AN ACT to amend Tennessee Code Annotated, Title 49, relative to artificial intelligence.
Summary
SB0677 requires the Tennessee Department of Education to provide at least one no-cost, asynchronous professional development course for teachers in grades 6-12 on the use of artificial intelligence in the classroom. The course must be created by an entity with relevant expertise, such as computer science or another STEM field, and may count toward professional development points.
The bill also requires teachers in grades 6-12 to complete at least one department-approved AI training by August 1, 2028, or within two years of becoming licensed in Tennessee, whichever is later. Local education agencies and public charter schools must recognize completion of an approved AI training for professional development credit under state licensure policies and rules.
Impact
The bill amends Tennessee Code Annotated Title 49, Chapter 1, Part 2 by adding a new section governing educator professional development on artificial intelligence. It creates a statewide training requirement for middle and high school teachers and directs the department, LEAs, and public charter schools to support and credit completion of approved AI instruction. The measure affects teacher licensure and professional development practices rather than student discipline or curriculum mandates.
Sentiment
The available voting history shows strong, unanimous support at every recorded stage, including committee votes and floor passage in both chambers. The bill advanced without recorded opposition, suggesting broad agreement that teachers should receive formal guidance on AI use in education. No committee transcript was provided, so the discussion record is limited to the votes and final enactment.
Contention
No major points of contention are evident in the available record because all recorded votes were unanimous or overwhelmingly favorable. Any potential issues would likely have centered on implementation details, such as the cost and quality of the training, the timeline for compliance, and how local districts and charter schools would award professional development credit. However, the bill’s history does not show organized opposition or divided views on those questions.