# 05 — Leading in the Age of AI *A supplementary module on how to lead — yourself and others — through uncertainty about the future, especially the changes brought by artificial intelligence. Built for discussion. Contributed and donated by the **Gillis Institute of AI**.* > **Format:** 3 core lessons + a Friday Circle. Teach as a stand-alone module any time > after Week 5, or weave the pieces into **Week 12** (decision-making), **Week 15** > (ethics & integrity), and **Week 17** (advocacy & systems). ## Why this module exists Students are growing up in a moment of real confusion about the future: AI can write, code, draw, tutor, and decide — and no one can say exactly what work, school, or citizenship will look like in ten years. That uncertainty is not a reason to avoid leadership; it is the reason to teach it. Good leaders are most needed precisely when the map runs out. This module does **not** try to predict the future or teach any specific tool. It builds the stance and skills a young person needs to lead well *whatever* comes next. ## Essential questions - How do I lead myself and others when no one is sure what comes next? - What stays distinctly **human** when machines get more capable? - How do I use AI **honestly, wisely, and in service of people** — not instead of them? - What do I owe my community as these tools reshape it? ## Enduring understandings 1. **Uncertainty is a leadership condition, not an excuse.** Leaders bring calm and clarity when the path is unclear. 2. **Values are the fixed point.** Tools change fast; what you stand for shouldn't. 3. **AI is a powerful tool, and tools need judgment.** The responsibility for outcomes stays with people. 4. **The human core of leadership grows more valuable, not less** — judgment, ethics, empathy, sense-making, courage, and trust. ## The leader's stance in confusing times | Move | What it sounds like | Why it works | |------|---------------------|--------------| | **Anchor in values** | “Tools change; what I stand for doesn't.” | Gives a stable basis for decisions when facts are shifting. | | **Stay a learner** | “I don't have to know everything to lead — I have to keep learning.” | Models the growth mindset the moment demands. | | **Bring calm & clarity** | “Here's what we know, what we don't, and the next small step.” | Reduces fear; makes action possible. | | **Keep humans first** | “Judgment, care, and responsibility stay with people.” | Keeps dignity and accountability where they belong. | | **Use AI honestly** | “Disclose it, check it, own the outcome.” | Builds trust and models integrity. | ## What AI changes — and what stays human | AI can help with… | Leaders still own… | |--------------------|--------------------| | Drafting, summarizing, researching, generating options | Judgment about what actually matters | | Speed and scale | Ethics and responsibility for the result | | Finding patterns in data | Empathy and reading the room | | Tireless iteration | Purpose, courage, and earned trust | > **Core idea for students:** *AI can widen your options and speed up your work. It cannot > decide what is right, take responsibility, or care about people for you.* ## Using AI with integrity (student norms) Co-create these with the class; a starter set: - **Disclose it.** Say when and how you used AI, the way you'd cite a source. - **Check it.** AI can be confidently wrong; verify facts before you rely on them. - **Own it.** You are responsible for anything you submit or decide, tool or no tool. - **Protect people.** Don't put others' private information into AI tools. - **Keep your voice.** Use AI to sharpen your thinking, not to replace it. - **Watch for bias.