# TCEA Essential Learning Expectations (ELEs)

A common language for better learning across five roles — **Teachers & Teacher Librarians, Students, School Leaders & Administrators, Instructional Coaches,** and **AI in Education**. Each role has five key areas with three indicators each, written as "I know," "I can," and "I am aware." Every indicator includes an example activity and its standards correlation.

## Contents

- [Teachers & Teacher Librarians](#teachers--teacher-librarians)
- [Students](#students)
- [School Leaders & Administrators](#school-leaders--administrators)
- [Instructional Coaches](#instructional-coaches)
- [AI in Education](#ai-in-education)

---

# Teachers & Teacher Librarians

**Guiding Questions**
- What strategies am I using to build positive relationships with my students?
- How am I fostering critical thinking skills in my lessons?
- How effectively am I integrating technology into my teaching practices?
- In what ways am I promoting digital literacy among my students?
- How am I creating an inclusive learning environment that respects diversity?

## 1.0 Technology Integration

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **1.1** I know how to seamlessly integrate technology into my teaching practices. | Students use digital mind-mapping tools to brainstorm and organize ideas for a research project on Texas history. | Grade 7 Social Studies TEKS 7.21(A) — "differentiate between, locate, and use valid primary and secondary sources" |
| **1.2** I can use AI tools to enhance student learning experiences. | Students use an AI-powered language learning app to practice Spanish conversations, receiving real-time feedback on pronunciation and grammar. | Grade 1-5 LOTE TEKS 1.A — "engage in oral and written exchanges of learned material to socialize and to provide and obtain information" |
| **1.3** I am aware of emerging technologies and their potential applications in education. | Students use virtual reality headsets to explore the solar system, enhancing their understanding of planetary motion and scale. | Grade 6 Science TEKS 6.11(A) — "describe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, and comets" |

## 2.0 Digital Literacy

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **2.1** I can teach students to critically evaluate online information. | Students analyze news articles from various sources about a current event, identifying potential biases and fact-checking claims. | Grade 8 English Language Arts TEKS 8.9(C) — "analyze the author's use of print and graphic features to achieve specific purposes" |
| **2.2** I know how to guide students in safe and responsible internet use. | Students create digital citizenship posters outlining best practices for online safety and responsible social media use. | Grade 6 Technology Applications TEKS 6.2(A) — "demonstrate an understanding of technology concepts" |
| **2.3** I am aware of strategies to help students identify and combat misinformation. | Students participate in a "fake news" challenge, where they must identify misleading information in social media posts and explain how to verify facts. | Grade 7 English Language Arts TEKS 7.9(F) — "analyze characteristics of multimodal and digital texts" |

## 3.0 Inclusive Teaching

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **3.1** I know how to create a welcoming classroom environment for all students. | Teacher creates a multilingual word wall featuring key mathematical terms in the languages represented in the classroom. | Grade 3 Mathematics TEKS 3.1(D) — "communicate mathematical ideas, reasoning, and their implications using multiple representations" |
| **3.2** I can adapt my teaching methods to accommodate diverse learning needs. | Teacher provides multiple options for demonstrating understanding of a science concept, including written reports, oral presentations, and visual models. | Grade 5 Science TEKS 5.2(F) — "communicate valid conclusions in both written and verbal forms" |
| **3.3** I am aware of cultural differences and how they impact learning. | Students explore and share cultural perspectives on environmental conservation, relating global issues to local practices. | Grade 4 Social Studies TEKS 4.9(A) — "describe ways people have adapted to and modified their environment in Texas" |

## 4.0 Relationship Building

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **4.1** I know how to foster positive relationships with my students. | Teacher implements a daily check-in routine where students share their emotional state and any concerns, fostering a supportive classroom community. | Grade K-12 Health TEKS 115.16(b)(10)(A) — "practice communication skills in building and maintaining healthy relationships" |
| **4.2** I can create opportunities for student collaboration and peer learning. | Students work in pairs to solve complex word problems, explaining their reasoning to each other and providing constructive feedback. | Grade 6 Mathematics TEKS 6.1(E) — "create and use representations to organize, record, and communicate mathematical ideas" |
| **4.3** I am aware of the importance of emotional support in academic success. | Teacher implements a peer mentoring program where older students support younger ones in reading comprehension strategies. | Grade 3 English Language Arts TEKS 3.6(I) — "monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down" |

