How WA teachers are leading the AI revolution in K–12 education

A quiet revolution in Washington's classrooms

At O’Dea High School in Seattle, biology teacher Clare Prowse uses Microsoft Copilot to automate grading and curriculum planning, freeing up time to develop brand-new, highly personalized assignments for students. Across the state in Evergreen Public Schools, K-8 teacher Adam Aguilera leverages generative AI to design history lesson plans in Ukrainian, allowing a refugee student to engage deeply with a subject he loves. Meanwhile, in Spokane, elementary students are using AI-powered learning tools like Khanmigo to explore topics in an engaging and curiosity-driven way. The software allows them to ask questions they’d typically direct to a teacher—such as “Why the sky is blue?”—and even “interview” historical figures like Sir Isaac Newton.

These aren’t futuristic experiments: They’re happening right now across the state, which has established itself as a national leader in AI-driven education policy. Washington was the first state to both publish and revise official AI guidance for K–12 schools, and the state is a leader in setting the standard for how artificial intelligence can empower teachers—not replace them.

In a major demonstration of this leadership, the Washington Association of Educational Service Districts (WAESD) facilitated the AI Innovation Summit, held in Seattle from February 3 to 5, 2025, attracting educators from all over the country. This collaborative event, organized in partnership with OSPI, the Association of Washington School Principals (AWSP), and the Washington Association of School Administrators (WASA), aimed to bring educators to the forefront of AI integration. The summit wasn’t just a showcase of emerging tools, but a call to action emphasizing the critical role teachers play as AI innovators in their own classrooms.

“I was really encouraged… by that summit. It was led by and for educators across the state, and they were doing things I was just shocked with," said Tana Peterman, senior program officer of Washington STEM. "[Educators] are closest to the challenges they face every day, and now they’re equipped with this tool to solve problems in real time and innovate how they reach students."​

At the summit, teachers and administrators shared how AI-driven tools have boosted student engagement, improved accessibility, and eased administrative burdens, allowing educators to focus on human connection in the classroom. Sessions ranged from AI-powered language learning applications for English learners to strategies for AI-assisted lesson planning that reduce teacher burnout while enhancing differentiated instruction.

Washington’s AI Leadership: A model for the nation

Washington is one of the only states in the U.S. to have both released and updated its AI guidance for schools, keeping pace with the rapid evolution of AI technology. The first version of the guidance was released in January 2024, and by July 2024, it had already been updated to reflect the latest advancements.

The development of the guidance was a collaborative effort involving an AI advisory group made up of approximately 20 teachers, district leaders, researchers and students. Contributors included Kris Hagel, executive director of digital learning for Peninsula School District, Dr. Lisa Grant, director of digital learning for Tacoma Public Schools, Cindy Cromwell of the Kelso School District, and Dr. Trevor Greene, superintendent of Yakima School District. OSPI also incorporated insights from AI developers, privacy advocates, and school district technology specialists, aiming to ensure the guidelines balanced innovation with security and ethical considerations.

Washington state is not merely providing updated AI guidance; it is fundamentally reshaping its education standards to ensure AI literacy is a core component of K-12 learning. Gone are the days of debating whether to adopt AI in the classroom: Now, the focus is on how to integrate it effectively and equitably.

"The whole idea here is that we have a tool that can create good for the world if we put an ethical framework around it," said State Superintendent Chris Reykdal.

By embedding AI competencies into the curriculum, the state is preparing students to engage with AI technologies as both users and creators.

As users, students will develop AI literacy, learning how to interact with AI tools responsibly and critically. As creators, they will gain foundational skills in AI applications, problem-solving, and data analysis, equipping them to contribute to an AI-driven world. This shift is being supported by a partnership between The AI Innovator Cohort: OSPI, AESD, Microsoft Philanthropies and NCCE (Northwest Council for Computer Education), working closely with educators to design AI-driven instructional tasks and train teachers on AI integration, ensuring that classrooms across the state are prepared for this technological shift.

“We need to make sure that the ways we implement AI and education are not simply about showing students how to be consumers of AI,” Peterman said. “We want them to use AI tools ethically and effectively, and we're cultivating the next set of developers for AI and folks who are going to inform how that technology evolves. We want to make sure that both students and educators have chances to learn about how the inputs and the outputs and the algorithms are shaping our knowledge, our biases, and our everyday lives.”

Reykdal, a vocal advocate for responsible AI integration, framed the state’s approach around the Human Inquiry, AI Assistance, and Human Reflection model. The principle is simple: AI should be used as a tool to enhance learning, not replace human judgment.

“AI is a powerful tool, but it only enhances learning if students and educators embrace an H → AI → H approach," said Reykdal in a January 2024 press release. “Start with human inquiry, see what AI produces, and always close with human reflection, human edits, and human understanding of what was produced.”

