Principal's Address

AI and Education: A Shared Journey for Our Students' Future

As I return from a mix of school holidays and renewal leave over seven weeks, I do so with a rejuvenated sense of purpose. 

First and foremost, I would like to take this opportunity to sincerely thank Rebecca Graham for her leadership work as Acting Principal during my absence. I am grateful for her stewardship of our community.

The first four weeks of my leave were spent journeying through places of religious significance in Portugal and Spain, including walking 150km of the Portuguese Camino. This was not a search for answers, but a time of quiet reflection, an invitation to let meaning come to me rather than to chase it, and more so from a personal perspective than a professional perspective. The Camino offered a rhythm of stillness and presence, reminding me of the value of slowing down in a world that often moves too fast.

Following this, I spent three weeks engaged in reading widely about AI (some of which is linked below) and also participated in two short courses. This allowed me to better understand the rapid developments in the world of Artificial Intelligence. The contrast between the contemplative pilgrimage and the fast-paced evolution of AI could not have been more obvious, and it underscored the importance of thoughtful and strategic leadership as we navigate this new frontier in education.

Artificial Intelligence (AI) is no longer a distant concept, it is a transformative force reshaping how we live, work, and educate. As AI permeates every facet of society, educators are called to reflect deeply on its implications and opportunities. The question is no longer if AI will change education, but how we will respond.

In this age of rapid technological evolution, '5 ways educators can lead better in the age of AI' offers a timely reminder that leadership must evolve alongside innovation. Educators are not just passive recipients of change; they are architects of the future.

Switzerland is already reimagining its educational landscape through initiatives such as the White Paper Human AI Co-thinking: Transforming Swiss Education, signalling a shift towards collaborative intelligence between humans and machines. This transformation is not just technical, it is deeply human, making it even more important to ensure we are Nurturing Social and Emotional Learning Across the Globe, as emotional intelligence becomes a vital counterbalance to algorithmic logic.

Global organisations such as the OECD are stepping in to guide this transition, introducing the OECD AI Capability Indicators to help nations benchmark their readiness.

Meanwhile, Google, Harvard, and more are offering FREE AI courses, thereby democratising access to AI literacy, and empowering educators and learners alike.

The urgency is clear, and in Australia, thought leaders such as Scott Farquhar are sounding the alarm: Australia needs to take advantage of AI’s potential.  We are being challenged by what teachers should teach and what students need to learn, prompting reflection on agency, autonomy, relevance, and the evolving role of curriculum.

Now more than ever, there seems to be an even greater push from people such as Guy Claxton to reform education. The call is not just for change, but for transformation, one that aligns with the realities of a digital world.

Support is growing. Educators are generously sharing resources such as:

•  Over 100 AI Tools for Teachers

• 12 Teacher Tips for Integrating AI in the Classroom, and

• 6 Foundational AI Guides for Teachers. 

These tools are not just aids; they are catalysts for innovation. 

Yet, amidst the excitement, a philosophical question lingers: AI can help, or hurt, our thinking. This duality invites educators to tread thoughtfully, balancing efficiency with depth, automation with reflection.

Overwhelmed leaders in schools are asked (among many thousands of other things) to join a call to action. This has seen the emergence of programmes such as the National: AI Governance & Literacy 10-Week Intensive Course, which aim to equip leaders with the frameworks needed to navigate complexity.

Interestingly, AI in schools leads to an unexpected paradox; that being, as Angela Duckworth reminds us, students need teachers more, not less. As machines take on routine tasks, the human touch, empathy, mentorship, inspiration, becomes even more essential. It probably explains why the focus on assessing complex human competencies, led by the University of Melbourne and its New Metrics program, continues to attract attention across the world. 

In conclusion, for me, all organisations, including schools, need a roadmap facilitated by people such as Patrick Dempsey because, thanks to rapid advancements in technology, the unavoidable reality is that jobs will be replaced by artificial intelligence technology in Australia. This roadmap must be grounded in ethics, pedagogy and purpose, and be guided by the Australian Framework for Generative Artificial Intelligence (AI) in Schools.

At Chevalier College, we believe this is not a journey for educators alone. Parents, carers and families play a vital role in helping us shape how AI is used for learning. Together, we must explore how best to prepare your children, our students, for an AI-infused future. This means not only understanding the tools and technologies, but also engaging in the deeper questions of values, purpose, and humanity.

We invite you to join us in this important conversation. Let us work together to ensure that AI enhances, not replaces, the rich, relational, and meaningful learning experiences that define a Chevalier education.

Greg Miller

Principal