Top 5 Jobs in Education That Are Most at Risk from AI in Murfreesboro - And How to Adapt

Murfreesboro schools are already feeling a statewide pivot: Tennessee has moved quickly to require district AI policies and SCORE's June 2025 memo urges professional development, aligned AI‑literacy goals, and carefully monitored pilots to help educators harness generative AI for instruction and assessment rather than punish exploratory use (SCORE memo: Tennessee Opportunity for AI in Education).

National snapshots show rapid teacher adoption - generative AI use jumped dramatically among K–12 educators - so the practical question for local leaders is how to pair policy with hands‑on training that protects student data, preserves human decision‑making, and reclaims time from administrative tasks that consume roughly half of teachers' workdays.

A concrete pathway for Murfreesboro staff: short, applied programs like Nucamp's Nucamp AI Essentials for Work bootcamp (15-week) registration page build prompt skills and classroom workflows that help districts adapt jobs instead of losing them.

Methodology combined state policy signals, district-level adoption data, and concrete pilot outcomes to pinpoint the five Murfreesboro jobs most exposed to AI-driven change: priority was given to roles tied to routine paperwork, assessment creation, and repetitive data work because SCORE notes AI can shave time off tasks that occupy roughly 50% of teachers' workdays and Tennessee now requires districts to adopt AI policies (SCORE artificial intelligence and education perspective).

Evidence from a spring 2025 statewide survey - more than 60% of districts report active AI use - plus district pilots in Hamilton, Sevier, and Collierville informed practical susceptibility: jobs that generate structured inputs (test items, grades, calendars, transcripts) or produce repeatable outputs (newsletters, rubrics, data entry) ranked highest.

Finally, readiness factors - availability of professional development like TDOE/TSIN's “Reach Them All” and district policy templates - were used to estimate how easily each role could be adapted rather than eliminated (TN Firefly report on AI changing Tennessee classrooms, TDOE TSIN “Reach Them All” computer science education initiative); the practical takeaway: focus adaptation on tasks that free teachers for high‑value human interaction.

“People who use AI are going to replace those who don't,” said Dr. Stacia Lewis, assistant superintendent for Sevier County Schools.

Instructional content authors and curriculum‑worksheet creators in Murfreesboro face a clear choice: let generative tools handle repetitive drafting or use them to amplify local expertise.

AI platforms can generate standards‑aligned unit plans, turn a lesson sketch into differentiated worksheets, and test content pathways against simulated student responses - shortening what once took hours into minutes - so Tennessee districts that already report widespread AI use can convert that time savings into coaching, co‑planning, and targeted interventions.

Local evidence matters: a statewide SCORE survey found 85% of districts report educator AI use and three‑quarters saw workload reductions, while national reporting notes teachers spend up to 29 hours a week on nonteaching tasks, underscoring why automating routine content creation is a practical lever for retention and instructional quality (see SchoolAI on curriculum design and SCORE's Tennessee findings).

Rollouts should pair tool selection with PD and privacy guardrails so worksheet authors keep control of pedagogy even as AI speeds production.

“I have used AI to create quiz questions in Quizizz.”

Grading and assessment clerks and paraprofessionals who spend their days scoring papers and entering results are on the front line of AI disruption: generative systems can return routine feedback and bubble‑sheet equivalents in seconds, freeing time but also introducing measurable risks - researchers who fed ChatGPT 13,000 essays found it scored student writing on average 0.9 points lower than human raters (and 1.1 points lower for Asian American students), evidence that automated scoring can embed bias unless humans verify results (Education Week analysis: ethical concerns of using AI to grade student work).

At the same time, many Tennessee teachers already use AI to cut administrative hours and create faster feedback loops - work that districts could redeploy to tutoring, small‑group interventions, or targeted literacy supports in Murfreesboro (Education Week report: how teachers are using AI to save time).

Practical adaptation: protect a “human in the loop” for any grade that affects advancement, run routine audits for subgroup score shifts, and reskill paraprofessionals to coach revision and lead conferences where AI provides the first pass but people provide the judgment - the result is faster feedback without surrendering fairness or student voice.

