Celebrating confident, creative, and responsible AI use in teaching
The AICE Certified Educator Badge, offered by the University of Washington in collaboration with Colleague AI, recognizes educators who have shown they can use AI as a powerful teaching partner, not just for planning, but for designing great lessons, supporting every kind of learner, and modeling safe, responsible use for students.
When you earn this badge, it means:
Earning this badge means you’ve built a modern teaching skill set that helps you:
This badge shows your school, your colleagues, and your professional network that you are ready to lead in AI-supported teaching.
During step 3 verification process, you will work toward the badge on colleague.ai by showing:
We measure this through your real use of the platform, the features you try, the prompts you write, and how you adapt AI output for your context. Go to section Your AI Competency Rubric for more information.
“The AICE Framework affirms a simple truth: AI is only as transformative as the educators’ ability to use it with purpose and precision.” By Alex
(Evaluated over the past 15 days of your Colleague AI use)
We look at your platform behavior, including the features you use, the prompts you write, and the way you adapt AI output, to see how AI is supporting your teaching, planning, and professional work.We are not testing your technical skill with computers. Instead, we are looking at how AI is used to make your work stronger, easier, and more effective.
What we look for:
Level | What We See in the Data | How to Grow |
Getting Started | You stick to one tool most of the time. | Try one new feature you have not used before (e.g., Generate Rubrics, Simulate a Lesson Plan, Generate Slides, Generate Podcast). |
Confident | You use several features and usually pick the right one for the task. | Build short “chains”–use 2-3 features in a row for one goal (e.g., Brainstorm Ideas → Lesson plan chat in my document → generate interactive quiz). |
Expert | You move easily between many tools and combine them into smooth workflows. | Share your favorite workflows with colleagues. |
What we look for:
Level | What We See in the Data | How to Grow |
Getting Started | You use AI’s first draft without much change. Your conversations usually stop with one or two iterations. | Add grade, subject, and learning goal to your prompts; make one small change for your students before using it. |
Confident | You actively adapt AI content for your educational context (e.g., grade, subject, classroom environment) or change the format. | Combine two changes at once (e.g., adjust reading level + make it a table). |
Expert | You regularly adapt for various learning needs and styles (e.g., mastery levels, visual learners, MLL, IEP). You check accuracy and ask for modifications. | Model your checking process and prompt strategies for students or peers. |
What we look for:
Level | What We See in the Data | How to Grow |
Getting Started | AI use is mostly for single profession aspects (e.g., content and curriculum), not for | Turn one AI output into a student-facing activity or resource this period. |
Confident | You create lessons with clear structure and some student-facing AI materials. | Add interactive elements or class discussion prompts to AI resources. |
Expert | You integrate AI into live teaching, adapt in real time, and use AI for PD and evaluation. | Share your live AI use examples in PD or coaching sessions. |
What we look for:
Level | What We See in the Data | How to Grow |
Getting Started | Little or no evidence of privacy checks. | Avoid sharing identifiable student information in prompts. |
Confident | You avoid privacy risks and sometimes check for fairness and accessibility. | Add a bias check to at least one AI resource per period. |
Expert | You regularly check for bias, verify facts, and explain your choices to students. | Lead a short activity where students practice checking responsible and critical AI usage modeled after your practice. |
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