## 5.0 Critical Thinking

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **5.1** I know how to design lessons that promote higher-order thinking skills. | Students design and conduct an experiment to test the effect of different variables on plant growth, analyzing results and drawing conclusions. | Grade 7 Science TEKS 7.2(E) — "design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology" |
| **5.2** I can use questioning techniques to stimulate deep learning. | Teacher uses Socratic seminar technique to guide students in analyzing themes in a novel, encouraging them to support their interpretations with textual evidence. | Grade 8 English Language Arts TEKS 8.5(H) — "synthesize information to create new understanding" |
| **5.3** I am aware of strategies to develop students' problem-solving abilities. | Students participate in a "Shark Tank" style project where they identify a community problem, develop an innovative solution, and present their ideas to a panel. | Grade 5 Social Studies TEKS 5.24(B) — "generate and implement a plan for identifying a problem, gathering information, listing and considering options, considering advantages and disadvantages, choosing and implementing a solution, and assessing the effectiveness of the solution" |

---

# Students

**Guiding Questions**
- Am I trying my best to learn on my own?
- Do I use what I learn to fix problems in real life?
- How well do I work with others when we learn together?
- Am I good at using different tools and computers to help me learn?
- Do I stay safe and make good choices when I use the internet?

## 1.0 Tech Savvy

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **1.1** I know how to use technology to support my learning. | Students create a digital portfolio showcasing their best work across multiple subjects, using various multimedia elements. | Grade 8 Technology Applications TEKS 1.A — "create and present digital content using appropriate tools and techniques" |
| **1.2** I can adapt to new digital tools and platforms. | Students explore and use a new coding platform to create an interactive story, demonstrating adaptability to unfamiliar software. | Grade 6 Technology Applications TEKS 4.D — "create interactive documents using modeling, simulation, or concept-mapping software" |
| **1.3** I am aware of how AI can assist me in my studies. | Students use AI-powered language translation tools to enhance their understanding of a Spanish text, discussing the benefits and limitations of the technology. | Grade 7 LOTE TEKS 3.A — "use resources (that may include technology) in the language and cultures being studied to gain access to information" |

## 2.0 Online Safety

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **2.1** I know how to protect my personal information online. | Students create a digital safety plan outlining strategies to protect their personal information on social media and other online platforms. | Grade 7 Technology Applications TEKS 2.A — "demonstrate an understanding of technology concepts, including terminology for the use of operating systems, network systems, virtual systems, and learning systems appropriate for Grades 6-8 learning" |
| **2.2** I can identify trustworthy sources of information on the internet. | Students evaluate a set of websites on a historical topic, ranking them based on credibility and explaining their reasoning. | Grade 8 Social Studies TEKS 29.B — "analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions" |
| **2.3** I am aware of the potential risks of sharing content online. | Students participate in a role-playing activity where they make decisions about sharing various types of content online and discuss potential consequences. | Grade 6 Health TEKS 22.B — "explain the importance of taking responsibility for establishing and implementing health maintenance for individuals and family members of all ages" |

## 3.0 Collaborative Learner

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **3.1** I know how to work effectively in a team. | Students collaborate on a group science project, using online tools to assign roles, set deadlines, and track progress. | Grade 7 Science TEKS 3.D — "construct tables and graphs, using repeated trials and means, to organize data and identify patterns" |
| **3.2** I can communicate my ideas clearly to others. | Students create and deliver a persuasive speech on a current events topic, incorporating multimedia elements to enhance their message. | Grade 8 English Language Arts TEKS 1.C — "give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion" |
| **3.3** I am aware of the value of diverse perspectives in group work. | Students participate in a cultural exchange project, collaborating with peers from different backgrounds to create a presentation on global citizenship. | Grade 6 Social Studies TEKS 23.A — "explain and give examples of how different groups of people view cultures, places, and regions differently" |

## 4.0 Self-Directed Learner

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **4.1** I know how to take responsibility for my own learning. | Students create and maintain a learning journal, reflecting on their progress and identifying areas for improvement across subjects. | Grade 7 English Language Arts TEKS 6.A — "establish purpose for reading assigned and self-selected texts" |
| **4.2** I can set achievable goals and monitor my progress. | Students use a digital tool to set SMART goals for their math performance, regularly updating their progress and adjusting strategies as needed. | Grade 8 Mathematics TEKS 1.A — "apply mathematics to problems arising in everyday life, society, and the workplace" |
| **4.3** I am aware of my learning strengths and areas for improvement. | Students complete a learning styles assessment and create a personalized study plan that leverages their strengths and addresses areas for growth. | Grade 6 Health TEKS 16.A — "analyze critical-thinking skills for making health-promoting decisions" |

