Shira Azoulay

The rationale for including this artifact is that it demonstrates the attainment of professional competencies C9 (Being actively involved as a member of the school team) and C11 (committing to professional development and the profession). I opted to write this article in my free time during my fourth stage, upon a request from one of my professors in the program. ATEQ stands for The Association of English Teachers of Quebec and regularly publishes articles written by English teachers for other English teachers. I believe my choice to write this article demonstrates my development of C11 because I am utilizing and sharing my expertise (in this case, on AI use) with other English teachers in the field and producing writing that directly promotes my own professional development, as well as the professional development of other teachers. You may read the current draft of the article below to see for yourself (I will update it with a link to the published draft when it is published in May 2023). It explains what AI use in the classroom looks like, how teachers can detect it as a form of plagiarism, and considerations for how it may be used to improve student learning. I have also cited this article as proof of my development of C9 because it was inspired by an informal workshop I led in the staff room for English and History teachers at my FE4 stage. I set up a small workstation in the classroom, gathered some teachers, and showed them how ChatGPT worked, how students could use it to produce artificial work, methods we can use to detect it, and how to combat it in the classroom. This was not required of me at my stage, but it was something I did to be actively involved as a member of the school team. I plan to keep sharing whatever expertise I will gain throughout my career with other teachers and to promote the professional development of others while I build my own.