This staff survey was designed to assess how educators across United Charter Schools are using, experiencing, and exploring generative AI. It surfaces insights about teacher needs, concerns, and professional development priorities to inform policy, training, and tool adoption decisions.
This family-facing AI policy clearly outlines how United Charter High Schools use AI tools to support student learning, safeguard privacy, and promote equity. It includes tool examples, usage rationale, privacy protections, and guidance for family engagement.
This practical guide helps teachers integrate AI into instruction with specific strategies, prompt starters, and tool overviews organized by classroom challenges such as differentiation, engagement, and feedback. Designed for everyday use, the playbook emphasizes instructional alignment, ease of use, and teacher autonomy.
This student-facing AI policy outlines clear guidelines for responsible, ethical, and transparent AI use across academic settings, emphasizing academic integrity, digital literacy, and data privacy.
This internal policy outlines clear guidelines for AI use by staff, including permissible applications, student data protections, responsible oversight, and required professional learning. It establishes expectations for ethical, transparent, and inclusive use of AI across instructional and operational contexts.
This report summarizes findings from a staff-wide survey on how educators within the charter network are using AI, what support they need, and how aligned they feel AI use is with instructional priorities. The results informed the network’s next steps for piloting, policy, and PD.
This professional development session supported educators in deepening their understanding of AI tools and integrating them into data-informed planning. It reflects Eliot’s commitment to building system wide instructional capacity, ensuring AI supports—not replaces—educator expertise in improving student learning.
This Padlet board captured collaborative learning from Eliot’s AI-focused text club, where educators explored foundational questions about AI’s role in teaching and learning. The forum offered a supportive, low-pressure space for teachers to develop shared understanding, raise implementation questions, and connect AI to instructional goals, laying the cultural groundwork for future innovation.
A custom-built AI chatbot designed to support English learners in building content knowledge while strengthening academic language skills. ELSA (English Learner Support Assistant) offers scaffolded explanations, vocabulary support, and structured practice activities aligned to classroom content.
The Center for Outcomes Based Contracting’s District Artifacts collection is designed for K–12 leaders and program managers piloting outcomes-based contracting. It features sample contracts, requests for proposals (RFPs), and even rate cards to support education leaders with concrete templates and best practices.
