A low-stakes place to grab a starter prompt from this program and run it in your own AI. Copy one, paste it into Claude, Gemini, or NotebookLM, and see what comes back. Each one lives in full (with steps and checks) inside its module.
Live · voice
Practice out loud with the Voice Simulator
Copying prompts is one way to practice. Speaking is another. Rehearse a hard conversation by voice with an AI partner, then get a debrief.
Build a Professional Development Plan from an Identified Need
Best in Claude
A school or district has identified a need. For example, classroom observations or survey data show that students are not talking enough during instruction. Teachers may be doing most of the talking. The administrator wants to increase student talk and decides teachers need support with cooperative learning, student discourse, or structured classroom discussion.
I am a school administrator designing a professional development plan. The identified need is: [INSERT NEED].
The need was identified through: [SURVEY DATA / CLASSROOM OBSERVATIONS / ASSESSMENT RESULTS / WALKTHROUGHS / CLIMATE DATA / DISTRICT PRIORITY / OTHER].
Help me clarify the learning problem. Identify what teachers likely need to know, what they need to be able to do, and what classroom practice should look like when the PD is successful. Ask me clarifying questions before drafting anything.
Build a Lesson or Unit Plan with AI
Best in Claude
A teacher needs a lesson or short unit for a specific standard and a specific class, with the right hook, scaffolding, checks for understanding, and differentiation for the actual students in the room (English learners, students with IEPs or 504s, a range of reading levels). The teacher wants AI to do the structural heavy lifting (drafting the arc, the timing, the materials) while they keep the pedagogical judgment about what their learners actually need.
I am a classroom teacher planning a lesson. Here is the standard or learning target: [INSERT STANDARD OR LEARNING TARGET].
Here is my class context:
- Subject and grade: [SUBJECT / GRADE]
- Class size: [NUMBER OF STUDENTS]
- Period length: [MINUTES PER PERIOD]
- Reading-level range: [LOWEST TO HIGHEST READING LEVEL]
- English learners: [NUMBER] (proficiency levels: [LEVELS])
- Students with IEPs or 504s: [NUMBER] (types of accommodations: [ACCOMMODATION TYPES])
Here is more about how I teach and who my students are:
[PASTE YOUR EDUCATOR CONTEXT DOCUMENT]
Before you draft anything, ask me clarifying questions about the standard, the class, or what I want students to walk away able to do.
Design or Redesign a Course with AI
Best in Claude
A teacher needs to design a new course or rework one that is not landing the way they want. This is bigger than a single lesson. It covers the whole course or unit: what to teach, in what order, across multiple class sessions, with measurable objectives that line up with what the school or department requires. This exercise teaches a Description and Discernment method: you write a rich description of the course, then run a long collaborative conversation with AI where it proposes and you decide what to accept or reject. You stay the expert. AI is a thinking partner that never gets the final say.
Answer these for yourself before opening any AI:
1. Which course or unit am I designing or redesigning?
- Name it specifically. Is this a brand-new course, a full redesign, or one unit inside a larger course?
2. What work actually needs doing?
- Content selection: what topics and material go in?
- Sequencing: what order do they go in, across how many sessions?
- Objectives: what should students be able to do by the end, in measurable terms?
- Anything else this course needs?
3. Where is my expertise required, and where might AI help?
- Which decisions only I can make (pedagogy, what matters for these students, judgment calls)?
- Where could AI propose options, draft a first pass, or spot gaps I review?
- Be honest about the split. AI proposes; I discern.
Use AI to Support Teacher Evaluation Drafting and Feedback Preparation
Best in NotebookLM
You have just completed a classroom observation. You have notes. You have a rubric. You have to translate observation evidence into evaluation language that holds up under review, and you have to be ready for a post-observation conference where the teacher may push back. AI can speed the drafting and rubric alignment, but the judgment, the evidence, and the final language are yours.
I am a school administrator preparing a teacher evaluation.
I will provide:
- The teacher evaluation rubric
- Redacted observation notes
- Examples of strong evaluation language
- Any required district format expectations
Your job is to help me organize the evidence and draft evaluation language.
Hard rules:
- Do not invent evidence.
- Do not assume anything that is not in the notes.
- If evidence is missing for a rubric category, tell me what is missing. Do not fill it in.
