01Define the educational need
Begin with a question about learning, engagement, feedback or creativity—not a product. Include teacher expertise and student perspectives. Describe the intended improvement and compare digital and non-digital options.
Purpose · Safeguards · Evidence
Thoughtful exploration.
Not change for its own sake.
A research-engaged approach distinguishes a promising idea from a passing trend. Connect the educational vision with classroom practice, and investigate what technology changes for learners and teachers.
02Establish safeguards
Work with the school’s technology and safeguarding leaders. Review privacy, security, accessibility, academic integrity, bias and wellbeing. Use only approved tools; never enter identifiable student or staff information into unapproved AI services. Follow school policies and applicable research ethics requirements.
03Build capability together
Use coaching and demonstration practice to support staff. Help students understand how AI can be useful, where it is unreliable and why outputs must be checked. Keep professional judgement and consequential decisions with accountable people.
04Run a bounded inquiry
Agree on a small trial, a review date and evidence of success before starting. Invite age-appropriate student participation without requiring disclosure of personal information. Record unexpected effects as well as intended benefits.
05Evaluate, refine and share
Review learning quality, agency, inclusion, wellbeing and staff workload—not only time saved. Decide whether to stop, adapt or extend the approach. Communicate findings and limitations so others can learn from the inquiry.
Original guidance developed around the research, professional growth and digital learning priorities in the supplied PLC Melbourne leadership position description.