Angelene Huang, President of Springfield Commonwealth Academy (SCA), has observed that educators across secondary schools are navigating a landscape that feels increasingly complex as artificial intelligence (AI) continues to evolve. "AI is altering how information is accessed, how young people approach learning, and how they anticipate future work," she says. "Classrooms are already sensing this shift. Students can produce assignments in minutes, longstanding teaching structures feel under strain, and familiar learning routines no longer yield the same depth of understanding." These developments raise important questions about the evolving purpose of secondary education.
Huang has positioned the school to respond early and deliberately. With a background in computer science, engineering, quantitative finance, and strategic leadership, including experience across technology, investment, and organizational design, she brings a perspective shaped by working at the intersection of complex systems and human decision-making. Drawing on that experience, Huang sees secondary schools increasingly becoming the place where students must learn to use powerful tools while still developing the judgment, resilience, and reasoning that AI cannot replicate.
While many educational conversations focus on the long-term future, Huang notes that the urgency is particularly strong in secondary schools. "Students can't simply step away from traditional pathways. They rely on schools to help them navigate new technological landscapes," she says. "Teachers, meanwhile, are managing a growing tension between established instructional routines and the realities of AI-assisted work."
Huang has seen many educators observe moments when students' introductory paragraphs appear unusually similar because they experimented with AI tools without proper guidance. These small, repeated experiences highlight a larger challenge. When information is easily accessible, classroom time must evolve to focus on reasoning, synthesis, and meaningful application.
Changes in the workforce add another layer of complexity. Early-career roles in many fields are disappearing as organizations integrate automated systems into daily operations. By 2030, it's projected that 92 million jobs will be displaced globally due to AI. Huang stresses that these shifts influence the types of skills young people need as they prepare for future opportunities. "Students can benefit from learning environments where they practice adaptability, collaborative thinking, and responsible tool use. These are skills that can help them navigate work settings shaped by evolving technologies," she remarks.
To help address these emerging needs, Springfield Commonwealth Academy has taken action rather than waiting for external directives. As a private boarding school with the ability to implement change at an agile pace, SCA is moving toward a fully AI-enabled learning environment. This transition is about rethinking how learning is organized and how teachers support students. Every student now works with an AI assistant as part of daily study, and educators incorporate AI into planning, assessment, and feedback in ways that expand rather than replace human guidance.
The academy's approach emphasizes careful pacing and professional support. Teachers receive training on how AI can help them design instruction, monitor student progress, and provide timely guidance. This allows them to focus on areas where human mentorship is essential, such as discussion, reflection, project development, and the evaluation of complex work. As classrooms shift away from repetitive content delivery, Huang believes they create more space for dialogue, exploration, and the kind of reasoning that deepens understanding.
SCA extends this philosophy beyond individual lessons by connecting learning to practical, real-world contexts. Students participate in experiences that introduce them to business settings, civic environments, and collaborative projects, giving them the opportunity to see how ideas develop from concept to implementation. AI-supported workflows help them gather information, test possibilities, and learn how to integrate tools into thoughtful decision-making. Through these activities, students can gradually gain confidence in applying knowledge to environments that require both technological fluency and human insight.
To maintain coherence across the school, SCA continuously pilots new approaches, gathers observations from its community, and refines its systems. This ongoing cycle of feedback helps ensure that curriculum, mentorship, and technology grow together in a balanced manner.
"This shows our commitment to continual evolution," says Huang. "Our approach respects existing strengths while preparing students for a world where learning and work may take new forms." She sees the academy's work as an invitation for learners to participate actively in shaping their futures, supported by teachers who understand how human and technological capabilities can complement each other.
Under Angelene Huang's leadership, Springfield Commonwealth Academy is designing a model of secondary education that combines AI fluency, practical exposure, and human mentorship. The academy's efforts aim to help students build the skills that endure across changing environments, encouraging young people to engage deeply with their learning and make a real contribution. Through this approach, SCA is preparing students to enter a world filled with new tools and new possibilities and to navigate that world with confidence, purpose, and thoughtful guidance.
Huang concludes, "We are ushering in a new era of global leadership, guiding students who will build the future with integrity, creativity, and a profound sense of global responsibility."
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