Academic Integrity & AI Guidelines
Problem and Response
THE PROBLEMFellows have been using AI irresponsibly more frequency due its accessibility and a lack of
proper instruction around itFellows tend to plagiarize with AI instead of using AI as a tool for their learning.Faculty was unclear on how to approach instances of improper AI use in the classroom.
●●
TEAK’s RESPONSEWe created an AI set of standards in line with independent high school guidelinesWe updated the 7th and 8th grade writing curricula to include AI-centered lessons.
●●
GOAL of AI STANDARDSPrepare students to succeed in high school and beyond Support students in learning how to best use a technology that will be available throughout
●●
their academic and professional careersEnsure TEAK staff and faculty are supported in properly implementing AI in the classroom
Activity #1: Ask AI to tell you about yourself!
Ask ChatGPT to tell you about yourself. Use key words (where you live/work) to help it find you
Is the information accurate? Is it complete? Is this what you
would write about yourself?
What sources were used? Is the information up to date?
Try different prompts to see how the feedback changes. Which one provides the most accurate information?
Gemini search of Meredith Mulinos, 6/16/25
Meredith Mulinos is an educator with a background in teaching and administration. She started her career as a math and computer science teacher and later became the Mathematics Department Chair at Montclair Kimberley Academy (MKA). At MKA, she held various administrative roles, including Dean of Student Life, Dean of Students, Associate Director of Admissions, Associate Director of College Counseling, and Assistant Head of the Upper School. In July 2009, she became the Upper School Director at the Pingry School in
Martinsville, New Jersey.Her academic work includes a dissertation titled “A Quantitative Descriptive Study of the Academic Achievement of Black Students in Nonpublic Secondary Schools,” which focused on the achievement gap between Black and white students in nonpublic schools. Throughout her career, she has been involved in community service initiatives, including leading the Upper School Community Service Project at MKA and introducing new service opportunities at the Pingry School. She also served as a faculty advisor for clubs
like Habitat for Humanity and Shades of Color.Meredith Mulinos is currently on the staff of the TEAK Fellowship. In this role, she has been involved in coordinating task forces to implement the school's strategic plan. She has also focused on promoting methods to support students' academic, social, and emotional well-being. In addition, one source states that a Meredith Mulinos previously served as a language arts and English teacher at the Winston School of Short Hills and at Cicely Tyson Middle and High School. This person also worked with at-risk populations at Oasis, A Haven for Women and Children. It is not explicitly stated if this is the same Meredith Mulinos,
but both have been on staff at The TEAK Fellowship.
Activity #2: Ask AI to help with your writing
1.
After reading this article, write a one short paragraph response to the question: What opportunities does AI provide students?Ask ChatGPT to help you edit your writing. First, paste in your paragraph
2.
and ask ChatGPT to revise.Iterate your work in partnership with AI, asking it to revise the paragraph
3.
for even greater clarity.Next, paste in your original paragraph and asking ChatGPT for a list of editing suggestions without rewriting..
4.
Which do you prefer? Why?
Evaluating student work
AI-checkers are imperfectBiased against English language learnersSometimes identify neurodivergent writersWill identify work if students paste in to checkOften reduce trust, instill tension
○○○○
Instead, use in-class writing to reference workStart the course with in-class writing to get a sense of
student writing styleInterrogate students on contentAsk students to show their work at all timesYour sense of student work is the best judge of student
○○○
use of AI
Consider use of this new (and free!) resource
www.processfeedback.org
Adds an extension to GoogleHelps you explore the process of student writingCan identify large cut-and-paste eventsEvaluate the timeline of student writingWhen were they working?
●●●●
○○○
For how long?Were they writing or editing?
Activity #3: Evaluate the writing process
Choose a sample of your writing or student writing
Evaluate it using processfeedback.org
Try out the different features:Quick vs. full versionCopy-paste eventsVideo playback of writing processWriting timeline
○○○○
TEAK Official Program GuidelinesAI-Free
AI-Free: AI direct quotations and statistics are often wrong or
AI-Free: use Google instead of AI as a search engineAI-Free: use your brain to answer questions and generate
misleadingAI-Free: it is plagiarism to copy and paste AI generated
ideasAI-Free: your first attempt at drafting, problem-solving, or writing code should be your
work
ownAI-Free: implement teacher feedback by yourself or ask for
AI-Free: it is not wise to share personal information
with AI
help
TEAK Official Program GuidelinesAI-Assisted
AI-Assisted: ask AI if your argument is logical and
AI-Assisted: use AI to review grammar, spelling, and syntax, but review AI suggestions and decide if you agreeAI-Assisted: use AI to identify the thesis, topic sentences and evaluate if the thesis effectively answers the prompt
coherent
AI-Assisted: use AI to confirm computational steps, but not for computation!
