Contextual Intelligence and AI
Issue #5 of a new weekly series
AI and education...
My publisher emailed me a few weeks ago. They let me know that they plan to include a chapter of my first book in their new AI tool.
I’ve learned a lot since becoming a first-time author, and one of the first things I learned is to read the fine print in your contract! My publisher has the rights to my content, so they're allowed to use it, but it still feels like I’ve given up a part of my intellectual property for anyone to claim as their own.
At the same time, this EdWeek article discussed recent research findings:
Providing information about a student’s background—their race, gender, language, disability status, achievement level, or even motivation—can significantly change the kind and quality of writing feedback the AI tool provides, according to the study by doctoral researchers Mei Tan and Lena Phalen.
I’m not anti-AI. I use it often. It’s great for wording emails that are much kinder than what’s in my head (ha!), travel itineraries, and formatting APA citations, to name a select few…
The challenge isn’t whether AI belongs in schools anymore. It’s whether leaders are prepared to lead alongside it.
That’s where contextual intelligence becomes essential.
A contextually intelligent leader doesn’t simply ask, Can we use AI? They ask, What is happening in this particular context that should shape how we use it? They recognize that every tool reflects the assumptions, biases, and information it’s given. As the EdWeek article illustrates, something as simple as including a student’s race, disability status, or language background can change the feedback AI produces. That should cause every educator to pause.
AI is not neutral. It learns from human-created data, and humans have always brought bias into systems. Left unchecked, AI can reinforce existing inequities just as easily as it can help remove barriers.
That doesn’t mean we avoid it. It means we lead it.
School and district leaders have an opportunity to establish the conditions for thoughtful AI use before it becomes another initiative that teachers are expected to “figure out.” That means developing clear expectations around privacy, ethical use, and transparency. It means helping educators understand when AI can improve efficiency and when professional judgment should always take precedence. It also means teaching students not only how to use AI, but how to question it, verify it, and recognize its limitations.
Perhaps most importantly, contextual intelligence reminds us that technology should never become the center of the conversation. Students should.
The question isn’t whether an AI tool can generate feedback in seconds. It’s whether that feedback helps a particular student grow, honors who they are, and advances learning in ways that a teacher can confidently stand behind. Context always matters more than convenience.
As AI becomes woven into the fabric of education, leaders will need to do more than adopt new technology. They will need to cultivate discernment. The strongest leaders won’t be the ones who embrace every new tool or reject every innovation. They’ll be the ones who know when AI adds value, when it introduces risk, and when the human relationship remains irreplaceable.
Reflection Questions
How is your school or district helping educators develop judgment, not just proficiency, when using AI?
What policies or routines are needed to ensure AI supports equity rather than unintentionally reinforcing bias?
Where should AI create efficiency, and where should human expertise remain non-negotiable?
As you introduce AI into your organization, how will you ensure that context, not convenience, continues to drive your decisions?
Navigating Power, Harnessing Possibility is HERE:
Navigating Power, Harnessing Possibility: A Guide for Leading Schools Through Uncertain Times is out! If you got a copy of the book, I would appreciate an Amazon book review. It helps others find out about it.
I’m working on a digital train-the-trainer workbook for facilitators who want to integrate the book into their professional learning and course syllabi. That will be available soon!
Other Ways to Partner With Leading-Within:
Grounded in Navigating Power, Harnessing Possibility: A Guide for Leading Schools Through Uncertain Times, these individual and small group coaching sessions equip system- and school-level leaders to effectively navigate the formal and informal political landscapes that shape their work. Leaders build the awareness, strategy, and confidence needed to exercise influence, make principled decisions, and lead through uncertainty with intention.
Our keynote speaking services engage school leaders in critical conversations that shape their work and influence. Focus areas include supporting leaders of color, navigating today’s political landscape, and leading systems-level transformation, offering participants practical tools and perspectives to lead with clarity and purpose.
Research and writing services support schools and organizations in assessing and documenting their learning across programs and initiatives. This work includes partnering to evaluate impact to produce clear, compelling reports, as well as writing and editing journal articles that highlight best practices across the diaspora.
Reach out to mary@mriceboothe.com to discuss more.
If this is your first time reading, please go back and read my Introduction post.
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