## 5.0 Creative Problem Solver

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **5.1** I know how to approach complex problems systematically. | Students use the engineering design process to develop a solution for reducing plastic waste in their school cafeteria. | Grade 7 Science TEKS 3.A — "analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing" |
| **5.2** I can use creativity and logic to find innovative solutions. | Students participate in a "Shark Tank" style competition, developing and pitching innovative products to address local community issues. | Grade 8 Technology Applications TEKS 6.D — "evaluate technologies and assess their applicability to address personal and workplace needs" |
| **5.3** I am aware of how to apply computational thinking in various subjects. | Students use block-based programming to create a simulation of a historical event, demonstrating how computational thinking can be applied to social studies. | Grade 6 Technology Applications TEKS 4.G — "use the basic concepts of color theory, including primary, secondary, warm, cool, and complementary colors, to solve design problems" |

---

# School Leaders & Administrators

**Guiding Questions**
- What steps am I taking to create an inclusive and positive digital learning culture?
- How effectively am I leveraging technology to engage with our school community and external stakeholders?
- How clearly have I articulated and communicated our school's vision for technology integration?
- In what ways am I supporting and evaluating effective use of educational technology across our school?
- How am I using digital tools and data analytics to drive school improvement efforts and decision-making?

## 1.0 Visionary Technology Leadership

| Indicator | Example | TEA Principal Standards Correlation |
|---|---|---|
| **1.1** I know how to create and communicate a compelling vision for technology integration in the school. | Administrator develops and presents a comprehensive technology integration plan to the school board, highlighting how it aligns with district goals and prepares students for future careers. | Standard 1 – Instructional Leadership: (A) ensure the vision, mission, goals, and values of the school are collaboratively developed, widely communicated, and aligned with state goals |
| **1.2** I can develop strategic technology plans that align with educational trends and community needs. | Administrator conducts a needs assessment involving teachers, students, and parents to inform a 3-year technology plan that addresses identified gaps and leverages community resources. | Standard 3 – Executive Leadership: (A) assess current needs of the campus, analyzing a wide set of evidence to determine the campus's priorities, and set measurable school goals, targets, and strategies that form the campus's strategic plan |
| **1.3** I am aware of emerging educational technologies and their potential impact on teaching and learning. | Administrator attends educational technology conferences and organizes staff professional development sessions on emerging technologies like AI and augmented reality in education. | Standard 5 – Strategic Operations: (A) outline and track clear goals, targets, and strategies aligned to a school vision that continuously improves teacher effectiveness and student outcomes |

## 2.0 Technology-Enhanced Instructional Leadership

| Indicator | Example | TEA Principal Standards Correlation |
|---|---|---|
| **2.1** I know how to support and evaluate effective technology integration practices. | Administrator develops a technology integration rubric and conducts regular classroom observations to provide feedback on effective tech use in instruction. | Standard 1 – Instructional Leadership: (D) ensure implementation of appropriate curricula and assessments that are designed to meet the needs of all students |
| **2.2** I can guide the implementation of digital curriculum and instructional technology initiatives. | Administrator leads a committee to select and implement a new learning management system, providing training and support for staff throughout the process. | Standard 2 – Human Capital: (F) support and retain effective teachers by providing ongoing coaching and mentoring |
| **2.3** I am aware of research-based approaches to technology-enhanced pedagogy and their applications. | Administrator organizes a professional learning community focused on exploring and implementing research-based technology-enhanced teaching strategies. | Standard 1 – Instructional Leadership: (B) prioritize instruction and student achievement by understanding, sharing, and promoting a clear definition of high-quality instruction based on best practices |

