Building AI Capability with Purpose -Jennifer Oaten
Two years ago, whilst many schools debated whether to ban AI or embrace it, our students were already using ChatGPT for homework. The world was moving ahead without us.
That wake-up call changed everything at Santa Maria College. Instead of joining the endless committees and pilot programmes, we stopped talking and started building a systematic approach that prepared our community for an AI-enhanced world.
Today, 47% of our staff use AI tools daily, and 40% report that it genuinely helps their work. More importantly, our students are not just using AI; they are questioning it, understanding it, and preparing to lead in a world where artificial intelligence is everywhere.
The real challenge is not technology - it is wisdom.
When I spoke with fellow principals, I found many were stuck in the same place. Schools were running isolated experiments. Teachers were trying things individually, often in secret. Students were using AI without proper guidance. Parents were anxious about changes they did not understand.
The more I thought about it, the more convinced I became that this was not really about technology. This was about preparing young women to think critically, create confidently, and lead courageously in a world where AI is everywhere. That requires more than new tools; it requires wisdom, values, and genuine understanding.
"If we are not intentional, we risk allowing technology to shape learning in ways that neither students nor educators have consciously chosen. If we are intentional, and informed, we can galvanise young people to think, learn, and contribute meaningfully to a world that they will ultimately shape."
Whilst other schools announce flashy AI initiatives that often fizzle out, we focused on building something sustainable. Our approach now centres on four interconnected pillars:
- Leading with intention through an AI implementation framework
- Empowering students with AI literacy
- Supporting educators and support staff with effective training
- Engaging families to address their concerns
Empowering Students
Empowering students means more than teaching them to use tools. We created AI literacy modules exploring ethics, bias, and critical thinking. Our library team adapted an existing research framework, SIFT, and created “SHIFT” – a strategy designed specifically for AI-generated content that teaches students to identify when AI fabricates information.
When a real estate AI helpfully “added” swimming pools to properties that did not have them, our students knew exactly how to catch it. Our library staff are now sharing this adaptation with schools across Australia. But we went further, and students participated in our Academic Committee, ensuring their voices helped shape our AI policies.
Supporting Educators and Support Staff
Supporting educators and support staff requires systematic thinking. Rather than expecting staff to figure this out alone, we built proper support through workshops, peer learning sessions, and staff guidelines along with links to approved platforms on our LMS. We noticed early that staff gravitated towards simple tasks like creating ideas, or writing emails while avoiding the deeper analytical work AI actually excels at. It is like having a piano but only playing “Chopsticks”, comfortable and predictable, but missing the real potential.
ChatGPT emerged as our staff favourite, with 94% adoption, followed by 37 % NotebookLM and 35% Microsoft Copilot. Different teams found specialised solutions that fit their specific needs. Our accounts department uses AI for invoice processing, while our marketing team utilises creative applications. All are guided by our framework, ensuring alignment with our Mercy values.
Staff professional learning has had a strong focus on validity of assessment. Significant changes to the way we assess student progress to ensure equity for all students in an AI world has begun.
Engaging Families
Engaging families was crucial and something we had not originally planned.Parents expressed their worries about academic integrity, information reliability, ethical implications, and cybersecurity concerns. Instead of dismissing these concerns, we addressed them head-on through a Parent Voice session.
We shared our clear principles focusing on privacy, accountability, and bias awareness. We also shared our guidelines for AI use in student assessments to help families understand how we were working with AI. We encouraged parents to familiarise themselves with AI tools and maintain open dialogue about both benefits and limitations.
Leading with Intention
Leading with intention meant long-term commitment. Beginning in 2026, we have created a new leadership position, Head of Digital Innovation & AI, demonstrating genuine investment in this transformation. Our operational frameworks constantly evolve, helping staff focus on what matters most: building relationships with students and creating engaging learning experiences.
Our May 2025 staff survey revealed results that exceeded expectations, but what I value most is that it reflects the full spectrum of experiences. We heard from sceptics who worry about student dependency. One respondent wrote, “Students are at a critical time for brain development and we are supposed to be teaching them skills to research and critically analyse information; AI is making that very difficult.” There is a continuum of where staff sit with their skills and confidence in using AI.
This honest feedback is not a problem to solve; it is wisdom to honour. It validates exactly why we need systematic frameworks rather than simply experimentation. This will help us with the focus of ongoing training.
Schools That Build AI Capability Will Thrive
The evidence is clear schools that build systematic AI capability now will thrive. Those who continue debating will fall behind not because they lack technology, but because they lack the institutional wisdom to use it well.
This is particularly important for WA students. In a state built on innovation and resources, our young people need to be more than AI consumers; they need to be the leaders and shapers of what comes next. As a girls’ school, we feel especially responsible for ensuring our young women are not just users of AI but leaders in how it develops.
The young women walking through our doors today will graduate into a world we cannot fully predict. But they will be ready not because we gave them the latest technology, but because we gave them the wisdom to use any technology well.
That is what educational leadership looks like in the AI age.
- AI in Catholic education, AI literacy in education, AI tools for teachers, Digital transformation in schools, Empowering students with AI, Ethical use of AI in schools, Featured, Parent engagement on AI, Santa Maria College AI strategy, School leadership and innovation, Systematic AI integration
Author: Santa Maria College
Santa Maria College is a vibrant girls school with a growing local presence and reputation. Our Mission is to educate young Mercy women who act with courage and compassion to enrich our world. Santa Maria College is located in Attadale in Western Australia, 16 km from the Perth CBD. We offer a Catholic education for girls in Years 5 – 12 and have 1300 students, including 152 boarders.
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