Many educators and administrators express fear that AI will replace their roles, leading to job insecurity and resistance to adoption. This fear often stems from misconceptions about AI’s capabilities and intentions.
Educators and administrators worry that AI-generated insights may not be accurate or could lead to misinterpretations.
Educators and administrators worry about privacy risks when using AI-powered tools.
Educators who have a bad first experience with AI may be hesitant to use it again.
Educators and administrators worry that AI-generated insights may not be accurate or could lead to misinterpretations.
Educators and administrators worry about privacy risks when using AI-powered tools.
Educators who have a bad first experience with AI may be hesitant to use it again.
When the Director of Curriculum & Instruction introduced Sibme’s AI to analyze Teacher-Based Team (TBT) meetings and improve their progress toward shared responsibilities, some campus administrators feared that AI would replace their roles. These concerns spread among staff, causing significant pushback and halting implementation. This fear, which often stems from misconceptions about AI’s capabilities and intentions, is not uncommon and can cause feelings of insecurity and result in resistance to adoption.
In response to the concerns raised by campus administrators and staff, the Superintendent and the teachers’ union came together for a dedicated meeting aimed at fostering open dialogue and clarity. During this meeting, representatives from Sibme joined to provide answers to frequently asked questions and to emphasize a key message: the AI within Sibme is designed to support educators—not replace them.
Out of that meeting emerged two clear requests from teachers: first, they wanted to better understand how AI works within Sibme; second, they hoped to hear directly from other educators who were already using the platform. In partnership with Sibme, Northridge responded swiftly.
A hands-on learning session was added to an upcoming professional development day. This session would walk teachers through what Sibme is, demonstrate its AI-powered features, and offer practical examples of how the platform can help streamline lesson planning, analyze student work, and—if teachers choose—provide private feedback through video reflection. Teachers would not only learn about the tools but also have the opportunity to log into Sibme themselves and explore its use cases in real time.
To address the second request, Sibme also helped connect Northridge leaders with other local schools using the platform. The goal: to create opportunities for teachers to speak directly with peers who are already integrating Sibme into their practice and to learn from their experiences firsthand.
By taking time to engage union representatives early and respond directly to staff concerns, Northridge leadership helped shift the tone of the conversation around AI. What began as resistance rooted in fear became an opportunity to build understanding and trust.
Clear communication about the role of AI—as a tool for support rather than supervision—reframed the discussion and opened the door for collaboration. More importantly, leadership’s willingness to pause the rollout and prioritize hands-on learning proved essential. Giving teachers space to explore Sibme on their own terms, alongside support from their peers, was a turning point.
This experience reinforced a key lesson: successful implementation of new technology—especially AI—depends as much on how it’s introduced as what it can do. Transparency, empathy, and real opportunities for teacher voice can turn initial hesitation into meaningful momentum.
