The proliferation of generative artificial intelligence (GenAI) technologies has significantly impacted the educational sector, prompting a re-evaluation of teaching, learning, and assessment practices. This study explores the perceptions of Ontario secondary school teachers regarding the challenges and opportunities presented by GenAI. Using a qualitative research method, 17 high school teachers were interviewed to understand their views on GenAI integration and its implications for academic integrity. The findings reveal three critical areas for integrating GenAI in education: "generating people" through professional development and ethical training for educators, "generating programs" by designing transparent and purpose-driven initiatives, and "generating policies" through the creation of clear, adaptable governance frameworks. Together, these pillars highlight the collaborative work needed to harness GenAI's potential while ensuring ethical and equitable practices in secondary education. These themes are a subset of invitational education and highlight the need for comprehensive training for teachers, the development of transparent guidelines and ethical practices, and the establishment of robust policies to support the integration of GenAI in education. The study emphasizes the importance of collaboration among educators, administrators, and other stakeholders to effectively navigate the evolving landscape of GenAI-driven educational environments effectively. By addressing these pillars, academic institutions can harness the transformative potential of GenAI while maintaining the integrity and quality of education. This research provides valuable insights into the evolving role of teachers and the necessity for strategic planning, professional development, and policy frameworks to optimize the benefits of GenAI in secondary education.