Am I Using AI Responsibly?
A Checklist for BC Teachers
The BC Ministry of Education has published a framework of seven areas every educator should consider when using AI in K–12 classrooms. This checklist translates those guidelines into practical, classroom-ready questions — so you can use AI with confidence.
Your progress
0 / 21 items
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I have communicated with families about AI use in my classroom.
Parents and caregivers should understand what AI tools are being used, why, and how they benefit students.
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I have reviewed the AI tool for potential bias before using it with students.
The Ministry asks educators to confirm tools have been human-reviewed for bias, hallucination risk, and K–12 suitability.
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I include AI literacy in my instruction — students understand what AI is and isn't.
Critical thinking about AI's societal implications is a core expectation in BC's framework.
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I keep humans at the centre — AI supplements, not replaces, my teaching.
Relationships, empathy, and human connection remain irreplaceable in BC classrooms.
⚠️ FOIPPA reminder: Under BC's Freedom of Information and Protection of Privacy Act, any AI tool that collects or stores student personal information likely requires a Privacy Impact Assessment (PIA) before your district approves it. Check with your admin before entering student data into any AI tool.
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I have confirmed my district has approved this AI tool (or a PIA is in progress).
Section 69(5) of FOIPPA requires districts to protect personal information collected through new technology.
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I do not enter identifiable student information into unapproved AI tools.
No names, student numbers, medical info, or behavioural data in tools without a district PIA.
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I know where to report a data breach and what steps to follow.
Your district should have a clear procedure for security incidents involving AI tools.
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Students in my class have been taught about internet safety and responsible AI use.
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All students have submitted signed network access / technology use forms.
The Ministry requires this before AI applications are integrated into classroom instruction.
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I have clearly communicated to students when AI use is permitted and when it is not.
Expectations for at-home AI use should also be addressed explicitly.
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The AI tool I'm using aligns with BC Learning Standards and my curricular goals.
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I maintain teacher oversight of any AI-supported assessment.
The Ministry is explicit: AI is a support tool, not a replacement for authentic, human-centred assessment practices.
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Students who cannot or choose not to use the AI tool have an equivalent alternative.
No student's participation or grade should depend on an AI tool they can't access.
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I have considered how this AI tool may create barriers for students with diverse needs.
Consider socioeconomic access, disabilities, language backgrounds, and trauma-informed factors.
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For students with IEPs, I have consulted with the support team before using AI tools.
This includes parents/caregivers, inclusive education teachers, and any external providers involved.
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I have considered whether the AI tool respects Indigenous perspectives and ways of knowing.
The Ministry explicitly asks that AI integration honour cultural diversity and traditional knowledge systems present in BC.
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I do not mandate AI tool use where it may raise ethical or cultural concerns for students.
Student choice is valued — forced use without opt-out is not consistent with the Ministry's guidance.
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I am actively building my own AI literacy and staying current with the field.
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I regularly gather feedback from students on whether AI tools are working for them.
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I am prepared to stop using an AI tool if it is not meeting the needs of my students.
The Ministry's framework includes "adaptive implementation" — discontinuing tools that underperform is responsible practice, not failure.
✅ You're doing this right.
You've worked through all 21 items. Your AI practice is thoughtful, compliant, and student-centred. Save or print this checklist — it's a great artifact for your professional portfolio or a team conversation.
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