You Gave Teachers AI Tools. Why Aren’t They Using Them?

You did it.

You created an AI task force. You ran a professional learning session. You set up ChatGPT accounts and maybe even shared a prompt library.

You told your teachers: This is the future. Let’s embrace it.

And now?

Crickets.

The energy faded. The logins gathered dust. And teachers – many of them thoughtful, creative, mission-driven educators – aren’t actually using the tools. Not meaningfully. Not consistently.

Sound familiar? You're not alone.

Across Jewish day schools, I’m seeing the same pattern play out: the intention to integrate AI is there. The excitement is there. Sometimes even the budget is there.

But the adoption? The change in practice? The schoolwide culture shift? Not so much.

Here’s what I want you to hear clearly: This isn’t a tech problem. It’s a behavior problem.

And that’s where I come in.

My Approach (and Why It’s Different)

I work with Jewish day schools and the organizations that support them to do more than just introduce AI; I help them embed it.

That means I partner with leadership teams to:

• Shift school culture around innovation and experimentation.

• Build sustainable systems for integrating AI into daily teaching and planning.

• Design professional learning experiences that go beyond “training” to actually support behavior change.

• Ensure that AI integration aligns with your school’s values, Jewish identity, and educational vision.

Because if you treat AI like just another tool or initiative, it will fizzle like all the others.

If, instead, you treat it as a behavior shift and design for habit-building, integration, and support, that’s when transformation happens.

Let me show you what’s not working (and what actually does).

The Four Things That Don’t Work (but schools keep doing anyway)

1. The Case Study Slide Deck 

“We showed our teachers what another school is doing with AI!”

Wonderful. Inspiring, even. But your teachers didn’t walk out of that session knowing what to do next Tuesday with their 8th grade class and your school’s tech limitations and your educational priorities.

Success stories are fun. But change requires structure, support, and contextualization.

Part of my work with schools is helping teams translate inspiration into action, grounded in your reality, not someone else’s highlight reel.

2. The “AI Point Person” Strategy 

“We assigned a faculty member to lead the charge.”

Awesome. Champions are great for momentum. But here’s the catch: Champions can’t install habits in other people.

In my work, I help leadership teams move from isolated enthusiasm to schoolwide behavior change. That means coaching leaders, designing embedded learning, and creating feedback loops that make innovation normal, not novel.

3. The “Top 10 Prompts” Handout 

“We made a beautiful prompt guide!”

A useful start, but not a strategy. When teachers are handed a list of use cases, most will use exactly what’s on the list and nothing more.

What I help schools do is reframe the conversation from “What can AI do?” to “What do you already do that AI can make easier, faster, or better?” We start with the actual work of teaching and planning and build from there.

4. The “Everyone Has Access” Assumption 

“We set up ChatGPT accounts and ran a training.”

Great! But that’s step zero. Not step ten.

Access is not adoption. Without behavior design – habit building, peer modeling, time to experiment, and space to reflect – the tools will sit unused.

My work helps you build the structures that turn exposure into fluency: Ongoing PD. Embedded coaching. Planning protocols. Use cases drawn from your teachers’ needs, not generic ones.

What Actually Works (and What I Help Schools Build)

1. Think Treadmill, Not Textbook 

You don’t “learn AI” like a curriculum. You build fluency like a fitness habit.

That’s why I design processes that let teachers practice with AI, not just learn about it. That includes routines for lesson planning, student feedback, and even Torah learning that naturally incorporate AI.

2. Focus on the Work, Not the Tool

Teachers don’t need another thing to do. They need better ways to do what they’re already doing.

My approach starts with your teachers’ actual challenges:

• What takes too long?

• What drains creativity?

• What’s hard to differentiate?

Then, together, we map how AI can support (not replace) the deeply human, deeply Jewish work of teaching and learning.

3. Normalize Conversation, Not Command Prompts

Teachers still think “I need to write the perfect prompt.” They don’t.

I help reframe AI not as a magic trick, but as a colleague, a thinking partner you can talk to, revise with, and learn from.

Through modeling and coaching, I help schools build teacher confidence, not just competence.

4. Embed AI Into What You Already Do

Here’s the big one: AI shouldn’t live off to the side.

I help schools embed AI into existing team meetings, curriculum planning sessions, faculty development, and classroom routines. We don’t add; it’s a better way to do what you’re already doing.

The result?AI doesn’t feel like a tech initiative.It feels like part of how your school works.

The Jewish Day School Angle

AI raises powerful questions about truth, authorship, creativity, ethics, and Torah. Jewish day schools are uniquely positioned to explore those questions with depth, nuance, and purpose.

But we can’t get there if the tools are still sitting on the shelf.

We get there by helping educators:

• Feel confident using AI for planning, assessment, and student engagement

• Understand and model ethical AI use through a Jewish lens

• Integrate AI into classrooms in a way that strengthens – not weakens – relationships, curiosity, and kavod

That’s what I help schools do.

If you want AI to actually take root in your school, you need more than tools. You need strategy, systems, and support for real behavior change.

That’s what I do. I help Jewish day schools move from idea to integration, from excitement to execution.

If you’re ready to build a faculty culture that embraces innovation with intentionality, I’d love to help.