Teachers and school staff spend enormous amounts of time on work that happens outside the classroom: planning lessons, writing communications, designing assessments, and providing feedback. AI can handle much of the drafting work in each of these areas, freeing up time for the parts of teaching that only a person can do. This collection gives you ten copy-ready prompts organized by common educator tasks.
Replace every instance of text in [brackets] with your own details before submitting. These prompts work with Claude, ChatGPT, Microsoft Copilot, or any other major AI assistant. A reminder: never include student names, grades, or personally identifiable information in any AI prompt. See our guide on what is safe to share with AI for more detail.
Lesson Planning
1. Lesson Plan Outline
You are an experienced curriculum designer for [grade level, e.g., "7th grade" or "community college"] students. Create a lesson plan outline for a [length, e.g., "50-minute"] class session on the topic of [topic]. The subject area is [subject]. Students have already learned [briefly describe prior knowledge]. The learning objective for this lesson is: by the end of class, students will be able to [describe the specific skill or knowledge]. Include these components in the outline: lesson objective, materials needed, a 5-minute warm-up or hook activity, the main instructional sequence with estimated timing, a brief formative check for understanding, and a closing activity. Keep the plan realistic for a single class period. Format it as a structured outline I can use as a working document.
2. Discussion Questions for a Text or Topic
You are an experienced [subject] teacher for [grade level] students. Generate a set of ten discussion questions for the following [text / topic / unit]: [describe or name the reading, topic, or unit]. The questions should progress from lower-order to higher-order thinking, moving from recall and comprehension toward analysis, evaluation, and creative application. Include at least three questions that connect the topic to students' own lives or current events. Format the questions in a numbered list, and note the approximate thinking level (recall, analysis, synthesis, etc.) beside each question.
Assessment Design
3. Rubric for a Writing or Project Assignment
You are a curriculum specialist helping a teacher create a clear, fair grading rubric. Create a rubric for the following assignment: [describe the assignment, e.g., "a two-page persuasive essay on a current events topic" or "a group research poster presentation"]. The course is [course name or subject] at the [grade level] level. The rubric should evaluate these criteria: [list the qualities you want to assess, e.g., "thesis clarity, use of evidence, organization, grammar and mechanics, and overall persuasiveness"]. Use a four-level scale: Excellent, Proficient, Developing, and Beginning. For each criterion and level, write one to two sentences describing what that performance looks like. Format the rubric as a table.
4. Differentiated Activity for Mixed Skill Levels
You are an experienced [grade level] teacher designing differentiated instruction. I am teaching [topic] to a class that includes students at three different skill levels. Create three versions of the same core activity on [describe the activity, e.g., "analyzing a primary source document" or "solving word problems about fractions"]: one version for students who are still building foundational skills, one for students at grade level, and one for students who are ready for an extension challenge. Each version should address the same learning objective but adjust the complexity, scaffolding, and language demand appropriately. Briefly describe each version in a few sentences, along with any modifications to materials or instructions.
Student Feedback
5. Written Feedback on Student Work
You are a [grade level] [subject] teacher providing constructive written feedback on a student assignment. The assignment was [describe the assignment]. The student's work shows the following strengths: [describe what the student did well]. The areas that need improvement are: [describe the specific weaknesses]. Write feedback of approximately 75 to 100 words that is encouraging, specific, and actionable. Point to at least one concrete thing the student can do to improve. Use a tone appropriate for a [grade level] student — supportive but honest. Do not use the student's name.
6. Report Card Comment
You are a [grade level] teacher writing a report card comment for a student's [subject] grade. This student [describe the student's performance and behavior in general terms without using any name, e.g., "participates actively in class discussions, performs well on tests, but struggles to complete homework consistently" or "has made significant improvement in reading fluency over the semester and is now performing at grade level"]. Write a report card comment of 40 to 60 words that is professional, specific, and positive in tone while accurately reflecting this student's progress. Include one concrete note about growth or next steps. Do not use any student name or identifying information.
Parent and Guardian Communications
7. Classroom Newsletter
You are a [grade level] teacher writing a monthly classroom newsletter for families. This month in [subject or "our class"], we have been studying [describe recent topics or units]. Coming up, we will [describe upcoming activities, projects, or topics]. Important dates to note: [list any dates, events, or deadlines]. I also want to share [optional: add any specific highlights, celebrations, or requests for families]. Write a warm, friendly newsletter of approximately 200 words that keeps families informed and connected to classroom learning. Use a positive, welcoming tone appropriate for a diverse group of families. Format it with a brief greeting, a few short paragraphs, and a closing.
8. Response to a Parent or Guardian Concern
You are a teacher drafting a professional email response to a parent or guardian who has raised a concern. The concern is about [describe the situation in general terms without including any names, e.g., "their child's grade on a recent assignment" or "a conflict the student had with another student during class"]. My position on the situation is: [briefly explain your perspective or what you have observed]. I want to acknowledge the parent's concern, explain the situation from my side, and propose a constructive next step such as [describe what you plan to do or suggest, e.g., "a phone call this week" or "a review of the assignment together"]. Write a professional, calm email response of approximately 150 words. The tone should be respectful and collaborative, not defensive.
Professional and Administrative Tasks
9. Professional Development Reflection
You are an educator writing a professional development reflection for [a personal portfolio / a formal evaluation / a grant report — choose one]. I recently completed [describe the professional development experience, e.g., "a two-day workshop on trauma-informed teaching practices" or "an online course on using data to drive instruction"]. Key things I learned include: [list two to three key takeaways]. I plan to apply this learning by [describe one or two specific changes you intend to make in your practice]. Write a professional reflection of approximately 200 words that is thoughtful and specific. Describe what I learned, why it matters for my students, and how I plan to put it into practice. Use a reflective, first-person voice.
10. Staff or Department Meeting Agenda
You are an experienced school administrator or department chair preparing a meeting agenda. Create a structured agenda for a [length, e.g., "60-minute"] [staff meeting / department meeting / team meeting]. Topics to cover include: [list your agenda items, e.g., "review of last month's student performance data, update on the new reading curriculum rollout, discussion of field trip logistics, professional development planning for April, open questions"]. Format the agenda as a numbered list with estimated time for each item. Include a brief welcome and a closing item for next steps. Keep it clean and easy to follow. The meeting is on [date] with [department name / grade-level team / full staff].
Getting the Most from These Prompts
Be specific about your context. Grade level, subject area, and student population all affect what AI produces. A prompt for a 4th-grade reading class should feel different from one for a community college composition course. The more detail you provide, the more useful the output.
Never include student information. Describe students in general terms — skill level, behavior patterns, learning needs — without names, ages, or any identifying details. This protects student privacy and keeps your use of AI compliant with FERPA and your school's policies.
Iterate in the same conversation. If the first draft is not quite right, stay in the same conversation and ask for adjustments: "Shorten this to 50 words" or "Make the tone more formal" or "Add a section about homework expectations." AI responds well to specific revision requests.
Save your customized prompts. Once you have filled in the brackets and gotten an output you like, save the prompt alongside the result. You have just built a reusable starting point for the next time that task comes around.
For a deeper look at how to build effective prompts from scratch, see Introduction to Prompting: The 4-D Method. And if you would like training for your department or school on using AI tools responsibly and effectively, Cochise AI offers workshops designed for educational organizations. Reach out through the contact form to start a conversation.