“It's easy to use these tools, but it's really important for people to understand not only their strengths but their limitations.” - Matt Johnson

Administrative assistants and school office staff in Murfreesboro are prime candidates for AI augmentation because much of their day - scheduling, parent communications, attendance alerts, and routine document generation - is already automatable: AI school administration agents can coordinate calendars, draft memos and newsletters, answer common parent questions, and manage student records, and districts in Tennessee are already using automated attendance calling and Blackboard Connect to report absences and bus delays.

The practical payoff: freeing office time that can be shifted to family outreach, in‑person problem-solving, or compliance tasks that require human judgment - while preserving a human review for sensitive records.

Local rollouts should pair customizable agents with district policy checklists and staff training so every automated message follows Tennessee privacy and communication rules.

For guidance on aligning deployments with state rules, see a Tennessee AI policy checklist for school districts: Tennessee school district AI policy and implementation checklist.

Test‑item specialists and data‑entry staff in Murfreesboro face rapid shifts as automated item generation (AIG) and generative models can draft multiple‑choice items, create distractors, and populate item banks in minutes - work that historically cost up to $2,000 per item to develop by hand - so the practical “so what” is clear: districts can dramatically reduce production time and cost but only if human oversight is preserved.

Evidence from assessment vendors shows AI can produce quality draft items and speed workflows, yet it also produces duplicates, uneven topic coverage, and subtle bias unless prompts, templates, and domain constraints are tightly managed (Automated item generation for educational assessments - Assess overview, Using generative AI in item development - Pearson VUE guidance).

For Tennessee use, practical steps for Murfreesboro: funnel AI drafts into a controlled item‑review pipeline, require psychometric checks and small‑sample piloting, and run generative‑AI validation (red‑teaming and benchmarking) to detect hallucinations, data leakage, and subgroup bias before items enter high‑stakes pools (Generative AI testing and validation best practices - Global App Testing).

Doing so lets specialists shift from repetitive entry to higher‑value roles - designing cognitive models, curating templates, and running audits - preserving assessment quality while gaining tangible efficiency.

Content tutors who provide standardized homework help in Murfreesboro are increasingly competing with scalable, adaptive platforms that deliver 1:1 instruction, instant feedback, and on‑demand grading - technology that can handle routine homework cycles but only when paired with local oversight.

Platforms like LibreTexts ADAPT let districts generate standards‑aligned adaptive assessments from a shared bank of more than 240,000 openly licensed items while surfacing analytics and early‑warning signals to guide intervention, and school‑partnered services such as Brainfuse offer state‑aligned K‑12 tutoring, high‑dosage programs and 24/7 on‑demand support that districts can integrate into after‑school or summer recovery plans; a concrete “so what”: Brainfuse's model ties measurable gains to regular contact (research notes higher outcomes with three tutoring sessions per week), so Murfreesboro can redeploy in‑person tutors from repetitive answer help into coaching students on metacognition, supervising AI‑generated explanations, and running small‑group remediation.

Practical rollout steps: select vetted vendors, require human review of AI feedback, map content to Tennessee learning targets, and track subgroup outcomes so tutors become the decisive human layer that preserves equity while scaling help across large caseloads (LibreTexts ADAPT adaptive homework and assessment platform, Brainfuse K-12 high-dosage and on-demand tutoring services).

“I've never worked with a partner more invested in our students' success.” - Fred Heid, Superintendent, Polk County Schools

Murfreesboro educators can move from anxiety to agency by pairing clear local policy with short, applied reskilling and tightly controlled pilots: adopt the Tennessee AI policy checklist to protect student data and set human‑in‑the‑loop rules, pilot automated item generation with psychometric review and small‑sample piloting before any item enters a high‑stakes pool, and shift staff time saved by automation into coaching, small‑group remediation, and equity auditing (track subgroup outcomes).

Choose vetted vendors and adaptive platforms - like LibreTexts ADAPT adaptive homework and assessment platform or district‑partnered tutoring - while requiring human verification of AI feedback; Brainfuse's model shows gains grow when tutoring is regular (research notes higher outcomes with about three sessions per week).

For workforce readiness, practical PD such as the AI Essentials for Work 15‑week bootcamp (Nucamp) helps nontechnical staff learn prompt workflows and become AI supervisors rather than replacements, letting Murfreesboro preserve instructional quality while scaling support.

“People who use AI are going to replace those who don't.”