School leaders in the Baltimore area are taking a proactive, values‑centered approach to artificial intelligence (AI) in the classroom. Administrators say the goal is to harness the technology’s benefits for learning while safeguarding the cognitive, social and emotional growth of children.
Guidelines at Beth Tfiloh Dahan Community School
Mark Kaiser, director of operations and head of the technology office at Beth Tfiloh, explained that the school is drafting a living document to guide AI use. “We’ve got a subcommittee formed, and we’re really trying to get that cranked out and put into acceptance in the building,” Kaiser said. The draft acknowledges inconsistencies in many AI platforms and seeks clear, age‑appropriate rules.
At present, lower‑school students are not exposed to AI tools, middle‑school students receive limited exposure, and high‑school students and staff are encouraged to use AI more actively. The school stresses critical thinking, urging students to evaluate AI outputs rather than accept them at face value. Some students have even opted out of AI‑based assignments to preserve their authentic voice and intellectual property.
St. Paul’s Schools Emphasize Mission‑Aligned Use
Emily Ziegler, director of Innovation and Special Projects at The St. Paul’s Schools, described a balanced strategy. “Some assignments may prohibit AI because the goal is for students to develop and demonstrate a specific skill independently. In other cases, teachers may allow students to use AI for brainstorming, research support, revision, studying aid, or creative exploration when it enhances the learning experience,” she said.
Teachers are already using AI for lesson planning and interactive experiences that were previously unimaginable. Ziegler added that the school’s mission to “discover and pursue our unique gifts” guides its AI policy, ensuring technology serves rather than replaces human creativity, judgment and empathy.
Loyola Blakefield Integrates AI with Jesuit Principles
At Loyola Blakefield, a Jesuit‑run high school, administrators organized a professional‑development day focused on AI. Assistant principal for academics Ryan Bromwell called AI a “mandatory topic that we know enough about to stand in front of our faculty and say, ‘This is how we want you to think and engage about this tool.’”
Following the session, faculty participated in Ignatian Conversations—Jesuit‑style dialogues that emphasize listening and intentional speaking. “The goal was for staff to put aside preconceived ideas, whether for or against, and to challenge themselves to continue learning,” said academic technology coordinator Mike Lackner.
In classrooms, teachers are using AI to draft multiple versions of assessments and to present AI as a thoughtful partner, prompting students to verify and critique AI‑generated explanations. Lackner noted that students learn more about AI from social media and peers than from formal instruction, underscoring the need for guided, values‑based education.
Phone Policies Evolve Alongside AI Rules
Because AI is embedded in many smartphone apps, schools are also revisiting cell‑phone policies. Beth Tfiloh now requires middle‑ and high‑school students to check phones into secure storage each morning, a measure that has reduced distractions and social pressure. St. Paul’s lower and middle schools have long practiced an “off and away for the day” approach, and this year the policy was extended to the Upper Schools.
“The results have been overwhelmingly positive,” Ziegler reported. She observed increased student engagement, more face‑to‑face interaction, and fewer distractions throughout the day.
Balancing Risks and Opportunities
While administrators are optimistic, they acknowledge the concerns raised by a recent Brookings Institution study that highlighted potential risks of AI for students. Nevertheless, local educators believe it is not too late to steer AI toward enriching education rather than diminishing it.
By placing AI within a framework of faith, family values, and constitutional liberty—emphasizing personal responsibility and critical thinking—Baltimore’s independent schools aim to prepare students for a future where technology serves humanity, not the other way around.
Original reporting: Baltimore Fishbowl — read the source article.