Key Takeaways
1.
Use slides above to give clear guidelines on AI-free and AI-assisted work to you students at the start of the summer
2.3.4.5.6.
Use AI detectors with cautionConsider using process evaluators (processfeedback.org)Having a proactive approach instead of a punitive, reactive approachTeach students to use AI with integrityThe clearer the guidelines, the less likely students will use AI in
irresponsible waysAI will be incorporated into their high school and college courses, so
7.
we need to prepare them for this!
Resources (courtesy of SAS, Dov Lebowitz-Nowak)
List of ChatbotsGemini (Google)ChatGPT (OpenAI)Claude (Anthropic)
Kid-friendly AI tools Flintk12.com (general AI)Magic School AI (general AI)Adobe Firefly (art/reference; ages 13+)Canva (art/reference; ages 13+)
AI for teachersTeach AI — aiEDUTraining Course: AI Basics for K–12 Teachers | Common Sense EducationChatGPT Foundations for K–12 Educators
AutoClassmateProcess Feedback ***NotebookLM
More resources (courtesy of SAS, Dov Lebowitz-Nowak)
Teaching with AI/AI literacy AILit FrameworkAI Literacy Course for Students | FlintAI Literacy for Teachers | Flint CoursesISTE AI Activities - All GradesDay of AI | MIT RAISEAI Literacy Lesson for 6th - 12th graders | Common Sense Media
Class Discussion/Warm up promptsMedia Mentor Month is Back! | Tip of the Iceberg AI Snapshots v2 | aiEDUAI-Enhanced Ice Breakers
AI at homehttps://www.flintk12.com/parent-ai-communication
AI Ethics/Ethics Surrounding AI usehttps://www.aieducators.tools/ai-legal-ethical
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Transcript
Academic Integrity & AI Guidelines
Problem and Response
THE PROBLEMFellows have been using AI irresponsibly more frequency due its accessibility and a lack of
proper instruction around itFellows tend to plagiarize with AI instead of using AI as a tool for their learning.Faculty was unclear on how to approach instances of improper AI use in the classroom.
●●
TEAK’s RESPONSEWe created an AI set of standards in line with independent high school guidelinesWe updated the 7th and 8th grade writing curricula to include AI-centered lessons.
●●
GOAL of AI STANDARDSPrepare students to succeed in high school and beyond Support students in learning how to best use a technology that will be available throughout
●●
their academic and professional careersEnsure TEAK staff and faculty are supported in properly implementing AI in the classroom
Activity #1: Ask AI to tell you about yourself!
Ask ChatGPT to tell you about yourself. Use key words (where you live/work) to help it find you
Is the information accurate? Is it complete? Is this what you
would write about yourself?
What sources were used? Is the information up to date?
Try different prompts to see how the feedback changes. Which one provides the most accurate information?
Gemini search of Meredith Mulinos, 6/16/25
Meredith Mulinos is an educator with a background in teaching and administration. She started her career as a math and computer science teacher and later became the Mathematics Department Chair at Montclair Kimberley Academy (MKA). At MKA, she held various administrative roles, including Dean of Student Life, Dean of Students, Associate Director of Admissions, Associate Director of College Counseling, and Assistant Head of the Upper School. In July 2009, she became the Upper School Director at the Pingry School in
Martinsville, New Jersey.Her academic work includes a dissertation titled “A Quantitative Descriptive Study of the Academic Achievement of Black Students in Nonpublic Secondary Schools,” which focused on the achievement gap between Black and white students in nonpublic schools. Throughout her career, she has been involved in community service initiatives, including leading the Upper School Community Service Project at MKA and introducing new service opportunities at the Pingry School. She also served as a faculty advisor for clubs
like Habitat for Humanity and Shades of Color.Meredith Mulinos is currently on the staff of the TEAK Fellowship. In this role, she has been involved in coordinating task forces to implement the school's strategic plan. She has also focused on promoting methods to support students' academic, social, and emotional well-being. In addition, one source states that a Meredith Mulinos previously served as a language arts and English teacher at the Winston School of Short Hills and at Cicely Tyson Middle and High School. This person also worked with at-risk populations at Oasis, A Haven for Women and Children. It is not explicitly stated if this is the same Meredith Mulinos,
but both have been on staff at The TEAK Fellowship.