With AI models improving at an unprecedented rate, new capabilities emerge that dramatically alter how these tools can be used in education. "The evolution of AI in education mirrors how the internet transformed learning, but with even greater potential for developing advanced thinking skills,” said Hayley Spohn, who specializes in AI training for educators at Colleague AI,

To help teachers stay up to date with the rapid advancements in AI, nonprofit organizations like TeachAI and aiEDU have been established as online training hubs. They provide courses, resources, and best practices tailored to integrating AI into classroom instruction. Additionally, WAESD now hosts regular AI workshops to keep educators informed on new AI applications and strategies. These state-sponsored efforts ensure public school teachers receive guidance aligned with Washington's official AI policy.

Meanwhile, private sector tools also play a significant role. Denver-based MagicSchool AI has partnered with Seattle Public Schools to pilot generative AI tools designed to assist teachers in creating lesson plans and providing student feedback. Sideby AI allows teachers to collaborate on AI-driven teaching strategies, sharing curriculum innovations and case studies.

"It's been really helpful to talk to other educators in schools who are also trying to figure out how to use AI," said Dale Berry, a special education teacher from Madison, Wisconsin and a Sideby AI user. Berry recently presented in a workshop with the company at the AI Innovation Summit. "Using Sideby means connecting with real people who are interested in learning about AI, and I've learned something from everyone I've spoken to about it."

Other private sector entities are actively enhancing educators' integration of artificial intelligence (AI) into the classroom. Microsoft Education has rolled out several programs, including the AI for Educators Learning Path on Microsoft Learn, which helps teachers explore AI’s potential and integrate tools like AI-powered assistant Copilot into lessons.

The AI Classroom Toolkit provides engaging, narrative-driven resources to teach AI literacy and responsible generative AI use. Additionally, AI Foundations offers a set of engaging materials for building AI literacy with Minecraft and Minecraft’s Lesson Crafter help teachers introduce students to AI concepts in interactive ways, making learning more accessible. Through a partnership with Khan Academy, Microsoft has also created Khanmigo for Teachers, an AI-powered teaching assistant free for all U.S. educators. The tool streamlines class preparation and instructional support.

“Generative AI is helping shape the future of education and Microsoft believes it’s essential to provide educators and students the opportunity to learn responsible and ethical use of the technology,” said Microsoft’s Paige Johnson. “We are working closely with the education community to learn and implement feedback to further develop AI-powered experiences for educational scenarios. This includes educators, IT administrators, our customers, partners, and organizations such as TeachAI.”

Google has similarly invested in AI education with its Generative AI for Educators course, developed in collaboration with MIT RAISE, which helps teachers integrate AI into their workflows. The company’s Gemini AI assistant, embedded in Google Workspace for Education, supports lesson planning and administrative tasks, while NotebookLM enhances research and content organization for both educators and students. Google.org has also committed $25 million to nonprofits that provide AI training for teachers and students.

In 2024, in collaboration with Common Sense Media, OpenAI launched a free training course aimed at helping teachers understand and utilize AI tools like ChatGPT. The course covers topics like prompt engineering and integrating AI into lesson planning.

These collaborations between established research institutions, major tech companies, and innovative startups are equipping Washington state's educators with cutting-edge AI resources, helping them personalize instruction, automate administrative tasks, and enhance student engagement.

“There are ways to use AI to support teachers to better meet the learning needs of students. We know that for sure,” said Peterman. “And there's lots of educators in Washington who are the leading edge of that kind of practice.”

Still, despite Washington’s AI in education leadership and the availability of many tools and resources, educators leading the adoption and integration of AI technology recognize that one of the most challenging aspects is ensuring teachers have access to AI education and gain the comfort needed to navigate the ever-changing landscape of the technology.

Teachers are not just guiding students through these changes: They, too, must continuously adapt, learning new tools and pedagogical approaches that incorporate AI effectively into their classrooms. The challenge is not only technological but also cultural, as educators navigate shifting expectations around what it means to teach and learn in an AI-powered world.

“We're helping kids to move into a world that was not the one that we come from,” said Berry. “So we need to get on board and we need to learn about these tools, and we need to really re-skill ourselves with AI skills so we can help our kids get ready for their world.”

Jeff Crawford, Spokane resident and senior director of community success at Sideby AI, noted that while some teachers are eager to experiment with AI, many remain hesitant due to professional isolation and a lack of access.

“I kept hearing over and over again: ‘Can we talk to another district who's implementing this material?’ ‘Can I talk to other people who are doing this?’ ‘Can we talk please?’” he said. “The barriers are up everywhere because of finances or, just practically speaking, in eastern Washington where I live, it's sometimes two hours to drive to a school district. And teachers don't get a chance to talk with other teachers.”

Peterman discussed the need for policymakers to continue funding and support for teachers, emphasizing that AI’s potential in education cannot be fully realized unless schools receive adequate resources. “The majority of [districts] in this moment are trying to figure out how to provide a high quality education amidst declining enrollment, reductions in staff, and insufficient budgets. It's really hard to maximize the positive impact of something like AI when the conditions for education are tough right now. One thing we can do upstream is to think about really making sure this legislative session that schools are funded adequately.”

Empowering teachers, elevating learning

Min Sun, a professor at the University of Washington, describes AI as a “third agent” in the classroom—one that doesn’t replace teachers but enhances their role by making learning more engaging, personalized, and adaptive​.

