Platform selection
Where should I do this work?
Choose an environment that fits the task, the materials you need, and the access your school provides. For everyday work, try a familiar task across platforms and compare usefulness and ease of use.
NESA Fall Leadership Conference 2026
Collaborative Intelligence
Shifting AI from a Student Tool to an Educator’s Catalyst
Workshop resources from Dr. Brian Bean. Explore the framework, try the diagnostic, and see examples of what purposeful collaboration with AI can produce.
The workshop framework
Three questions to guide the work
A framework guides decisions about which tools and processes fit your purpose. Revisit these questions as the work develops.
Strategic customization
How should AI understand my professional context?
Establish the school priorities, standards, teaching principles, and source documents that should shape its contribution. Make clear what a useful result needs to accomplish.
Effective prompting
How should we work through the problem together?
Use dialogue to clarify intent, examine assumptions, and develop the work. Remember the Silver Bullet Prompt. Review the result and continue revising with professional judgment.
The Silver Bullet Prompt
“Ask me any clarifying questions necessary to ensure that you are 99% confident you know exactly what I want.”
Use this invitation to begin a conversation. Answer the questions, review the work, and ask for changes. The percentage expresses the desire for a shared understanding; it is not a measured guarantee.
Schoolwide leadership
AI with purpose, across every level of CAS
As the AI Initiatives Lead, I work with a team of teachers, aides, faculty, and staff from each level of our organization. Together, we are developing practical ways to build AI capability while keeping human judgment, student agency, and safety at the center.
“To guide the purposeful, responsible and effective use of Artificial Intelligence (AI) across Casablanca American School, building capability at all levels while advancing teaching practice, student learning and the development of appropriate school policies and procedures.”CAS AI Working Team — Purpose and Goals, 2026–27
Download the CAS AI Committee Purpose and Goals 2026–27 (PDF)
Teachers
Differentiate professional learning so colleagues can use AI purposefully in planning, assessment, feedback, and everyday work.
Students
Develop age-appropriate AI literacy that supports inquiry and independence without replacing the thinking students need to do.
Shared expectations
Build connected policy, literacy, and learning-continuum guidance for responsible use across the school.
Research into practice
A substantial evidence base, distilled for decisions
Our initial planning drew on IB and UNESCO material covering AI literacy, pedagogy, ethics, assessment, and school policy. Working with my AI agent, we synthesized that research into an internal working reference to help the team weigh options and set priorities.
Download the complete CAS research synthesis (PDF), including its specific connections to our school mandate.
70IB and UNESCO source files
1,928pages across 64 PDFs
A working example
CAS AI Profile
The CAS AI Profile is a live, formative tool that helps teachers reflect on their practice across five dimensions and identify useful next steps. Working with my AI agent, I helped design the diagnostic and build the application that delivers this school instrument.
Answer from your own teaching experience, or explore a hypothetical teacher profile to consider how differentiated professional learning could work at your school.
This is the existing 20-question diagnostic used with CAS high school teachers. Leaders are invited to explore it as a working example; the questions have not yet been adapted for leadership roles. No email address or account is required. It reports five dimension placements, rather than one overall score, and provides a downloadable PDF. Public answers and results are not saved to a CAS account.Five dimensions of practice
Select a dimension for an explanation and example.
Classroom practice
What collaboration with AI can produce
I primarily utilize OpenAI’s ChatGPT and Codex platforms. The projects below all began with a teaching need. While I supplied the classroom context and made the final instructional decisions, engaging in Collaborative Intelligence helped me examine the problems, test ideas, and build responses and tools.
Analysis · Instructional design
DMS Design
AI and I developed a method for helping IB Business Management students diagnose questions, map their reasoning, and synthesize a response. We studied past IB papers to identify what different questions demand, then tried the method against a wide range of prompts and revised it where it fell short.
A review of 479 past-paper question occurrences and a 48-prompt stress test helped refine the method before classroom use.
Simulation · App design
Circular Business Model Simulation
I designed the original game with spreadsheets and paper handouts. AI and I turned it into a web app in which student teams run firms, choose a circular business model, and respond to seven changing business conditions.
In my classroom, the administrative gameplay went from roughly two class days to less than one, leaving more time to discuss the decisions and their trade-offs.
Inside the simulation
Seven rounds. Changing trade-offs.
Each team begins with a circular business model. In every STEEPLE round, a new external pressure changes the situation. Students choose and justify a tactic, then see how that decision affects financial health, market position, and social responsibility in the short and long term. The teacher controls the class pace so each result can become a discussion.
Select a round
Choose one of the seven rounds above to see the pressure students must respond to.
A classroom problem, solved
Classroom Queue
During independent IA work, students need one-on-one coaching without interrupting everyone else. This virtual line shows whose turn it is, preserves the order between class sessions, and lets me manage requests on the projector.
AI and I built it around a small, recurring need that many classrooms share.
Interactive example with fictional students. Changes stay in your browser session.Student planning · App design
IB BM Tracker
A lesson on Gantt charts grew into an IA Planner where students organize tasks, record progress, and produce reports. A second module helps them monitor performance on IB-style assessments.
The tool connects project-management instruction with an ongoing student need: seeing the work ahead and understanding their preparation.
The live student and teacher workspaces require school sign-in.Inside the Tracker
Three views of one student workspace
The IA Planner helps students organize their Internal Assessment tasks, set dates, and track progress through the project.
Illustrative recreations based on the application, using fictional data.
Student experience
In their words
1 / 4
Classroom Queue · IA Tracker
“The Classroom Queue has been really effective in keeping things organized. Instead of worrying about when it would be my turn to ask questions about my IA, I could focus on my work, prepare my questions, and ask them when my turn came without making the class chaotic. The IA Tracker helped me maintain a steady pace. Whenever I felt lost, it showed me where I was in the process and what I needed to do next, making a large assignment like the IA feel much more manageable.”
Carry the framework into your work
Start with one initiative
Return to a decision or initiative you are leading. What would someone need to understand about your school to contribute usefully?