How to Prepare Students for an AI-Driven Workforce: Insights from Top Superintendents

Mike Miles remembers the moment he realized AI wasn’t just a buzzword—it was going to redefine everything.

“It was November 2022. ChatGPT had just rolled out, and New York City had banned it in schools,” the Houston ISD superintendent recalled during Panorama’s AIM FOR IMPACT virtual summit. “By March, they’d unbanned it. Why? Because kids—and teachers—were using it anyway. So it's better to try and use it in a responsible way.”

Miles wasn’t the only one grappling with AI’s impact on education. Across the country, superintendents, teachers, and policymakers have been asking the same urgent question: Are we really preparing students for the workforce of the future?

That question anchored the panel discussion, where Miles was joined by Dr. Bryan Johnson, Superintendent of Atlanta Public Schools, and Dr. Shelly Viramontez, Superintendent of Campbell Union School District. The conversation, which took place during Panorama’s AIM FOR IMPACT virtual summit, explored how schools must evolve—quickly—to meet the demands of an AI-driven workforce.

 
AI in the Classroom: The Inevitable Disruption 

Before the discussion even began, attendees were polled: Should districts fully embrace AI tools like ChatGPT for student use?

The answer? A resounding 83% agreed or strongly agreed.

But the real challenge, according to the superintendents, wasn’t whether schools should embrace AI—it was how to do it responsibly.

“My advice to districts: don’t wait for all the policies and systems to be perfect—that’s the real danger,” said Miles. We’re already behind, and if we take two years to draft the ‘perfect’ AI policy, we’ll fall even further behind. In a bureaucracy, that’s often how long it takes, but we can’t afford to wait. Do it responsibly. There are drafts out there—work with others if needed—but don’t wait. Just get moving"

Instead of banning AI, Houston ISD has leaned in. Every high school now offers an AI elective, and students are being trained in AI-driven career pathways, from network systems and healthcare to distribution and shipping—industries expected to be deeply transformed by automation.

Dr. Johnson shared that Atlanta Public Schools is taking a similar approach with its AI Literacy Pipeline to Prosperity, ensuring that students—particularly those from historically underserved communities—gain the skills and opportunities needed to thrive in an AI-driven world. But for Dr.  Johnson, the focus isn’t just on AI. It’s about preparing students to be adaptable problem solvers, no matter how technology evolves."

"In reality, technology is evolving so rapidly that it’s not just about teaching AI—it’s about teaching students to be creative thinkers and problem solvers. AI is today’s tool, but ten or fifteen years from now, it might be something entirely different. Our job is to instill that mindset, and we’re really excited about that."

Dr. Viramontez, whose district sits in the heart of Silicon Valley, sees firsthand how rapidly AI is shaping the workforce. "Our youngest students already know how to use AI—they command Alexa, learn from YouTube, and explore technology on their own. 

Her district is fostering an AI “sandbox,” where educators and students learn together. Rather than waiting for top-down directives, teachers explore AI’s potential in real time, exchanging strategies on how to integrate it into instruction.

Education needs to pivot. We can’t wait until adults feel comfortable; we must learn alongside students and focus on facilitating rather than dictating learning,” she said. “They're learning all the time—sometimes in ways we don’t expect—so we need to embrace student agency, adapt instruction to real-world relevance, and recognize that in a classroom of 30 students, there are 31 instructors."

Rethinking Career Pathways in the AI Era  

Career and Technical Education (CTE) has long been a bridge from high school to the workforce, but in an AI-powered economy, that bridge is shifting. What does workforce readiness actually look like in 2025 and beyond?

Traditionally, CTE has focused on trades—carpentry, automotive repair, plumbing—which remain valuable. But as AI reshapes industries, districts need to be more strategic about what they offer.

Miles emphasized that Houston ISD is backward-planning CTE programs based on future job market demands.

“We sit in the largest port in the U.S.,” he said. “So we’re training students in logistics, distribution, and network systems—fields that will be heavily AI-assisted.”

In Atlanta, Dr. Johnson wants to ensure all students have access to high-skill, high-wage career paths, not just those in specialized programs. His district is working closely with industry leaders and Georgia State University to ensure teachers understand the evolving demands of the workforce.

"We're starting in kindergarten, ensuring our most underserved students have access to the opportunities they need to succeed,” said Dr. Johnson. “In Atlanta, that means focusing on the South Side, where we have the highest concentrations of economically disadvantaged students. It’s about creating high-wage, high-skill opportunities and instilling that belief early. Our goal is to build a district-wide culture of creative thinking and problem-solving."

And for Dr. Viramontez, preparing students for the future means breaking down silos in education. “I have no idea what the future workforce will look like or what skills it will demand—but I do know that if we don’t break down silos in education, we risk losing students. Right now, we structure learning in rigid blocks—50 minutes of this, 50 minutes of that—without integrating it in ways that feel tangible and relevant. Meanwhile, the world is evolving at a much faster pace than our education system, and if we don’t adapt, we’ll fall even further behind."

To address this, her district is experimenting with AIM time, an initiative that provides all K-8 students with access to art, innovation, and music. This ensures that every student benefits from instruction in computer science, music, or art. 

