TLDR: Baltimore City Public Schools has introduced new guidance for teachers to navigate the use of artificial intelligence, including tools like ChatGPT, in classrooms. The guidelines aim to help educators address AI-generated work, maintain academic integrity, and utilize AI responsibly, featuring an ‘acceptable use scale’ and cautioning against over-reliance on AI detection software.
Baltimore City Public Schools (City Schools) has rolled out comprehensive AI guidance designed to equip teachers with the necessary tools and understanding to manage artificial intelligence in the classroom, particularly in an educational landscape increasingly influenced by generative AI like ChatGPT. The initiative, led by Dawn Shirey, the district’s director of virtual learning and instructional technology, comes in response to growing challenges faced by educators regarding AI-generated student work and academic integrity.
Teachers like Lee Krempel, who teaches 12th-grade English and AP Literature, have expressed the difficulties in identifying and addressing instances where students use AI to complete assignments. Krempel recounted an instance where a student, whose in-class performance suggested a limited understanding of ‘Hamlet,’ submitted an essay with sophisticated ideas on feminism and psychoanalytic criticism, clearly indicating AI assistance. This uncertainty among teachers about how to handle such new forms of plagiarism was a key driver for the new guidance.
The newly released guidelines, currently accessible through a City Schools account with a public-facing page under development, cover several critical areas. They provide a clear definition of generative AI and outline commonly used tools. A significant component is the introduction of a five-level ‘generative AI acceptable use scale,’ which offers a framework for both students and teachers on how AI can be utilized for various assignments. This scale ranges from Level 1, where AI use is strictly prohibited, to Level 5, allowing students to use AI freely with personal oversight, provided they cite the tool and link any chat logs to their work.
The guidance also explicitly details inappropriate uses of AI, such as submitting AI-generated content without proper citation or using AI to harass other students. Furthermore, it offers strategies for teachers to address plagiarism and enforce academic integrity effectively. A crucial piece of advice within the guidelines is to caution teachers against relying solely on online AI detection software to prove plagiarism. This recommendation is supported by findings from a January 2025 study in the Journal of Applied Learning and Teaching, which highlighted the inconsistency of these AI ‘detectors.’ Instead, teachers are encouraged to leverage their knowledge of a student’s past work and individual capabilities.
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Dawn Shirey emphasized that the development of this guidance involved extensive listening sessions with parents, teachers, special education staff, and students throughout the last academic year. This collaborative approach aimed to ensure the guidelines address the real-world concerns and uncertainties within the school community. The district’s proactive stance reflects a broader trend in education, as institutions grapple with integrating AI responsibly while preparing students for an AI-augmented future. Other Baltimore-area schools and universities are also exploring AI literacy programs and ethical use guidelines, underscoring the importance of this technological shift in education.