She noted that AI’s ability to provide real-time feedback and adjust instructional content dynamically is helping teachers reach students who may have previously fallen through the cracks.

"We're seeing AI act as a support system for teachers, helping them track student progress in ways that were previously impossible," Sun explained. "Rather than relying solely on periodic assessments, teachers can now get continuous insights into how students are learning, where they’re struggling, and what interventions might be most effective."​

"I think there's some massive wins to be had for all educators and particularly special educators who have large caseloads around the country,” said Berry. “It's like putting a jetpack on our backs for the work that we have to do."

In Vancouver, middle school English teacher Aguilera utilized AI tools to create personalized lesson plans for a Ukrainian refugee student. By integrating AI-driven translation tools and culturally relevant historical resources, Aguilera designed a fully-immersive learning experience that met his student where he was.​

"We built an entire history unit around his language and interests," Aguilera recalled. "For the first time, he felt seen in the classroom. AI made that possible in a way that traditional materials never could."

Sun also emphasized the multimodal learning capabilities of AI, which allows students to engage with material in different ways—through text, voice, video, or interactive simulations.

For students who struggle with traditional instruction, AI can open doors. "It’s not just about efficiency,” said Sun. “It’s about creating access to different styles of learning that can be personalized to each student.”

Addressing equity and security in AI integration

While AI holds the potential to bridge gaps in education, experts warn that its benefits will not be equally distributed unless deliberate steps are taken to ensure equitable implementation. Low-income districts often lack the funding to experiment with emerging technology, and rural schools struggle with basic infrastructure challenges, such as limited internet connectivity and outdated devices.

“One of the concerns with AI also in education specifically is that it doesn't necessarily present new inequities or new issues in the system,” said Peterman, comparing the situation to the ways the pandemic brought to light and magnified existing inequities. “This huge disruption to the [education] system, whether it's a positive disruption or a negative disruption, just exacerbates what's already happening.”

“So access to digital resources, whether it's reliable internet, a laptop or a computer at home or at school—if those basic pieces aren't there, then access to AI literacy is going to continue to be disparate across different communities and different students,” added Peterman. “With the pace of AI, how fast it's evolving, new tools coming to the public, new ways to use it in education, [things] are moving… even faster, and so folks who don't have access to it are even more behind.”

Berry emphasized that AI’s potential to support diverse learners in special education must also be matched with policies ensuring accessibility. "AI can make an enormous difference for students with disabilities, but only if we design systems that prioritize their needs. We can’t be reactive—we need proactive inclusion strategies."

Security is another critical issue. Crawford emphasized the importance of safeguarding student data.

“We should all be critical consumers of AI technology in particular,” said Crawford, noting that teachers should use caution in choosing what tools they use and the ways data is shared.

Additionally, AI systems are only as fair as the data they are trained on. Bias in AI algorithms is a persistent concern, said Sun. If unchecked, these biases could reinforce existing inequities in education. Some educators suggest that policymakers should ensure AI tools are vetted for fairness and serve as enhancers of learning rather than gatekeepers of opportunity. If AI models are trained on biased datasets, they risk reinforcing inequitable learning experiences, disproportionately affecting marginalized students.

Aguilera emphasized that transparency in AI systems is essential for maintaining trust. "Educators and parents need to understand how AI tools work and how data is used. Transparency is key to building trust in AI applications," he explained. He also stressed that this responsibility extends beyond users to the companies developing AI, highlighting the significant environmental impact of large-scale AI data centers. Aguilera pointed out their disproportionate carbon footprint and extensive real estate usage—especially when compared to more traditional digital infrastructure. Despite occupying vast amounts of land, these data centers create relatively few jobs, raising concerns about their long-term economic and environmental sustainability.

Navigating the future of AI in education

AI's integration into education presents both opportunities and challenges. Washington state exemplifies how thoughtful policies, emphasis on equity, and proactive security measures can guide this transformation. As AI continues to evolve, ongoing collaboration among educators, policymakers, and communities will be essential to ensure that the technology serves as a tool for inclusive and effective education that empowers teachers.

According to the National Education Association, 55 percent of educators are considering leaving the profession largely due to the teacher burnout.

“I feel like [AI is] a teacher retention tool,” said Berry, who has been leveraging AI tools in his special education classrooms for almost three years. “I would guess that probably 90% of teachers are [taking work home] every single day here and around the country. I have a big caseload. I go home at 4:30; my computer stays on my desk. My work is done. I'm not taking work home now.”

“We’re at a turning point,” said Aguilera. “The fear of AI should not exclude someone from contributing to how it evolves or prevent someone from being part of how it’s shaped. Right now everyone has a chance to shape this tool. If you have a fear, test it so you can provide feedback and help develop a better tool.”

As the technology continues to evolve, the challenge isn’t just keeping up—it’s ensuring that AI remains a tool for good. The future of AI in education won’t only be determined by the latest software updates or the most advanced algorithms. It will be shaped by the teachers, students, and policymakers who decide how—and for whom—it is used.

“The future of education isn't about resisting AI's role in learning,” said Spohn. “It's about harnessing its potential to enhance our uniquely human capacity for complex, creative, and critical thinking.”