Teachers building certification portfolios are increasingly confronting unclear rules on whether and how they can use generative AI—creating both ethical ambiguity and employment risk. Reporting highlights that states and districts, teacher colleges, professional organizations, and testing organizations often provide inconsistent guidance on AI use. Leaders at the St. Paul teachers’ union, including union president Leah Van Dassor, described uncertainty that administrators may not reliably detect—and that can lead staff to cross “the line” without realizing it. The stakes are heightened where portfolios are linked to licensing exams, credential renewal, or advanced pathways such as national-board certification. Without standardized policy language, AI-enabled portfolio practices may vary widely across districts, leaving educators and certification boards to manage both academic integrity and workforce qualification requirements.