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Stacie Chana, EdD, is an educational leader and professor who is committed to empowering educators, schools, districts, and organizations to navigate and integrate emerging technologies in transformative ways.

Aligned to Learning by Doing: A Handbook for Professional Learning Communities at Work® (4th ed.), our smart, on-demand AI Book Assistant helps you explore key PLC at Work® concepts, apply proven strategies, and get real-time answers as you implement the work in your school or district.

Joan Reimer is a retired educator and former education officer at the Ontario Ministry of Education. With experience from K–12 classrooms to teacher education, most of her career was spent in Ontario, but she also taught in Manitoba, the Northwest Territories, and Malawi, Africa.

Artificial Intelligence (AI) is rapidly shaping the future of education, yet without critical engagement, it risks reinforcing systemic biases and widening technological inequities. Dr. Stacie Chana, author of Experimenting With AI: Activities, Discussions, and Prompts for the Classroom and Beyond, empowers educational leaders to approach AI with a lens of equity and cultural responsiveness, ensuring that all learners are protected and informed about the challenges and opportunities AI presents. Participants will explore practical strategies for identifying AI bias, implementing responsible AI-driven decision making, and developing policies that support ethical AI integration. This session will equip leaders with the knowledge needed to critically assess AI tools, advocate for fair and just technology use in schools, and guide students in becoming discerning users of AI.

Wendy Terro is a principal in the Toronto District School Board with experience as a mathematics coach, student work study teacher, and classroom educator. She is passionate about inquiry learning, assessment, equity, and amplifying student voice and choice.

Heidi Fuller teaches grades 7 and 8 for the Toronto District School Board. With over a decade of experience, she specializes in inquiry-based learning, critical thinking, and differentiated assessment practices across primary to intermediate levels.

Bridget Cahill was a middle school teacher in Westminster Public Schools in Boulder, Colorado, before becoming a leader at the district level. There, she planned and implemented competency-based instruction in science, literacy, and English language development.

Lucy Pearson, assistant principal at John E. Flynn/A Marzano Academy, brings over a decade of experience as a teacher, special education interventionist, and instructional coach. She is committed to building strong relationships with students and families.

Jennifer Throndsen, PhD, is an education advisor and former director of teaching and learning for the Utah State Board of Education. With over 20 years of experience, she has served as a teacher, district office specialist, instructional coach, and state literacy coordinator.