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A peer-mentoring approach built entirely around the skeptical teacher's existing lesson plans, requiring them to type nothing themselves. The mentor runs the AI tool on their own device, acting as the "driver," while the hesitant teacher acts as the "navigator" evaluating the output for bias, accuracy, and rigor. This allows the hardest-to-serve educator to critique and direct AI capabilities without dealing with passwords, platforms, or tech anxiety.

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Office Coordinator and Principal Outlook CoPilot Prompts 

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Office Coordinator and Principal Outlook CoPilot Prompts 

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The need is that principals and office coordinators are bombarded with management tasks and lack the efficiencies or AI knowledge to move through them effectively.

We need to provide mini-PD around a centralized library of pre-approved district compliant Outlook CoPilot prompt templates built directly inside Outlook for common tasks like email responses, event reminders and calendar invites

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The person I designed for is an instructional coach navigating AI use with educators. Their need is to leverage AI tools in coaching conversations while maintaining transparency, consent, and buy-in from teachers.

The tool is a laminated card with options to opt in/out of 3 AI leveraged practices: AI audio recording of session, synthesis of coaching data/notes for district reports, and anonymized use for team learning.

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The Original Unmet Need: Teachers require professional development around AI that leadership can systematically plan, implement, and scale.

The Chosen HMW Question: How might we embed bite-sized, practical AI training into a teacher's daily routine so they experience immediate time-saving relief and confidence?

The Core Prototype Idea: Staff Meeting "Show & Tell"—dedicating the first 5 minutes of existing staff meetings for a peer educator to share one specific, time-saving AI tool or prompt.

The Primary Assumption/Risk: Assumes teachers feel the psychological safety to share AI shortcuts openly, risking failure if the shared examples feel too subject-specific or unintentionally alienate tech-anxious staff.

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Assignment for the superintendent to routinely check in with tech savvy staff in order to further knowledge and comfort level with the use of AI.

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https://gemini.google.com/share/d/1w2mf_ews0ojpTThnK9bNvIT7ifU5cDU9

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The Original Unmet Need: English teachers facing heavy writing classes want to ensure all students are learning to effectively create a thesis statement and craft a structured argument.

The Chosen HMW Question: How might we use verbal storytelling protocols to help reluctant writers speak their argument aloud before translating it into a written thesis?

The Core Prototype Idea: A hybrid system combining a Silent Partner Audio-Recording Protocol (where verbal processors dictate their ideas to a partner for transcription) with a department-wide Verbal Assessment Rubric that counts the spoken defense as 20% of the initial writing grade.

The Primary Assumption & Risk Named: The strategy assumes that moving from writing to speaking genuinely unlocks logical reasoning rather than just shifting the bottleneck to a microphone, and it risks causing logistical chaos or unsustainable grading time for teachers reviewing audio files.

Design Anchor: By anchoring your prototype in verbal expression, you have built a powerful bridge for striving writers and English language learners to demonstrate critical literacy without getting blocked by a blank page.

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We are a group of educators and leaders working on AI and learning. Instructors need confidence in assessing student learning. We are responsible for piloting a discipline-specific rubric dimension that makes student thinking visible through multi-modal process artifacts—tested in one course by one faculty volunteer before institution-wide adoption.

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I designed a lesson for all students to identify how AI can show a bias. I will provide examples and situations where AI does not showcase critically thinking skills that would be obvious for them to identify.

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This prototype is designed to co-create a personalized school experience alongside our most chronically disengaged, credit deficient students that treats their unique survival skills and outside-of-school responsibilities as academic assets rather than compliance deficits.

Phase 1: Discovery- low stakes tool for students to help map their out of school world.

Phase 2: Alignment- teachers align standards to identified skills and experiences.

Phase 3: Demonstration- students submit artifact rooted in an actual experience.

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The person

Teachers using AI on their own

Their need

A fast, trustworthy verdict on whether a tool is safe to use

What I need to provide

• A clear status for every tool

• One sentence on why and what they can't do with it

• An answer that's there on Sunday night, not just Tuesday morning

• A place to send tools you haven't reviewed yet

• Confidence that if they follow the verdict, they're covered

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An HTML-based interactive canvas has been constructed to embody the philosophy of unstructured, goal-less exploration. When the code is executed in a web browser, a dynamic environment is rendered. Particles are generated through spontaneous user inputs, moving serendipitously and forming unexpected connections with one another.

No explicit instructions or win conditions are provided. The application is designed to be experienced rather than solved.

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Make an interactive virtual artifact that represe...

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The person I designed for — student, staff, or employee:

​Middle school technology students who default to using AI as a basic, one-shot search tool.

​Their need — what our system was not giving them:

​The opportunity to experience struggle as a valuable part of the design process, changing their objective from getting a fast answer to co-authoring a deeper solution.

​What I need to provide them:

​Daily lab workflows and rubrics that actively grade the visible history of their critical thinking, prompt iterations, and pushback against the tool, rather than grading the final machine output.