“To be honest, I think what grabbed my attention was the fact that I was nervous about it and scared of it—kind of like how mathematicians must have felt when the calculator first came out,” said Chelsea Rallis, Director of Upper School Teaching and Learning. “My curiosity really came from trying to figure out how to combat it, which I think was the initial reaction for a lot of teachers.”
At Williams, innovation in education means conquering change with curiosity rather than fear. As artificial intelligence becomes increasingly present in classrooms and everyday life, Rallis is leading efforts to help both faculty and students explore how AI can enhance—rather than replace—the learning process.
Williams is taking an intentional approach to artificial intelligence, preparing the community to use it as a tool for creativity, critical thinking, and deeper understanding. At the center of this work is Rallis, who is guiding the school’s thoughtful and responsible integration of AI across disciplines.
A Journey from Apprehension to Exploration
Rallis’s path into AI integration began in 2023 when she attended a conference at Hopkins School in New Haven, Connecticut, focused on the emerging role of AI in education.
“At that first conference, most of us were focused on how to make our assessments less vulnerable to AI,” she recalled. “But I quickly realized it wasn’t just about prevention—it was about understanding how to use AI in ways that promote deeper learning.”
That realization sparked a schoolwide initiative at Williams, one grounded in curiosity, collaboration, and continuous reflection.
Building a Faculty Partnership
Upon returning to campus, Rallis established a faculty AI committee with Modern Language Department Chair Adrianna Mackler and Classics and Science Teacher Nora Madrigal. Together, they are helping teachers recognize patterns in AI use, adapt assignments, and explore creative ways to engage modern learners.
One of their first experiments took place during a recent faculty meeting, where teachers were asked to submit one of their own assessments and run it through an AI tool.
“The point wasn’t to see if AI could get the answers right,” Rallis explained. “It was to look at our assessments in a new way. Maybe the question isn’t as effective anymore—or maybe it could be elevated to require more creative or critical thought. That’s where growth happens.”
Through these sessions, teachers are encouraged to view AI as a catalyst for innovation, sparking discussions about the evolving nature of learning and the skills students need to succeed in a changing world.
Partnering Beyond Campus
Rallis and her committee are also collaborating with Dr. Susan Purrington, the new AI Fellow at Connecticut College, to explore how other institutions are incorporating AI into their educational philosophies.
“We want to learn from others who are thinking deeply about this,” Rallis said. “Understanding why and how different schools are using AI helps us develop an approach that aligns with Williams’ mission and values.”
This partnership will help shape Williams’ evolving AI policy and ensure that both faculty and students are equipped to use new technologies thoughtfully and responsibly.
Encouraging Responsible Use
Williams’ developing AI policy centers on responsible, ethical engagement. Students are encouraged to view AI as a tool to support their learning—not as a shortcut or substitute for original thought.
“Rather than punishing students for using AI, I wanted to understand their perspective,” Rallis explained. “If we start from a place of curiosity, we can help them learn to use it in ways that enhance their learning experience.”
Students are also expected to cite AI sources when used, just as they would for any other research material. The emphasis, Rallis noted, is on transparency, reflection, and critical thinking—skills that remain essential even as technology evolves.
Looking Ahead
For those who worry that AI might one day replace real learning, Rallis offers reassurance.
“It’s a tool—nothing more,” she said. “It’s like a calculator. It helps us explore new ideas, but it doesn’t replace the learning process or the relationships that make education meaningful.”
Under Rallis’ leadership, Williams continues to balance innovation with intention—ensuring that technology serves as a bridge to deeper learning, not a barrier to it.
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Chelsea Rallis is the Director of Upper School Teaching and Learning at Williams. She was appointed to Williams as an English teacher in 2019 and has served in this leadership capacity since 2025. In her role, Mrs. Rallis provides strategic leadership in curriculum development, instructional innovation, and faculty professional growth. She collaborates with teachers and administrators to ensure that the Upper School’s academic programs reflect the School’s mission and uphold the highest standards of educational excellence. In addition to her administrative responsibilities, Mrs. Rallis teaches English, where she inspires students to think critically, communicate effectively, and engage deeply with literature. She holds a Bachelor of Arts degree from Providence College and a Master of Arts degree from the University of Rhode Island.
Through her thoughtful leadership and dedication to the craft of teaching, Mrs. Rallis plays a vital role in shaping the academic vision and culture of the Upper School.
This is the latest profile of our ongoing “EDpertise” series, highlighting the talented faculty and staff at Williams. To learn more about Williams, please link to our Visit page or contact us at (860) 443-5333.