** AI reflects its data; ask who might be misrepresented or left out. ## Standards crosswalk - **CASEL 5:** Responsible decision-making, Self-awareness, Social awareness. - **C3 Framework (Civics):** D2.Civ.7.9-12, D2.Civ.10.9-12, D2.Civ.14.9-12. - **Common Core ELA:** SL.9-12.1 (collaborative discussion), W.9-12.1 (argument), RI.9-12.8 (evaluate reasoning/evidence). - **AI / digital literacy:** critical evaluation of AI output, responsible & ethical use, understanding limits and bias. --- ## Day 1 — The Map Runs Out **Objective:** SWBAT describe why leadership matters *more* in uncertain times and name the leader's stance they want to take. **Materials:** Journals, chart paper, timer, sticky notes. | Block | Time | Plan | |-------|------|------| | Do-Now | 5 | Journal: “One way AI makes me hopeful, one way it worries me.” | | Mini-Lesson | 10 | Teach *uncertainty as a leadership condition*. Share a short real example of a leader who led well without knowing the outcome. Post the 5 stance moves. | | Practice | 25 | **Hopes & Fears wall:** students post one hope + one fear. Cluster them. In pairs, pick one fear and answer: “What should a good leader *do* about that?” Chart responses. | | Close | 5 | Exit ticket: “The leader I want to be when things are uncertain is ___.” | --- ## Day 2 — What Stays Human **Objective:** SWBAT distinguish what AI can assist from what human leaders must own, and draft class norms for using AI with integrity. **Materials:** “AI can help / Leaders own” T-chart, scenario cards. | Block | Time | Plan | |-------|------|------| | Do-Now | 5 | “Name a decision you would *not* want a machine to make for you. Why?” | | Mini-Lesson | 10 | Walk the “What AI changes / what stays human” chart. Emphasize judgment, ethics, empathy, responsibility. | | Practice | 25 | **Scenario sort (groups):** cards like *“AI drafts your speech,” “AI ranks classmates,” “AI writes your apology,” “AI summarizes research.”* Sort into Help / Own / Depends and defend. Then draft 4–6 class “Using AI with Integrity” norms. | | Close | 5 | Each group shares one norm; teacher combines into a class draft. | --- ## Day 3 — Lead the Conversation **Objective:** SWBAT facilitate and participate in a structured discussion on a real AI dilemma, practicing calm, clarity, and listening. **Materials:** Fishbowl chairs, discussion protocol, talking piece. | Block | Time | Plan | |-------|------|------| | Do-Now | 3 | “What makes a discussion feel *safe* enough to change your mind?” | | Set-up | 4 | Review fishbowl norms; assign first 5 speakers + 1 student facilitator. | | Fishbowl | 25 | Prompt options: *“Should our school allow AI on assignments — and how?”* or *“What's one way our community could use AI for good, and what would we guard against?”* Rotate speakers; outer circle takes notes on strong leadership moves. | | Debrief | 8 | Name the facilitation and listening moves that worked. Tie back to the stance. | | Close | 5 | Exit: “One principle I'll lead by as AI changes things: ___.” | --- ## Day 4 (optional) — Friday Circle: My Stance Students present a 60-second **“AI & Me: A Leader's Stance”** statement: one value they'll anchor to, one way they'll use AI with integrity, and one way they'll help others through the change. Circle closes with appreciations. ## Assessment — “AI & Me: A Leader's Stance” (one-pager or 60-sec talk) | Dimension (1–4 each) | Look-fors | |----------------------|-----------| | Values clarity | Names a real value and why it anchors them. | | Human/AI judgment | Distinguishes what they'll do vs. what they'll let AI assist. | | Integrity | Commits to honest, responsible AI use. | | Service | Says how they'll help others through the change. | ## Differentiation - **Foundational:** sentence frames for the stance statement; choose from provided scenario cards; may present to one partner instead of the class. - **Core:** as written. - **Stretch:** facilitate the Day 3 fishbowl; research and bring one real news example of AI helping *or* harming a community, and lead a mini-analysis. ## Sub Plan Students journal on the four essential questions, read the “Using AI with integrity” norms, and write a one-paragraph response to: *“What's one thing a good leader should always do, no matter how technology changes?”* Collect for the portfolio. ## Discussion question bank - What can a leader offer that a machine never will? - When is using AI a shortcut that helps — and when is it one that cheats you or others? - How should we treat people whose jobs or skills are affected by AI? - Who should be “in the room” when decisions about AI get made in our school or town? - What would it look like to be *honest* about using AI on your work? - How do you stay hopeful and calm when the future feels uncertain? --- Contributed and donated by the **Gillis Institute of AI** — Heritage Inspires · Intelligence Advances · Future Leads.