The Peter Parker Principle: Education Leaders’ Roles in Leveraging Generative AI for Learner Success

By Laurie Putnam, Superintendent St. Cloud Area School District 742

Fans of Spider-Man may recall that Uncle Ben shares a bit of wisdom with his nephew Peter Parker as the young superhero struggles with understanding and using his newfound powers. This simple sentence, "With great power comes great responsibility," is colloquially known as the Peter Parker principle, and it is both a caution and a call to action.

Principals, superintendents and other educational leaders may relate to this cinematic moment as we grapple with the rapid advance of generative artificial intelligence (AI). AI appears to have great potential, great power, but we struggle to understand how to use it well. AI has been around for decades, but education practitioners are only now beginning to wrestle with the implications of these advancements while some others continue to watch cautiously from the sidelines. Our responsibility is to lead; the most recent breakthroughs in the development of AI compel us to get into the driver seat and guide its implementation and steer our learners toward better destinations.

This fall, I convened a task force of stakeholders from diverse backgrounds, including students, parents, teachers, and administrators, to examine why and how our school communities would engage with generative AI. Together, we heard all voices and developed a comprehensive vision statement, guidelines, and an ethical framework for our use of AI which can be found at: https://www.isd742.org/Page/11180. We learned from other institutions and states, from partners in our community, and now we work to embed these expectations into our daily learning.

We also listened to the voices of students. Too often, decisions about education policy and technology implementation are made without meaningful input from those directly impacted - students themselves. By actively involving students in the conversation, we ensured that their needs, concerns, and aspirations were at the forefront of our decision-making process.

Obviously, teachers play an important role in understanding this technology and its educational uses too. One of the most promising opportunities afforded by generative AI tools is to empower professional educators with new ways to personalize instruction more effectively while simultaneously enhancing learning outcomes for students. The "2 sigma problem," first identified by educational psychologist Benjamin Bloom, refers to the significant variation in student performance that can be observed even among students who receive identical instruction. Generative AI, in the hands of a skilled teacher, has the potential to better personalize learning experiences, providing targeted support and enrichment opportunities tailored to each student's unique needs and learning style. We no longer need to provide instruction - once, twice - then move on regardless of students’ levels of content mastery.

Ubiquitous AI tools also have the potential to transform how we assess student learning. Traditional models of education often rely on outdated standards, one-size-fits-all curriculum, and standardized assessments focused on declarative knowledge. Rarely, do these practices adequately meet or capture the diverse talents and abilities of students, particularly those traditionally underserved by school systems.

Generative AI will require us to rethink our expectations of required content.

We must prioritize the how, over what, and necessitate that we teach and value the uniquely human skills of curiosity, creativity, critical thinking, and collaboration. As a superintendent, in my most hopeful moments, I imagine educators employing AI tools to uplift and honor the spirit and gifts of each and every student.

As we embrace the transformative potential of generative AI in traditional schooling, we must remain vigilant in articulating, agreeing on, and upholding ethical standards to safeguard the well-being of our students. Our task force established clear guidelines for the ethical use of AI in education by defining academic dishonesty and prioritizing student privacy and data security. Additionally, however, state-wide collective commitments to high expectations and open-source resources will be essential as we integrate these tools into our classrooms.

In addition to our ongoing efforts to develop a comprehensive framework for the practical and ethical use of generative AI in education, our district is committed to fostering dialogue and collaboration. In June, we will host a summit for legislators, state education officials and school leaders’ associations, district leadership, and other key stakeholders.

This opportunity will provide education thought leaders space to share their insights, concerns, and ideas. Using this collaborative approach, we will discern a vision of improved outcomes in education for all of Minnesota's children, learn how we can increase access to high-quality learning for more of our students, build consensus about important changes needed to our curriculum, instruction and assessment, and begin to chart a course forward that ensures the responsible and equitable implementation of AI technology.

Improvements in the learning experience of all students will rely on principals', superintendents’ and other educational leaders' abilities to promote the possibilities and promise of AI. The adoption of generative AI represents a watershed moment, and it is incumbent upon us to drive positive change in our schools. Our unique positions of influence and authority allow us to leverage the potential of generative AI to create more equitable, engaging, and effective learning experiences for all students.

It is our responsibility.