Synopsis

In Professional Development for AI in Schools: A Three-Dimensional Approach, Leon Furze presents a framework for supporting teachers in developing expertise with GenAI. He opens with three vignettes: an experienced literature teacher with strong domain and situated expertise but no technological knowledge; an industry-trained maths teacher with technological and domain expertise but lacking classroom experience; and an out-of-field early career teacher using AI to generate lessons without the expertise to judge quality. Furze argues schools need professional development that addresses all three dimensions—technological expertise (understanding AI’s ethical and practical implications), domain expertise (disciplinary knowledge and curriculum design), and situated expertise (classroom dynamics and professional identity developed over time). He proposes a three-stage PD pathway using the Dreyfus model of skill acquisition: Stage One (Explore) involves auditing staff skills and hidden expertise; Stage Two (Design) maps staff capabilities to identify clusters and professional learning communities; Stage Three (Lead) identifies emerging leaders across dimensions and creates structures for ongoing development. The model respects teachers’ right to resist AI when appropriate while ensuring all staff have sufficient competence to discuss it transparently with students.

Originally published at: https://leonfurze.com/2025/09/01/professional-development-for-ai-in-schools-a-three-dimensional-approach/

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