## 3.0 Data-Informed Decision Making with Digital Tools

| Indicator | Example | TEA Principal Standards Correlation |
|---|---|---|
| **3.1** I know how to use digital data tools to drive school improvement efforts. | Administrator implements a data dashboard system to track key performance indicators and uses insights to inform resource allocation and improvement strategies. | Standard 1 – Instructional Leadership: (H) monitor multiple forms of student data to inform instructional and intervention decisions |
| **3.2** I can interpret complex digital data sets and communicate findings effectively using data visualization tools. | Administrator creates and presents data visualizations to the school board and staff, illustrating trends in student achievement and areas for improvement. | Standard 3 – Executive Leadership: (B) prioritize, frame, and solve problems using effective problem-solving techniques and decision-making skills |
| **3.3** I am aware of various digital assessment tools and their appropriate uses in education. | Administrator leads a task force to evaluate and select appropriate digital formative assessment tools for different subject areas and grade levels. | Standard 5 – Strategic Operations: (D) implement systems to align resources with the needs of the school and effectively manage the school budget |

## 4.0 Fostering a Digital Learning Culture

| Indicator | Example | TEA Principal Standards Correlation |
|---|---|---|
| **4.1** I know how to create a positive and inclusive digital learning climate. | Administrator implements a digital citizenship program and organizes events to celebrate responsible technology use and digital creativity. | Standard 3 – Executive Leadership: (C) communicate with all audiences and develop productive relationships |
| **4.2** I can develop policies that support equitable access to technology and digital resources. | Administrator works with the district to implement a 1:1 device program and ensures all students have internet access for remote learning. | Standard 4 – School Culture: (A) establish and implement a shared vision of high achievement for all students and use that vision as the foundation for key decisions and priorities for the school |
| **4.3** I am aware of strategies to address digital divides and promote responsible technology use. | Administrator partners with local businesses and organizations to provide technology resources and training for underserved families in the school community. | Standard 5 – Strategic Operations: (B) organize curriculum and instruction to align with the school's goals and state accountability system |

## 5.0 Technology-Enabled Community Engagement

| Indicator | Example | TEA Principal Standards Correlation |
|---|---|---|
| **5.1** I know how to build strong digital partnerships with families and community organizations. | Administrator establishes an online platform for parent-teacher communication and collaboration with local businesses for internship opportunities. | Standard 4 – School Culture: (F) implement a system that promotes the sharing of critical information about students and staff to improve outcomes for students |
| **5.2** I can effectively use digital communication tools to share school goals and achievements with stakeholders. | Administrator creates a monthly digital newsletter and maintains an active social media presence to keep the community informed about school initiatives and successes. | Standard 3 – Executive Leadership: (C) communicate with all audiences and develop productive relationships |
| **5.3** I am aware of strategies to leverage online community resources to support student learning. | Administrator develops a virtual mentorship program connecting students with local professionals in various career fields. | Standard 5 – Strategic Operations: (C) facilitate the use of technology to support teaching and learning and efficient school operations |

---

# Instructional Coaches

**Guiding Questions**
- How effectively am I supporting teachers in improving their instructional practices?
- How am I using data to inform and guide my coaching practices?
- How effective are my professional development initiatives in addressing teachers' needs?
- To what extent am I fostering a collaborative culture among the educators I work with?
- In what ways am I helping teachers meaningfully integrate technology into their teaching?

## 1.0 Teacher Support

| Indicator | Example | TEA Principal Standards Correlation |
|---|---|---|
| **1.1** I know how to mentor teachers in effective instructional practices. | Coach conducts a cycle of pre-observation, observation, and post-observation conferences with a new teacher, focusing on implementing differentiated instruction strategies. | Standard 1 – Instructional Leadership: (B) prioritize instruction and student achievement by developing and sharing a clear definition of high-quality instruction based on best practices |
| **1.2** I can provide constructive feedback to improve teaching strategies. | Coach uses video analysis to provide specific, actionable feedback on a teacher's questioning techniques and wait time during class discussions. | Standard 2 – Human Capital: (F) support and retain effective teachers by providing ongoing coaching and mentoring |
| **1.3** I am aware of the latest educational research and best practices. | Coach organizes a monthly journal club where teachers discuss recent research articles on effective teaching practices and brainstorm ways to apply findings in their classrooms. | Standard 1 – Instructional Leadership: (H) monitor multiple forms of student data to inform instructional and intervention decisions |

