Campfire Session — AI Policy 2.0

Learn how leading schools are updating AI policies for the age of Google Gemini, Microsoft Copilot, and embedded AI. Explore practical strategies for academic integrity, AI literacy, assessment design, student privacy, and responsible AI use in K–12 classrooms.

Teddy Lane, Customer Success Engineer at Flint

In this AI Policy 2.0 Campfire Session, educators from Vail Mountain School and Brophy College Preparatory discussed how AI policies must evolve as AI becomes embedded into the everyday tools students already use. Rather than focusing solely on preventing misuse, the conversation explored how schools can build policies centered on trust, transparency, equity, and responsible AI literacy.

The session combined practical policy examples from two schools with a panel discussion covering assessment design, academic integrity, privacy, student voice, and the future of AI-enabled learning environments.

Content covered in this session includes:

• Rethinking traditional AI policies as AI becomes integrated into platforms like Google Workspace and Microsoft 365, making "AI with teacher permission" increasingly difficult to define and enforce.

• Brophy College Preparatory's student-led AI policy framework, where students helped shift the school's approach from "AI only with permission" to "AI unless a teacher specifies otherwise," while establishing clear levels of acceptable AI use.

• Using student AI committees to help shape school policy, evaluate new technologies, and ensure student perspectives influence decisions around responsible AI adoption.

• Designing assessments for an AI-first classroom by moving away from one-time take-home essays toward workshop-style writing, formative checkpoints, and iterative teacher feedback.

• Shifting academic integrity conversations away from AI detection tools and toward transparent discussions about students' writing processes, decision-making, and responsible AI use.

• Using teacher familiarity with student voice, revision history, and writing development as stronger indicators of authentic learning than relying solely on AI detection software.

• Discussing how tools such as Grammarly Authorship and Google Docs revision history can support conversations about student work while recognizing that no detection tool is completely reliable.

• Building AI policies around trust rather than punishment by encouraging students to openly explain how AI contributed to their work instead of treating any AI use as inherently dishonest.

• Evaluating new AI features as they are added to approved platforms like Google Workspace, balancing student privacy, educational value, and the rapid pace of AI product development.

• Teaching AI literacy alongside digital citizenship by helping students understand prompting, privacy, responsible data sharing, and how to critically evaluate AI-generated information.

• Exploring equity considerations surrounding AI, including how AI can provide tutoring and writing support for students who may not otherwise have access to outside academic resources.

• Recognizing the emergence of a new AI literacy gap, where students who understand how to effectively prompt and collaborate with AI are progressing significantly faster than peers who lack those skills.

• Reframing writing instruction to prioritize process, revision, discussion, and authentic student thinking while reserving certain in-class assessments for demonstrating independent understanding without AI assistance.

• Examining how schools can preserve critical thinking, communication, and authentic student voice while embracing AI as a tool that supports—not replaces—deep learning.

Slides from the presentation can be found here.

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00:00 Introduction

• Teddy Lane welcomes attendees from around the world, celebrating the end of the school year while framing the session around one of education's most pressing questions: how school AI policies must evolve as AI becomes embedded into everyday classroom tools.

• Participants are invited to introduce themselves in the chat, share where they're joining from, and describe what they hope to learn as schools continue revising their AI policies for the coming academic year.

• Teddy previews the session agenda, explaining that the discussion will focus on practical policy challenges rather than theoretical debates, with an emphasis on preparing schools for rapidly evolving AI capabilities.

• The webinar introduces guest panelists Kelly Enright, Director of Technology at Vail Mountain School, and Mica Mulloy, Assistant Principal for Instruction and Innovation at Brophy College Preparatory, both of whom have led AI policy development at their schools.

• Attendees are encouraged to actively participate throughout the discussion by asking questions, sharing their own experiences, and contributing ideas that may help other schools navigating similar policy decisions.

05:33 Opening video on AI policy

• The session begins with a student-created animation from the International School of Paris demonstrating how middle school students believe AI should be used responsibly across different aspects of learning.

• The video presents practical "Do" and "Don't" guidance around brainstorming, research, writing, language learning, inquiry, collaboration, academic integrity, and responsible digital citizenship.

• Students emphasize maintaining ownership of their own learning while using AI as a support tool rather than a replacement for critical thinking or personal effort.

• The animation also explores broader ethical considerations including bias, misinformation, environmental impact, cultural awareness, and responsible global citizenship.

• Following the video, Teddy reflects on the importance of incorporating student perspectives into school AI policies, noting that students often demonstrate nuanced thinking about responsible AI use when given the opportunity to contribute.

11:23 AI Policy panel discussion introduction

• Kelly Enright and Mica Mulloy introduce their schools' approaches to AI governance before diving into a series of discussion questions examining how AI policies must change as generative AI becomes integrated into platforms like Google Workspace and Microsoft 365.

• The panel discusses why traditional "AI only with teacher permission" policies are becoming increasingly difficult to enforce as AI becomes a default feature inside everyday productivity tools.

• Mica shares how Brophy College Preparatory redesigned its AI policy based on recommendations from a student AI committee, shifting toward a framework where students may use AI unless instructors explicitly restrict higher levels of AI assistance for specific assignments.

• Kelly explains how Vail Mountain School focuses on identifying the learning objective behind each assignment before deciding whether AI supports or undermines the intended skill development.

• The conversation explores why schools should move away from relying solely on AI detection tools and instead redesign assessment through workshop-style instruction, formative writing checkpoints, and greater teacher familiarity with each student's authentic voice.

• The panel discusses preserving academic integrity through conversations rather than accusations, encouraging teachers to ask students to explain their thinking and writing process whenever questions arise.

• Privacy and technology governance are examined as both schools describe how they continuously evaluate new AI features introduced by platforms like Google while balancing educational value with student data protection.

• Both educators highlight the importance of student AI committees, describing how involving students directly in policy development creates more practical, equitable, and widely understood guidelines.

• The discussion also explores AI's role in expanding educational equity by providing tutoring, writing support, and personalized learning opportunities while recognizing the growing importance of explicitly teaching AI literacy and prompting skills to all students.

• Throughout the panel, both schools advocate for AI policies built around trust, transparency, responsible use, and authentic learning rather than fear, prohibition, or attempts to eliminate AI from education entirely.

52:40 Q&A Session

• The audience discussion begins with questions about practical tools for monitoring student writing, including Grammarly Authorship and Google Docs revision history, and how those tools can support teacher conversations without serving as definitive AI detectors.

• Kelly explains how Vail Mountain School partners its student AI committee with the student Honor Council to continually refine academic integrity expectations and adapt school policy as AI technology evolves.

• The panel discusses how schools should respond when students misuse AI, emphasizing restorative conversations, opportunities for students to explain their process, and requiring students to redo work when academic integrity expectations are not met.

• Mica explains Brophy's AI level framework for academic integrity, showing how clearly defining acceptable levels of AI assistance makes conversations around misuse more transparent and consistent for both teachers and students.

• The discussion concludes by examining broader trends around academic dishonesty, with Mica noting that AI has not dramatically increased cheating at Brophy but has instead reinforced the importance of designing assessments that prioritize authentic learning, process, and student understanding.

• Teddy closes the session by thanking both panelists, directing attendees to Flint's AI Policy Library for additional school policy examples and resources, and encouraging educators to continue sharing ideas as AI policies evolve alongside rapidly changing technology.