How two NYC D19 principals successfully introduced AI in their schools

Summary

When District 19 in New York City began exploring AI in schools, two principals led the work from very different starting points.

At PS 938 in Brooklyn, founding principal Dr. Teneika Benn introduced AI into a school culture already built around experimentation and collaboration. Teachers quickly embraced the work and helped drive adoption forward organically.

Meanwhile, at PS 346 in East New York, Principal Jabari Edwards took a slower, phased approach. Working within an established school community with many veteran educators, he focused first on building trust and introducing AI in small, low-stakes phases.

Today, their schools are helping shape broader AI adoption efforts across District 19, where educators are using MagicSchool tools to strengthen engagement, differentiation, and instructional efficiency while maintaining strong instructional practices and community trust. 

Their experiences show that successful AI implementation depends on both effective technology and thoughtful leadership.

Challenges

Like many school leaders, both principals saw the potential for AI to support teaching and learning, but they also understood the hesitation surrounding it.

Teachers had questions about privacy, reliability, and whether AI might eventually replace parts of the work they valued most. Families wanted reassurance that students would use these tools safely and responsibly. In schools serving historically underserved communities, leaders also recognized the importance of making sure students were not excluded from technologies that would shape their futures.

“There are a lot of hesitations around AI,” Dr. Benn explains. “Some people love it and use it all the time, and some think it’s dangerous.”

At the same time, both schools faced familiar instructional pressures. Teachers were balancing wide ranges of student needs, lesson planning demands, feedback cycles, and increasing expectations around engagement and differentiation.

For each principal, the question became how to introduce AI in a way that was responsible and genuinely useful for educators.

How each school approached implementation

Although both schools adopted MagicSchool successfully, their rollout strategies looked very different. At PS 938, adoption grew organically after teachers discovered MagicSchool themselves and brought it back to the school community. 

“The teachers found it and brought it to the school,” Dr. Benn says. Educators experimented with AI-generated classroom activities, shared ideas during professional development, and introduced the platform through small experiences like MagicSchool scavenger hunts.

At PS 346, Edwards took a slower, phased approach. The school began with a small pilot group of special education teachers before expanding implementation across the building through recurring “Magic Mondays” focused on tools like Writing Feedback, Lesson Plan Generator, and Raina. “Keeping the stakes extremely low and learning together helped move the work forward,” Edwards explains.

Despite their different approaches, both principals emphasized the importance of aligning implementation with the needs and culture of their school communities. 

Inspiring engagement through classroom impact

As adoption expanded, both schools focused less on AI itself and more on how it could improve everyday teaching and learning.

Teachers used MagicSchool tools like Writing Feedback, lesson planning support, Raina, and MagicStudent to strengthen differentiation, writing instruction, and student engagement. In some classrooms, students used rap battles, interactive prompts, and customized learning experiences to engage with content in more dynamic ways. “Once teachers try it, they love it, and they never want to let go,” Dr. Benn says.

For special education teachers, the impact was especially significant. One teacher shared that MagicSchool’s writing and planning support helped her become more thoughtful and precise in how she developed IEP goals and aligned instruction for students.

The schools also saw students becoming more independent learners. Through student-facing experiences like MagicStudent, students increasingly worked through challenges, revised ideas, and sought support before waiting for teacher intervention. “Own the thinking, expedite the doing,” Dr. Benn said regarding the process.

Both principals emphasized that adoption accelerated because the platform felt approachable for educators. Teachers could begin using tools quickly while built-in guardrails and student protections helped reduce concerns around privacy and oversight.

“Own the thinking, expedite the doing.” — Principal Jabari Edwards

Supporting lasting adoption and trust

Both principals found that visibility, celebration, and professional learning helped sustain adoption over time.

At PS 346, Edwards incorporated AI into classroom celebrations and bulletin board showcases, while Dr. Benn highlighted innovative classroom examples through newsletters and staff spotlights that encouraged teachers to continue experimenting with new approaches.

District-wide collaboration also helped maintain momentum. Through District 19’s STEM Innovators group, educators shared implementation ideas, discussed challenges, and brought successful practices back to their own schools.

Trust-building extended beyond teachers as well. District leaders hosted family learning sessions where students demonstrated how they used MagicSchool in classrooms, helping families better understand the role AI could play in learning while addressing concerns around safety and oversight.

Throughout the process, both principals emphasized that AI was never intended to replace teachers, but to strengthen instructional practice and give educators more flexibility to support students effectively.

Different approaches, shared principles

Although the two schools introduced AI differently, several shared themes emerged throughout both experiences. First, both principals emphasized the importance of understanding school culture before implementing new digital platforms. “You have to know your community,” Edwards said.

Second, both schools treated AI as a support for strong instructional practice rather than a replacement for it. The technology succeeded because educators found it practical, intuitive, and aligned with real classroom needs.

“You have to know your community.” — Principal Jabari Edwards

And finally, both leaders remained deeply involved in the work themselves. “If you’re pitching a product, you have to know how the product works,” Edwards explained. That visibility helped reinforce trust among teachers while also modeling the kind of professional learning mindset both principals hoped to cultivate across their schools.

Looking ahead

As AI adoption continues to grow across District 19, both principals are already thinking beyond initial implementation.

For Edwards, the goal is full integration, where students and teachers understand not only how to use AI tools, but when and why to use them effectively.

Dr. Benn is also thinking about helping students become creators of technology rather than simply users of it.

“I don’t want us to get lost in the fact that AI is so accessible and so quick,” she said. “What is it? And how do we teach kids about it? That’s the ‘E’ in STEM.”

Closing

The experiences of PS 938 and PS 346 show that successful AI adoption doesn’t look the same in every school.

One school moved quickly through experimentation and teacher-led momentum. The other built implementation gradually through phased rollout and trust-building. Both approaches succeeded because they reflected the needs of their communities and gave educators space to learn, experiment, and build confidence over time.

As more schools explore AI adoption, District 19’s experience offers an important reminder: the most effective implementation strategies are not just about introducing new technology. Rather, they’re about helping teachers, students, and families feel ready to embrace new ways of teaching and learning together.

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