Learn through the work.
Keep your judgment.
Good AI professional development helps people do something useful, explain their choices and improve the result. The tools change. That practice matters longer.
The ladder is one way to talk about that development, not a required label for every person. Course objectives, assessment and evidence of application come first.
Back to AI for SchoolsA ladder of capability.
Not a list of tools.
Five rungs describe what someone can actually do with AI. We start with evidence, practice on real work and review what changes. The next useful step depends on the task and the person.
The teacher directs.
The tool follows.
Context, constraints and iteration. A Director can explain what the output needs to do, spot where it falls short and improve it without handing over their judgment.
A revised lesson activity, the instructions that produced it, and a short explanation of what the teacher changed and why.
The work earns the rung. Review an artifact, the instructions behind it and the person’s reasoning. A confidence survey or attendance certificate does not establish capability.
Read the full methodEvidence, not identity.
A person may demonstrate Director-level work in lesson planning and need support with another task. If we use a rung, it should refer to specific evidence, context and a date. It is not an overall employment rating or an automatic score.
Talk about your staff’s learning