## 2.0 Technology Integration

| Indicator | Example | TEA Principal Standards Correlation |
|---|---|---|
| **2.1** I know how to guide teachers in meaningful technology integration. | Coach co-plans and co-teaches a lesson with a math teacher, demonstrating how to effectively use interactive geometry software to enhance student understanding of complex concepts. | Standard 5 – Strategic Operations: (C) facilitate the use of technology to support teaching and learning and efficient school operations |
| **2.2** I can evaluate the effectiveness of educational technology tools. | Coach leads a team of teachers in conducting a systematic review of various learning management systems, using a rubric to assess their alignment with curriculum goals and ease of use. | Standard 3 – Executive Leadership: (B) prioritize, frame, and solve problems using effective problem-solving techniques and decision-making skills |
| **2.3** I am aware of emerging technologies and their potential in education. | Coach organizes a "Tech Showcase" where teachers can explore and evaluate new educational technologies, such as AI writing assistants and virtual reality applications. | Standard 5 – Strategic Operations: (A) outline and track clear goals, targets, and strategies aligned to a school vision that continuously improves teacher effectiveness and student outcomes |

## 3.0 Data-Driven Coaching

| Indicator | Example | TEA Principal Standards Correlation |
|---|---|---|
| **3.1** I know how to use data to inform instructional decisions. | Coach facilitates a data team meeting where teachers analyze student performance on common assessments to identify trends and plan targeted interventions. | Standard 1 – Instructional Leadership: (H) monitor multiple forms of student data to inform instructional and intervention decisions |
| **3.2** I can help teachers interpret and act on assessment results. | Coach works one-on-one with a teacher to analyze formative assessment data and develop differentiated small group instruction plans based on student needs. | Standard 4 – School Culture: (F) implement a system that promotes the sharing of critical information about students and staff to improve outcomes for students |
| **3.3** I am aware of various data collection and analysis tools. | Coach leads a professional development session on using digital formative assessment tools and data visualization software to track student progress in real-time. | Standard 5 – Strategic Operations: (D) implement systems to align resources with the needs of the school and effectively manage the school budget |

## 4.0 Professional Development

| Indicator | Example | TEA Principal Standards Correlation |
|---|---|---|
| **4.1** I know how to design and deliver effective professional development sessions. | Coach designs and facilitates a series of workshops on project-based learning, incorporating hands-on activities and peer collaboration to model effective instructional strategies. | Standard 2 – Human Capital: (D) ensure all staff have opportunities to participate in and grow through professional learning communities aligned with the school's improvement plan |
| **4.2** I can identify and address teachers' individual learning needs. | Coach conducts individual needs assessments with teachers and creates personalized professional growth plans tailored to each teacher's goals and areas for improvement. | Standard 2 – Human Capital: (E) implement effective, appropriate, and legal strategies for the recruitment, hiring, assignment, and retention of highly effective staff |
| **4.3** I am aware of adult learning principles and how to apply them. | Coach redesigns the school's new teacher orientation program to incorporate more active learning strategies, peer mentoring, and ongoing support throughout the year. | Standard 4 – School Culture: (A) establish and implement a shared vision of high achievement for all students and use that vision as the foundation for key decisions and priorities for the school |

## 5.0 Collaborative Leadership

| Indicator | Example | TEA Principal Standards Correlation |
|---|---|---|
| **5.1** I know how to foster a collaborative culture among educators. | Coach establishes and facilitates cross-curricular professional learning communities focused on improving student literacy skills across all subject areas. | Standard 4 – School Culture: (C) create a positive, collaborative, and equitable culture that establishes and communicates high, consistent expectations for all stakeholders and addresses barriers to ensure achievement of campus initiatives |
| **5.2** I can facilitate productive discussions and problem-solving sessions. | Coach leads a root cause analysis session with a grade-level team to address persistent behavior issues, guiding teachers through a structured problem-solving process. | Standard 3 – Executive Leadership: (B) prioritize, frame, and solve problems using effective problem-solving techniques and decision-making skills |
| **5.3** I am aware of strategies to build trust and promote teamwork. | Coach organizes team-building activities and establishes norms for respectful communication and collaboration during department meetings and professional development sessions. | Standard 3 – Executive Leadership: (C) communicate with all audiences and develop productive relationships |

---

# AI in Education

**Guiding Questions**
- How am I developing and applying AI literacy in educational contexts?
- In what ways am I addressing ethical considerations when using AI in learning and teaching?
- How am I leveraging AI to personalize and enhance learning experiences?
- What strategies am I employing to promote critical thinking skills when interacting with AI-generated information?
- How am I fostering collaboration between humans and AI systems in educational projects and research?

