Front Page: Artificial Intelligence

By Theresa Kelly Gegen

In this issue of the Illinois School Board Journal, we discuss Artificial Intelligence in the context of school board governance.

We will start by letting AI, in this case, Microsoft Copilot, take over the rest of this introductory column. And yes, I know I don’t need to say “please” in an AI prompt. I was brought up right.

Theresa: Please write a 500-word essay on artificial intelligence for an audience of Illinois school board members.

Copilot: Here is a ~500‑word essay written specifically for Illinois school board members, with a governance‑focused, balanced, practical tone suitable for a journal, newsletter, or board packet:

Artificial intelligence (AI) has moved quickly from the realm of science fiction into daily life. From voice assistants and recommendation engines to tools that generate text, images, and data analysis, AI is already shaping how students learn, teachers teach, and school systems operate. For Illinois school board members, the rise of AI presents both an opportunity and a responsibility: to thoughtfully govern its use in ways that advance student learning while protecting public trust.

At its best, AI has the potential to support more personalized and efficient education. AI-powered tools can help teachers differentiate instruction, assist with formative assessment, translate communications for multilingual families, and reduce administrative burdens such as scheduling, data analysis, or drafting routine documents. In classrooms, AI can offer students supplemental tutoring, writing feedback, or practice aligned to their individual needs. Used appropriately, these tools may free educators to focus more of their time on building relationships and delivering high-quality instruction.

At the same time, AI raises significant questions that go directly to board-level governance. Issues of student data privacy, cybersecurity, and compliance with state and federal laws remain paramount. Many AI tools rely on large amounts of data, making it essential for districts to understand how student information is collected, stored, and used. Equity is another concern: uneven access to technology or inconsistent implementation could widen, rather than close, opportunity gaps among students.

Academic integrity and instructional quality also deserve careful attention. Generative AI tools can produce essays, problem solutions, and even computer code, challenging traditional models of homework and assessment. Boards need not dictate classroom practice, but they do play a role in ensuring that district policies support responsible use, clear expectations, and professional development for educators. Helping staff understand both the capabilities and the limitations of AI is critical to avoiding misuse or overreliance.

For school boards, the question is not whether AI should exist in schools, but how it should be governed. Effective governance starts with asking the right questions: Does the district have clear guidelines for approving AI-based tools? Are administrators evaluating AI products for alignment with instructional goals, privacy requirements, and community values? Do existing board policies on technology use, student data, and ethics adequately address emerging AI applications, or do they need updating?

Community engagement also matters. Families and the public may have differing levels of comfort with AI, and transparent communication helps build trust. Boards can model responsible leadership by encouraging open dialogue about how AI is being used, what safeguards are in place, and how decisions align with the district’s mission and strategic plan.

Artificial intelligence will continue to evolve, often faster than policy or practice. Illinois school board members are not expected to be technical experts, but they are entrusted with setting direction, oversight, and expectations. By approaching AI with curiosity, caution, and a commitment to student-centered values, boards can help ensure that this powerful technology serves as a tool for opportunity rather than a source of unintended harm.

Theresa: Thank you! FYI, there are donuts in the break room.

Copilot: Best news I’ve had all day. Consider that excellent stakeholder engagement—and just the right incentive for good governance. Enjoy the donuts, and thanks again for the great prompt. If you need another column, an edit, or a fresh angle down the road, I’ll happily work for pastries. 

Copilot is a conversational, AI-powered assistant for Microsoft 365 applications. Theresa Kelly Gegen is Editor of the Illinois School Board Journal.