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Duluth Public Schools Deploys Google Gemini AI to Support Teachers and Staff
Duluth, Minn. – Duluth Public Schools (DPS) began the 2026‑2027 academic year with a new technology initiative that introduces Google’s Gemini family of large language models to district staff. The platform is intended to assist teachers and administrators with routine tasks such as lesson planning, unit development, and the creation of assessments that align with Minnesota state standards.
The decision to adopt Gemini followed a review of national best‑practice guidance, principals’ association recommendations, and existing school‑board policies. DPS technology director Greg Krueger said the district weighed both the potential benefits and the risks of using an AI system. “The pros is that it can improve efficiency of some tasks that our staff have to do here for their roles in the district. And it can help people learn in the ways they learn best,” Krueger explained. “Cons of it, I think, really surround data privacy and the worry about where that could go once it’s no longer in the walls of the district.”
Gemini is a multimodal large‑language‑model (LLM) family developed by Google DeepMind. It succeeded LaMDA and PaLM 2 and was announced on December 6 2023. The suite includes Gemini Pro, Gemini Deep Think, Gemini Flash, and Gemini Flash Lite. The models power a chatbot that can process text and images, and Google offers a unified development environment called Google AI Studio that allows users to build, fine‑tune, and deploy AI applications.
In DPS, Gemini is the only AI tool currently available to staff. Teachers must log in through official district accounts to use the system, a measure that the district says protects student and staff data. Staff members also receive training on privacy safeguards before they are allowed to access Gemini. Students are not permitted to use the platform.
The district’s rollout is part of a broader trend of AI adoption in K‑12 education. Schools across the United States are integrating generative‑AI tools into classroom software to streamline administrative work and support instructional design. However, privacy concerns remain a central issue. The DPS technology director noted that the district’s policies are designed to address those concerns.
Gemini’s capabilities for educators include generating lesson outlines, suggesting instructional activities, and creating assessment items that meet state standards. The system can also analyze curriculum materials and recommend resources that align with learning objectives. While the district has not released performance data, the technology director said that early feedback from teachers indicates a reduction in time spent on routine documentation.
DPS is an independent school district that serves the majority of Duluth, Minnesota, as well as portions of Rice Lake, Gnesen, Lakewood, Normanna, and North Star townships. The district’s decision to adopt Gemini follows a national conversation about the role of AI in schools, data governance, and the need for professional development.
The district’s leadership emphasized that the introduction of Gemini is a cautious step. “We are not giving students access to the tool,” Krueger said. “We are focusing on ensuring that staff use it responsibly and that we maintain control over the data that is generated.”
The deployment of Gemini in DPS is expected to continue through the 2026‑2027 school year, with the district monitoring usage and gathering feedback from teachers and administrators. The district has not announced plans to expand the use of AI beyond Gemini or to introduce additional generative‑AI products.
The initiative reflects a growing trend of educational institutions exploring AI to improve instructional efficiency while grappling with privacy and ethical considerations. DPS’s approach—requiring official accounts, privacy training, and restricting student access—illustrates one model for balancing the benefits of AI with the need to protect sensitive information.
As AI tools become more common in schools, districts like DPS will likely face ongoing questions about data security, equitable access, and the impact of AI on teaching practices. The district’s experience with Gemini may inform future policy decisions and best‑practice guidelines for other schools considering similar technology.
The decision to adopt Gemini followed a review of national best‑practice guidance, principals’ association recommendations, and existing school‑board policies. DPS technology director Greg Krueger said the district weighed both the potential benefits and the risks of using an AI system. “The pros is that it can improve efficiency of some tasks that our staff have to do here for their roles in the district. And it can help people learn in the ways they learn best,” Krueger explained. “Cons of it, I think, really surround data privacy and the worry about where that could go once it’s no longer in the walls of the district.”
Gemini is a multimodal large‑language‑model (LLM) family developed by Google DeepMind. It succeeded LaMDA and PaLM 2 and was announced on December 6 2023. The suite includes Gemini Pro, Gemini Deep Think, Gemini Flash, and Gemini Flash Lite. The models power a chatbot that can process text and images, and Google offers a unified development environment called Google AI Studio that allows users to build, fine‑tune, and deploy AI applications.
In DPS, Gemini is the only AI tool currently available to staff. Teachers must log in through official district accounts to use the system, a measure that the district says protects student and staff data. Staff members also receive training on privacy safeguards before they are allowed to access Gemini. Students are not permitted to use the platform.
The district’s rollout is part of a broader trend of AI adoption in K‑12 education. Schools across the United States are integrating generative‑AI tools into classroom software to streamline administrative work and support instructional design. However, privacy concerns remain a central issue. The DPS technology director noted that the district’s policies are designed to address those concerns.
Gemini’s capabilities for educators include generating lesson outlines, suggesting instructional activities, and creating assessment items that meet state standards. The system can also analyze curriculum materials and recommend resources that align with learning objectives. While the district has not released performance data, the technology director said that early feedback from teachers indicates a reduction in time spent on routine documentation.
DPS is an independent school district that serves the majority of Duluth, Minnesota, as well as portions of Rice Lake, Gnesen, Lakewood, Normanna, and North Star townships. The district’s decision to adopt Gemini follows a national conversation about the role of AI in schools, data governance, and the need for professional development.
The district’s leadership emphasized that the introduction of Gemini is a cautious step. “We are not giving students access to the tool,” Krueger said. “We are focusing on ensuring that staff use it responsibly and that we maintain control over the data that is generated.”
The deployment of Gemini in DPS is expected to continue through the 2026‑2027 school year, with the district monitoring usage and gathering feedback from teachers and administrators. The district has not announced plans to expand the use of AI beyond Gemini or to introduce additional generative‑AI products.
The initiative reflects a growing trend of educational institutions exploring AI to improve instructional efficiency while grappling with privacy and ethical considerations. DPS’s approach—requiring official accounts, privacy training, and restricting student access—illustrates one model for balancing the benefits of AI with the need to protect sensitive information.
As AI tools become more common in schools, districts like DPS will likely face ongoing questions about data security, equitable access, and the impact of AI on teaching practices. The district’s experience with Gemini may inform future policy decisions and best‑practice guidelines for other schools considering similar technology.
