materials online, are becoming more pressing. Osborn pointed out that existing contract language related to academic freedom and intellectual property is outdated and may need revision to align with contemporary practices.

Both the American Federation of Teachers and the National Education Association have begun developing guidelines for educators regarding AI use. These organizations recognize that if AI integration is not carefully managed, it could lead to significant job losses and other detrimental effects on the teaching profession.

Discussions surrounding AI in education have highlighted a need for comprehensive training programs. Adam Aguilera, a middle-grades English/language arts teacher, emphasized the importance of prioritizing training on AI technology for teachers. He noted that many educators and administrators are still working to understand the implications of AI on their existing policies.

The Rockdale 84 district in Illinois has adopted a collaborative approach to address AI-related issues in the workplace. Their contract establishes a four-member committee consisting of union and district representatives to provide guidance on the adoption of AI tools and necessary training for educators. This agreement reflects a mutual understanding that AI should be viewed as an opportunity to enhance educational outcomes while respecting teachers’ rights.

As the education sector grapples with the challenges posed by AI, the dialogue around teacher contracts is set to evolve. The integration of AI technology has the potential to change the educational landscape fundamentally, making it crucial for stakeholders to establish guidelines that protect educators and enhance their effectiveness in the classroom. The coming years will likely see an increased focus on these issues as districts work to navigate the complex intersection of technology and education.