## 1.0 AI Literacy

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **1.1** I know how AI systems work and their capabilities in educational contexts. | Students create a simple machine learning model to predict plant growth based on different environmental factors, discussing the model's strengths and limitations. | Grade 8 Science TEKS 8.11(A) — "investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as quantity of light, water, range of temperatures, or soil composition" |
| **1.2** I can explain AI concepts in simple terms to various stakeholders. | Teachers develop and present a series of short videos explaining how AI is used in everyday technology, sharing these with students and parents. | Grade 7 Technology Applications TEKS 1(C) — "explore complex systems or issues using models, simulations, and new technologies to make predictions, modify input, and review results" |
| **1.3** I am aware of the current limitations and potential biases in AI systems. | Students analyze the results of AI-powered language translation software across different languages, discussing potential biases and their implications. | Grade 8 English Language Arts TEKS 8.9(F) — "analyze how the author's use of language contributes to mood, voice, and tone" |

## 2.0 Ethical AI Use

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **2.1** I know how to apply ethical principles when using or developing AI for education. | Administrators develop an AI ethics policy for the school district, outlining guidelines for data privacy, fairness, and transparency. | Grade 6-8 Technology Applications TEKS 5(E) — "adhere to copyright law and the fair use guidelines for the use of digital information" |
| **2.2** I can identify potential ethical issues in AI applications and propose solutions. | Students review scenarios of AI applications in various fields, identifying potential ethical concerns and proposing mitigation strategies. | Grade 7 Social Studies TEKS 7.20(E) — "analyze the effects of scientific discoveries and technological innovations on the development of Texas in various industries" |
| **2.3** I am aware of the importance of transparency and accountability in AI systems. | Teachers create a checklist for evaluating the transparency and accountability of AI tools before implementing them in their classrooms. | Grade 8 Technology Applications TEKS 6(D) — "evaluate technologies and assess their applicability to address personal and workplace needs" |

## 3.0 AI-Enhanced Learning

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **3.1** I know how to leverage AI tools to personalize and enhance learning experiences. | Teachers use an AI-powered adaptive learning platform to create personalized reading comprehension exercises for students. | Grade 6 English Language Arts TEKS 6.6(I) — "monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down" |
| **3.2** I can evaluate the effectiveness of AI-enhanced learning interventions. | Instructional coaches conduct a study comparing student outcomes between classes using AI-enhanced learning tools and those using traditional methods in mathematics instruction. | Grade 7 Mathematics TEKS 7.1(A) — "apply mathematics to problems arising in everyday life, society, and the workplace" |
| **3.3** I am aware of how AI can support diverse learning needs and styles. | Special education teachers explore AI-powered text-to-speech and speech-to-text tools to support students with dyslexia in their writing assignments. | Grade 6-8 Technology Applications TEKS 3(D) — "acquire and use appropriate vocabulary for the field of technology and computer science" |

## 4.0 AI and Critical Thinking

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **4.1** I know how to promote critical thinking skills in relation to AI-generated information. | Students compare AI-generated summaries of historical events with primary source documents, analyzing differences in perspective and accuracy. | Grade 8 Social Studies TEKS 8.29(B) — "analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions" |
| **4.2** I can teach others to question and verify AI outputs. | Teachers lead a workshop for colleagues on fact-checking AI-generated content using multiple sources in the context of science education. | Grade 7 Science TEKS 7.2(E) — "design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology" |
| **4.3** I am aware of strategies to develop AI-related problem-solving skills. | Students participate in an AI challenge, developing algorithms to solve real-world problems in environmental science. | Grade 8 Science TEKS 8.3(A) — "design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology" |

## 5.0 AI Collaboration and Innovation

| Indicator | Example | TEKS Correlation |
|---|---|---|
| **5.1** I know how to foster collaboration between humans and AI systems. | Teachers and students collaborate to create an AI-powered virtual tutor for mathematics, enhancing personalized learning experiences. | Grade 6 Mathematics TEKS 6.1(B) — "use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution" |
| **5.2** I can use AI as a tool for innovation in educational projects and research. | Students use AI tools to analyze large datasets of Texas wildlife populations, uncovering new insights about local ecosystem changes. | Grade 7 Science TEKS 7.8(C) — "model the effects of human activity on groundwater and surface water in a watershed" |
| **5.3** I am aware of the potential of AI to augment human creativity and problem-solving. | Art and computer science teachers collaborate on a project where students use AI-generated prompts as inspiration for original short stories, exploring the intersection of technology and creative writing. | Grade 8 English Language Arts TEKS 8.11(A) — "compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft" |