Activity #2: Ask AI to help with your writing
1.
After reading this article, write a one short paragraph response to the question: What opportunities does AI provide students?Ask ChatGPT to help you edit your writing. First, paste in your paragraph
2.
and ask ChatGPT to revise.Iterate your work in partnership with AI, asking it to revise the paragraph
3.
for even greater clarity.Next, paste in your original paragraph and asking ChatGPT for a list of editing suggestions without rewriting..
4.
Which do you prefer? Why?
Evaluating student work
AI-checkers are imperfectBiased against English language learnersSometimes identify neurodivergent writersWill identify work if students paste in to checkOften reduce trust, instill tension
○○○○
Instead, use in-class writing to reference workStart the course with in-class writing to get a sense of
student writing styleInterrogate students on contentAsk students to show their work at all timesYour sense of student work is the best judge of student
○○○
use of AI
Consider use of this new (and free!) resource
www.processfeedback.org
Adds an extension to GoogleHelps you explore the process of student writingCan identify large cut-and-paste eventsEvaluate the timeline of student writingWhen were they working?
●●●●
○○○
For how long?Were they writing or editing?
Activity #3: Evaluate the writing process
Choose a sample of your writing or student writing
Evaluate it using processfeedback.org
Try out the different features:Quick vs. full versionCopy-paste eventsVideo playback of writing processWriting timeline
○○○○
TEAK Official Program GuidelinesAI-Free
AI-Free: AI direct quotations and statistics are often wrong or
AI-Free: use Google instead of AI as a search engineAI-Free: use your brain to answer questions and generate
misleadingAI-Free: it is plagiarism to copy and paste AI generated
ideasAI-Free: your first attempt at drafting, problem-solving, or writing code should be your
work
ownAI-Free: implement teacher feedback by yourself or ask for
AI-Free: it is not wise to share personal information
with AI
help
TEAK Official Program GuidelinesAI-Assisted
AI-Assisted: ask AI if your argument is logical and
AI-Assisted: use AI to review grammar, spelling, and syntax, but review AI suggestions and decide if you agreeAI-Assisted: use AI to identify the thesis, topic sentences and evaluate if the thesis effectively answers the prompt
coherent
AI-Assisted: use AI to confirm computational steps, but not for computation!
Key Takeaways
1.
Use slides above to give clear guidelines on AI-free and AI-assisted work to you students at the start of the summer
2.3.4.5.6.
Use AI detectors with cautionConsider using process evaluators (processfeedback.org)Having a proactive approach instead of a punitive, reactive approachTeach students to use AI with integrityThe clearer the guidelines, the less likely students will use AI in
irresponsible waysAI will be incorporated into their high school and college courses, so
7.
we need to prepare them for this!
Resources (courtesy of SAS, Dov Lebowitz-Nowak)
List of ChatbotsGemini (Google)ChatGPT (OpenAI)Claude (Anthropic)
Kid-friendly AI tools Flintk12.com (general AI)Magic School AI (general AI)Adobe Firefly (art/reference; ages 13+)Canva (art/reference; ages 13+)
AI for teachersTeach AI — aiEDUTraining Course: AI Basics for K–12 Teachers | Common Sense EducationChatGPT Foundations for K–12 Educators
AutoClassmateProcess Feedback ***NotebookLM
More resources (courtesy of SAS, Dov Lebowitz-Nowak)
Teaching with AI/AI literacy AILit FrameworkAI Literacy Course for Students | FlintAI Literacy for Teachers | Flint CoursesISTE AI Activities - All GradesDay of AI | MIT RAISEAI Literacy Lesson for 6th - 12th graders | Common Sense Media
Class Discussion/Warm up promptsMedia Mentor Month is Back! | Tip of the Iceberg AI Snapshots v2 | aiEDUAI-Enhanced Ice Breakers
AI at homehttps://www.flintk12.com/parent-ai-communication
AI Ethics/Ethics Surrounding AI usehttps://www.aieducators.tools/ai-legal-ethical