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Much has been written in the few months since ChatGPT’s release. You can find information about how the program works, reports from teachers and professors about the impact ChatGPT has already had on how they manage their classes, and opinion pieces on how ChatGPT may or may not change the future of education. Absent amidst the deluge of information, though, are resources for students and educators on how to make informed, ethical decisions about how to engage with ChatGPT. School leaders in particular are faced with the challenge of setting policies for if and how to allow the use of ChatGPT that fits the needs and realities of their school community. We have crafted a series of discussion questions to help guide your ethical decision-making process. 

Students

Decision-Making

• Why do you want to use ChatGPT for an assignment? 
• When it comes to school work, what values are most important to you? How would those values inform your decision around using ChatGPT?

Impact and Stakeholders

• What do you think you’ll gain from using ChatGPT? 
• What might you be risking or missing out on by using ChatGPT?
• Who else might be impacted by your decision? (e.g. other classmates, your teacher, etc.) What would that impact be?

Educators and Administrators

Decision-Making

• What guidelines would you want to set around using ChatGPT?
• What values do you want to prioritize in setting a policy for using ChatGPT?
• What are your biggest concerns about either allowing or banning the use of ChatGPT in your school? How might you address/alleviate those concerns when implementing the policy?

Impact and Stakeholders

• Who are the main stakeholders in this situation and how might banning or allowing the use of ChatGPT impact each of them?
• Are there ways in which using ChatGPT for assignments would provide specific benefits or skills to your students?
• What skills might students miss out on learning by using ChatGPT? Are there other ways that students could practice those skills?
• What ways might ChatGPT free up time – yours or your students’ – to focus on other important skills or tasks in class?
• How would allowing or banning the use of ChatGPT in your classroom impact your grading strategy or policy?
• Do you think there is a difference between students using ChatGPT for help on assignments versus other supports (e.g. using a tutor or family member for help)? If so, what? How might that influence your position?

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