AI Integration Sparks Need for Updated Teacher Contracts Nationwide

Generative artificial intelligence (AI) is fundamentally reshaping the educational landscape, affecting how teachers are hired, trained, and evaluated. As this technology becomes more prevalent, some school districts are beginning to address the implications for teacher contracts, though many remain unprepared for the changes ahead.

While AI offers promising tools for lesson planning and student assessment, only a few districts have taken steps to incorporate AI-related policies into their contracts. Most public school teachers are part of unions, and their contracts detail the conditions of their work. As AI continues to evolve, these agreements will likely need to address its use directly, including stipulations on compliance with district AI policies, the tools teachers can utilize, and protections against potential misuse of AI in the classroom.

According to a recent study by the RAND Corporation, fewer than 10% of school districts have established policies regarding the use of AI by teachers. The lack of comprehensive guidelines complicates contract negotiations, as seen in districts like Ithaca, New York, and Orange County, Florida. Negotiations in these areas stalled this summer over concerns regarding the implications of AI, such as job displacement and the potential for AI to undermine professional judgment.

Robbie Torney, senior AI director at Common Sense Media, highlighted the challenges teachers face in navigating these changes. He noted that while educators have always had to adapt to new technologies, the specific risks associated with AI remain unclear. “Unfortunately, some of these issues might not actually even be on teachers’ radar,” Torney stated.

The National Council of Teacher Quality (NCTQ) plans to begin analyzing AI-related contract language over the coming year. Their focus will include how AI can be used to recruit and retain teachers and enhance instructional effectiveness. NCTQ president Heather Peske emphasized the need for protections against AI misuse that could harm teachers’ reputations or their work with students. “The conversations with teachers about AI have so far been much more focused on students’ use of AI than they have been focused on AI in relationship to teachers,” she said.

As of now, little has been done to proactively address these concerns. The St. Tammany Parish district in Louisiana is one of the few that has adopted explicit contract language regarding digital manipulation and deepfakes. This initiative was partly in response to an incident where a teacher was recorded without consent, and the footage was manipulated and shared on social media. The district’s contract now includes protections against the unauthorized use of a teacher’s likeness in digital media. “Once we were at the table, we considered other things we’d seen and tried to imagine the future,” said Brant Osborn, president of the St. Tammany Federation of Teachers and School Employees.

Despite these efforts, many districts still react to problems as they arise rather than implementing preventative measures. For example, Osborn noted that discussions are ongoing regarding how AI may impact teachers’ intellectual property rights, particularly as more educators sell their classroom materials online. The current contract language in St. Tammany was established before the widespread use of the internet, indicating a need for updates to reflect modern realities.

Both the American Federation of Teachers (AFT) and the National Education Association (NEA) are currently developing initial guidelines for teachers on AI use. AFT president Randi Weingarten raised concerns that without proper guidance, the adoption of AI could lead to significant job loss and erosion of human oversight in education. She indicated that future teacher strikes might focus on issues such as intellectual property rights and data privacy.

Contract negotiations in Ithaca have demonstrated the complexities of integrating AI into educational settings. The teachers’ union sought to include language preventing the district from using generative AI to replace staff, a request the district hesitated to accommodate. Robert Van Keuren, Ithaca’s chief investigative officer, expressed caution against imposing restrictions on the evolving technology, stating, “We know it’s going to be big, but we don’t know how big.”

As school districts begin to understand AI’s transformative potential, teachers are urged to prioritize training on the technology to ensure they can adapt effectively. Adam Aguilera, an English/language arts teacher in Washington, emphasized the necessity of equipping educators with the skills to navigate AI integration across various applications, including instructional practices and surveillance systems.

“The technology is evolving rapidly, and we need to protect both teachers and students,” Aguilera said. He advocates for a proactive approach rather than waiting for issues to arise.

In Illinois, the Rockdale 84 district has adopted a collaborative model for addressing AI-related workplace issues. Although their current contract does not impose specific limitations on AI, it establishes a committee composed of both union and district representatives to provide guidance on AI adoption and necessary training for teachers. Their agreement highlights a mutual understanding that AI can enhance educational outcomes while respecting the professionalism of educators.

As the integration of AI continues to evolve, the need for clear and comprehensive policies in teacher contracts becomes increasingly urgent. Districts must navigate these changes thoughtfully to protect their educators and enhance the educational experience for students.