dynamic learning environments that make school exciting and meaningful. AI INTEGRATION: CAPACITY FIRST, THEN IMPLEMENTATION Artificial intelligence is not treated as a novelty in Suffolk City Public Schools.It is treated as a permanent shift that must be approached thoughtfully. Suffolk participated directly with the Virginia Department of Education in generative AI work, sending nine team members through the process to build internal expertise. Those individuals then serve as district-level capacity builders, supporting teacher understanding and implementation across schools. Suffolk also developed an AI policy aligned to state expectations, with a primary goal of eliminating false narratives.AI use is not automatically cheating; it can also be a legitimate tool for productivity, creativity, and problem-solving when used responsibly. The district has invested heavily in teacher training on AI tools and prompt engineering, emphasizing that specificity and refinement drive quality outputs.The pitch to teachers is practical: AI can reduce workload by producing lesson frameworks, assessments, resources, and unit tests quickly—but educators remain responsible for judgment, alignment, and instructional integrity. To support accountability, Suffolk is also implementing AI detection tools, allowing teachers to distinguish between student-generated work and AI-generated content. The district’s approach is balanced: embrace AI as part of modern learning while maintaining authenticity and critical thinking as core expectations. STUDENT WORK EXPERIENCE THROUGH THE STAR PROGRAM Suffolk’s student engagement strategy includes direct work-based learning through its STAR Program, which allows juniors and seniors to apply for paid summer jobs within the school division aligned to student interests. Students have worked alongside electricians, locksmiths, food service professionals, communications teams, and other operational departments. The program is intentionally structured as a professional experience, paying students above minimum wage and tying learning to real responsibilities. Gordon describes it as a pipeline builder—one that helps students see how their interests translate into careers, while also strengthening workforce awareness within the community. Student engagement is also reinforced through expanded activities such as esports and other 443 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 01 SUFFOLK CITY PUBLIC SCHOOLS
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