Rosemary Seitel is a longtime Learning Forward member who has been active in many aspects of the organization. She is currently vice chair of fundraising for the Learning Forward Foundation and serves on the board of directors for the Learning Forward New Jersey affiliate, where she is a past president. Drawing on her background as a former district technology leader and administrator, she now serves as a consultant and professional learning facilitator specializing in school leadership and the integration of AI in education.

How did you become involved in professional learning about technology?

My love of technology started a long time ago when I was a teacher in Leonia, New Jersey. Back then, we had computers on carts that we rolled into classrooms. The school leadership asked me to help with technology across the school and then I became a district co-coordinator of technology and later a specialist in technology across the curriculum. Since retiring from full-time education, I’ve continued my consultancy role with the New Jersey Principals and Supervisors Association, specializing in leadership and AI integration. I now lead workshops that translate AI into practical strategies for a broad range of audiences, from K-12 administrators and teachers to community library groups and adult learners.     

What does your AI professional learning look like?

The goal is to raise the capacity of humans to do well in this world with AI. Educators are not just users of AI — we are architects of learning.

For Learning Forward New Jersey, I helped develop a virtual Chat and Chew session that was open to everyone. We discussed an AI article from The Learning Professional and hosted experts who have spoken at Learning Forward conferences.

My AI consultancy is built on a foundation of sound pedagogy rather than technology for its own sake. The question isn’t whether AI belongs; it’s how we integrate it in ways that actively strengthen instruction, leadership, and human connection. Each session begins with a diagnostic question: “What is the specific problem you are trying to solve?” By anchoring our work within frameworks such as Universal Design for Learning and Multi-Tiered System of Supports, we address critical needs like student achievement and scalable differentiation. This inquiry-based approach allows educators to explore AI through their own unique problems of practice, ensuring they leave not just with a toolset but with a clear vision for classroom implementation and a commitment to ongoing reflection.