Revelstoke opens a practical dialogue with families on AI in the classroom
One year after bringing Microsoft Copilot into classrooms, School District 19 (Revelstoke) sat down with parents to talk openly about how AI can support learning. The district hosted a 90-minute session on March 11 at Revelstoke Secondary School, with dozens of families and staff working through what responsible, effective use should look like.
The goal was clear: take a thoughtful, transparent, values-based approach to AI that prioritizes students, teachers, and learning outcomes.
AI as collaborator, co-creator, and essential tool
District vice-principal of technology Michael Haworth highlighted AI's practical role for both teachers and students-as a collaborator on ideas and a co-creator for drafts, outlines, and visuals. "Another way to look at this is as an essential tool," he said.
He noted the district has used Microsoft Copilot via a paid subscription for about a year to help students work across Microsoft apps. Tools like Canva are also proving useful for tasks such as building academic calendars and storyboarding images. Programs like SchoolAI and MagicSchool were discussed but are not in use within SD19 at this time.
Haworth also drew a line to a familiar habit from the early internet: "It was always best practice to fact-check information across multiple sources. This has become even more critical in the AI era."
AI literacy is part of being an educated citizen
Guest educator Marcus Blair, a humanities and English teacher who supports generative AI implementation in Okanagan Skaha, described AI literacy as essential-right alongside critical thinking, ethical decision-making, and responsible tech use. That framing resonated with parents and staff in the room.
Policy anchors and safety guardrails
In B.C., districts look to the Ministry of Education and Child Care's principles of transparency, accountability, fairness, and safety when shaping local guidance. Federally, conversations are also informed by the Government of Canada's work on the Artificial Intelligence and Data Act (AIDA). For context, see the Government of Canada's overview of AIDA here.
What SD19 put on the table
Parents reviewed SD19's new AI Scope and Sequence guidelines, developed by teacher-librarians for three age bands across K-12. The framework sets expectations for skill-building over time while reinforcing digital citizenship and academic integrity.
Families raised important questions: How do district values guide decisions on AI adoption? What's the stance on using tools from companies like Microsoft and Google? What are the dos and don'ts for students at different ages?
On the big sheets around the room, participants stressed four priorities: verify information, define clear use policies, invest in teacher training, and protect human connection and creativity in every classroom.
Start early-and include families
Trustee Wendy Rota shared that other districts have seen success by introducing AI concepts early in elementary school. One Arrow Heights Elementary teacher noted that Grade 4 students can even practise with Canva, Copilot, and similar tools at home with their parents-building healthy habits and shared language around appropriate use.
Practical steps districts can use tomorrow
- Set clear classroom norms: where AI is allowed, where it isn't, and what transparency from students looks like (e.g., note when AI assisted).
- Teach verification: require students to cross-check AI outputs with at least two credible sources; model this in lessons.
- Define age-appropriate use: lighter exposure and safety first in early years; more structured production tasks in secondary.
- Adopt an AI scope and sequence: build skills progressively across grades-prompting, fact-checking, citation, and reflection.
- Invest in teacher PD: provide short, recurring workshops with classroom-ready templates and exemplars.
- Keep assessment human-centered: use AI for drafts and brainstorming, but evaluate independent thinking and process.
- Engage families regularly: host demos, publish classroom guidelines, and invite feedback after pilot phases.
- Protect privacy: review data-sharing settings, vendor policies, and align with provincial guidance before rollout.
What's next for SD19
Superintendent Roberta Kubik emphasized that this work is about more than tools. It's a community effort to ask hard questions about how emerging technologies meet learning, creativity, and well-being. "This conversation does not end here," she said. "As AI continues to evolve, so too will our learning, our practices and our commitment to transparency and collaboration. We deeply value your voice in that ongoing process."
Haworth added that parent feedback from the event will be reviewed by district leadership to determine next steps. Progress will happen over time, with steady, thoughtful iteration.
Resources for educators
For districts building practical teacher training, see the AI Learning Path for Teachers. If your schools are evaluating Copilot and related tools, explore Microsoft AI Courses.
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