- Use neutral, evidence-based language. Do not exaggerate strengths or weaknesses.
- The administrator (me) makes the final professional judgment.
Confirm you understand these rules before I paste anything.
You have a stack of comments to write: report-card narratives, progress reports, IEP or 504 narrative comments, feedback on a common assignment. You want comments that are consistent, specific, and growth-oriented, tied to your rubric, drafted fast and then verified. You do not want generic filler, and you do not want AI inventing evidence about a student you never observed. AI can speed the drafting and the rubric alignment; the evidence, the judgment, and the final language stay yours.
I am a teacher drafting student comments: report-card narratives, progress reports, IEP or 504 narrative comments, and feedback on assignments.
I will provide:
- My rubric or grading criteria
- Redacted scores and observations per student
- Examples of comments I consider strong
- Any SIS or gradebook length limits
Your job is to help me map evidence to criteria and draft comment language.
Hard rules:
- Do not invent evidence. You only know what I give you.
- Do not assume a behavior, score, or growth that is not in what I provide.
- If evidence is missing for a category, call it an "evidence gap" and tell me what is missing. Do not fill it in.
- Use specific, growth-oriented language. Do not exaggerate strengths or weaknesses.
- The teacher (me) makes the final professional judgment and owns every claim.
Confirm you understand these rules before I paste anything.
Family & Parent Communication
Best in Claude
You have to send a message a parent will read emotionally, about a grade, a behavior, a missing assignment, or good news. The wrong tone gets forwarded to the principal; the right tone builds a partnership. AI can draft the structure and give you tone variants in your own voice. But you own the facts, you own the tone, and you own the final send.
I am a teacher writing a message to a family. Help me draft it.
The situation is: [DESCRIBE THE SITUATION: grade concern, behavior, missing assignment, or good news].
The outcome I want from the family is: [WHAT YOU WANT: a conversation, a signature, support at home, or simply to feel informed].
The tone should be: [WARM / DIRECT / CELEBRATORY / REASSURING]. Partnership, not blame.
Here is my voice and context so the message sounds like me:
[PASTE EDUCATOR CONTEXT DOCUMENT]
Ask me any clarifying questions before drafting.
Use AI to Build an Operational Plan for a Major School Event or Process
Best in Claude
Graduation, field day, student incentive day, master scheduling, family engagement night, testing logistics: these eat administrator time. AI can build the timeline, the responsibility chart, the communications, the day-of run sheet, and the debrief tool in a single working session. You verify, edit, and own the final plan.
I am a school administrator at [DISTRICT NAME] / [SCHOOL NAME] planning [EVENT OR OPERATION].
The purpose is [INSERT PURPOSE].
The people involved are: [STUDENTS / STAFF / FAMILIES / VENDORS / DISTRICT LEADERS / COMMUNITY MEMBERS].
Here is what has to happen: [INSERT KNOWN REQUIREMENTS: date, location, scale, must-haves].
Past pain points and failures we want to avoid: [INSERT PAST ISSUES].
Help me organize this into a complete operational plan. Ask clarifying questions before drafting.
Something to hand the kids
The same playground, rebuilt for grades 6 to 12: a short About Me, five ways to use AI without cheating, and a practice interview with a teacher who has banned it. Share the link and it opens straight into student mode.
Students · grades 6 to 12
Use AI without cheating.
Three steps. Tell AI who you are, pick the kind of help you need, then practice asking your teacher for permission. What you type stays on this device, and if you use the microphone your voice is sent to your browser maker to become text.
I am in
Before you type anything
Never type your real full name, your friends' names, or your teachers' names. Say "my teacher" or "a kid in my class."
Never type your school name, your address, your phone number, your student ID, or your birthday.
Never paste a photo or a screenshot of somebody else's work.
If a chat starts asking you for personal information, close it and tell an adult you trust.
Question 1 of 5
0/5 answered
Your grade and the classes you are taking. Skip real names, including your own.
Your About Me
Nothing here yet, and that is fine.
Answer the question on the left and it shows up here. When all five are done you get one short block you paste at the top of any AI chat, so you never have to explain yourself twice.
Saved on this device as you type. If you use the microphone, your voice is sent to your browser maker to become text.