Do Graduation Requirements Reflect Workforce Needs? 

The next audience poll struck a nerve: Do current academic standards align with the skills needed for an AI-driven workforce?

77% of attendees said no.

“ So what do students actually need?” asked Miles. “Of course, foundational skills like reading, writing, math, and science remain essential—but beyond that, do all students really need more than Algebra I? If a student wants to be an engineer, they should take higher-level math, just as an aspiring musician takes more electives in choir or music.”

Miles noted that instead of rigidly dictating what every student must learn, we need to rethink the curriculum—especially at the middle and high school levels. The focus should shift from what to learn to how to learn. Students need critical thinking, information literacy, problem-solving, collaboration, and AI fluency—skills that will prepare them to adapt in a constantly evolving world. 

For Dr. Johnson, the answer isn’t just about changing what students learn—it’s about exposing educators to what’s actually needed in the workforce.

“Our teachers are incredibly talented,” he said. “But they don’t always have direct exposure to industry expectations. Are we actually preparing students for what business and industry demand?”

Dr. Johnson believes it’s critical to expose teachers—especially at the secondary level—to real-world industry expectations. Technology is advancing so rapidly that this exposure could fundamentally shift how we teach. If we want students to be ready for the future, we have to be just as intentional about ensuring educators understand what that future looks like.

For Dr. Viramontez, the real challenge is making learning relevant to students. “We have to be willing to be learners and take on the role of facilitating learning,” she said. “If we don’t figure out how to integrate learning into something tangible that students can connect to, I think we're going to lose them.”

Her point underscores a growing issue: graduation requirements often focus on rigid academic structures rather than real-world applications. While foundational subjects like math and literacy remain essential, the workforce demands problem-solving, adaptability, and AI fluency—skills that many students aren’t developing through traditional coursework.

Ensuring Students Graduate Ready for the Future? 

It’s one thing to adapt curriculum—it’s another to ensure students actually stay on track to graduate with the right skills.

Dr. Viramontez's district is tackling this by giving students more agency over their learning. She explained that students track their own progress by assessing teaching strategies and providing feedback to their teachers. “At the end of a lesson, students reflect on what worked and what didn’t, which not only helps teachers refine their instruction but also helps students understand how they learn best and advocate for themselves.”

Meanwhile, Houston ISD is making real-world experiences a requirement, ensuring students—especially those from underserved backgrounds—are exposed to careers early.

“We run a program called DIAD,” Miles shared. “Our eighth graders who meet attendance requirements get to travel internationally. Last year, it was Japan. This year, it’s Costa Rica. We need to broaden students’ worldviews.” In Miles’ view, by the time students reach high school, they should be entering a program of study that’s not just high-wage, high-skill, and high-demand—but also aligned with what excites and motivates them."

Atlanta Public Schools is working to ensure that high school education aligns more closely with workforce expectations. Rather than just meeting course requirements, Dr. Johnson emphasized that schools must prepare students for life after graduation. 'What is the real value of a high school diploma?' he asked. 'Is it that I took four of these and three of those and two of those, or is it that I'm actually prepared for life after graduation?'"

Are We Optimistic About the Future? 

As the discussion wound down, the audience responded to one final poll: Are you more optimistic or pessimistic about schools preparing students for the future?

The majority said optimistic—but with some hesitation.

Miles agreed with the audience’s cautious optimism. “I’m optimistic about Houston ISD because I see the changes we’re making. But nationally? The data doesn’t support optimism. I'm optimistic about what we're doing, but I'm hoping there'll be a lot more people who are willing to do big, bold things.”

Dr. Viramontez agreed. “When I look at my local context, I feel optimistic,” she said. "Our students are going to be the ones solving the challenges we face today, and they care deeply about these issues. We need to continue fostering that empathy in them. But when I look at the headlines, I feel less optimistic, and I wonder if we’re still relying on an outdated system to assess student learning. Still, if we stay focused on the kids, I believe we’ll get to where we need to be."

Dr. Johnson shared his hope. "I'm definitely optimistic, and it’s because of the students. When I visit schools or programs, I see how brilliant they are. We have a unique opportunity—not just to meet them where they are, but to take them further,” he said. “At the same time, the data is clear: the same gaps have persisted for decades. Without fundamentally shifting the system, we won’t get the outcomes we need. Still, I see people leaning into this conversation, and our students continue to inspire me. That’s why I remain optimistic."

Final Thoughts: What's Next for Schools?

This conversation made one thing clear: education cannot stand still while the world races forward. AI is here. Workforce demands are evolving. Students today need skills, not just standards—and schools must rise to the challenge.

This means embracing AI responsibly, rethinking career pathways, and ensuring all students gain real-world experiences that prepare them for the jobs of tomorrow. It means leading with urgency, not hesitation—because the future isn’t waiting. Neither should we.

That’s where Panorama Pathways can help. As a leading on-time graduation solution, Panorama Pathways automates the complex work of auditing, reporting, and updating student transcripts and schedules—so educators can focus on what matters most: preparing students for success in college, career, and life.

Request a demo of Panorama Pathways today