Inspiring the Next Generation of Learners

When experienced science teacher Ms. Catherine Sciortino talks about artificial intelligence, her enthusiasm is unmistakable. She brings a mix of curiosity, practicality, and genuine investment in helping the school community navigate a rapidly changing educational landscape.This year she stepped into Xaverian’s newly created AI Coordinator position.The school had been exploring the idea for some time, including through past committee work. Catherine emerged as a strong fit given her growing background in AI and her interest in supporting colleagues as they adapt to new tools and challenges.

“The idea of an AI coordinator had been discussed in previous years,” says Xaverian’s Principal, Dr. Michael Nicholson, P ’29. “But this was the right moment for the role to take shape. Catherine’s experience as a classroom teacher, her passion for innovation, and her skillset working with AI made her a logical choice for this important opportunity.”

At its core, the position exists to support faculty as they consider how AI should or should not be used in their classrooms. The job comes with no requirement that teachers use AI. Instead, the expectation is simply that they acknowledge its presence, understand its impact, and communicate clearly with students about their approach.

“We trust our teachers,” Ms. Sciortino says. “Each department has its own priorities. English, for example, focuses on ensuring students still learn the writing process independently. Science has its own set of goals.Within those frameworks, teachers have autonomy.” 

Her work blends research, coaching, and practical experimentation. She vets AI resources, takes courses herself, offers AI office hours, and tests strategies with her own students to stay a step ahead. Teaching in both middle and high school gives her insight into how different age groups think about AI. And that thinking varies widely. “You have students who are thrilled and want to use AI for everything. And then there are students who are terrified and say, ‘Nope, that is cheating.’ My goal is to bring them all to the middle and help them understand that AI is a tool, but one that must be used responsibly.” 

Ms. Sciortino believes that ethical AI use cannot be taught subtly. “You cannot assume students will just pick it up,” she says. “You have to teach it directly. Teenagers tend to think in black and white, so part of our job is helping them understand the gray.” That means defining what

is acceptable, what is not, and why. For each assignment, she explains to her students exactly how AI may be used, how they should cite it, and what the learning goals are. She also invites students with creative or unconventional ideas to talk with her about them. 

“They are incredibly creative,” she says. “Sometimes a student comes up with an idea I never would have thought of. One student uploaded our rubric into ChatGPT and had it grade his paper. I stopped the whole class and said, ‘Alright, we are doing this together.’ It turned into an amazing lesson in critical AI use.”

For all her excitement about the possibilities of AI, Ms. Sciortino is clear about what it will never be able to replicate, particularly at a school that values relationships so deeply. “AI cannot pick up on a student’s tone of voice or the look on their face when something cannot build community. That human connection, teacher to student, is the foundation of learning.” Ms. Sciortino sees part of her role as helping teachers preserve those human moments by using AI only where it enhances understanding or organization, never where it diminishes relationships.

Her work extends beyond Xaverian’s walls. Ms. Sciortino recently met with administrators at Lowell Catholic, a fellow Xaverian Brothers Sponsored School, and participated in a panel at UMass Lowell’s fall symposium on AI in the classroom. Through these experiences, she has seen how varied school approaches can be. 

Some schools are highly restrictive, blocking most AI platforms and allowing only select tools. Others take a philosophy closer to Xaverian’s approach, where teacher autonomy is central, but they may have fewer resources or less coordinated strategy. Public schools often move more slowly because of their size and the number of stakeholders involved. 

“In many ways, we are fortunate,” she says. “We have flexibility, resources, and a mission that embraces preparing students for an evolving world. We are in a strong position to adapt quickly to the changing times and needs of our students to best prepare them for the future.”

One of the most meaningful parts of Ms. Sciortino’s work is the example she sets for students. She often shows them her own prompts, her mistakes, and the iterations that lead to better results. 

“In high school you are really learning how to learn,” she says. “I am not teaching them how to use one specific AI tool. I am teaching them how to approach AI thoughtfully, critically, and responsibly. That skill will matter no matter how the technology changes.”

For Ms. Sciortino, that is the heart of the role. She hopes to help teachers feel confident, help students feel prepared, and guide the entire community toward a future where AI is neither feared nor misused, but understood. “We cannot ignore it,” she says. “But we can shape how our students navigate it. And that is the exciting part.”