PrepGraph Academy · Checklist
Teacher AI-readiness audit
Ten capabilities, one per module, each quoted from that module’s own first outcome. Each teacher marks not yet, sometimes or confidently, and writes what they could actually show a colleague. Run it as a baseline before the cohort starts and again at the end; the coordinator aggregates the counts, not the names.
1How to use this
Ten lines, one per module of the programme, each taken word for word from that module’s own first outcome. A teacher marks where they are today and writes, in the last column, what they could actually show a colleague. Fifteen minutes.
Run it once before the cohort starts and again after the twelve weeks. The two sheets side by side are the school’s own record of what changed in its teachers — the school’s record, kept by the school.
It is not an appraisal and should not be filed as one. Schools that get useful answers say so before handing it out, and let teachers write a code instead of a name; the coordinator only needs the counts.
2Teacher details
Name or code
Subject(s) and classes taught
Years of teaching experience
Date of this audit
Baseline, or repeat after the programme?
3Where are you today?
Tick one of the three columns for each row. “Confidently” means you could do it tomorrow, unprompted, with your own class — and show someone the result afterwards. If a line would be true only because a tool did it for you, that is a “Not yet”.
| Capability — the programme’s own module outcomes | Not yet | Sometimes | Confidently | Evidence I could show |
|---|---|---|---|---|
| M1 · Understanding AI — Explain, in non-technical terms, the difference between rule-based software, machine learning and generative AI. | ||||
| M2 · Responsible AI — Point to where bias could have entered a given AI output — the data it learned from, the way it was asked, or who was missing — and say which students it would be unfair to. | ||||
| M3 · The Teacher’s Role — State the teacher/AI verb split — teacher: diagnoses, guides, challenges, contextualises, motivates, validates; AI: analyses, suggests, personalises, practises, tracks, assists — and sort twenty classroom tasks onto it with a reason for each. | ||||
| M4 · CT Across Subjects — Name the five thinking moves — decomposition, pattern recognition, abstraction, algorithmic thinking, reasoning from evidence — and give one example of each from their own subject’s NCERT chapters. | ||||
| M5 · AI-Enabled Pedagogy — Break a chapter into 6–10 assessable concepts and place them in the order students need to learn them. | ||||
| M6 · Assessment & Learning Gaps — Explain, with a worked example, why the same percentage can hide different learning gaps and what a competency-level breakdown shows instead. | ||||
| M7 · Productivity Lab — Write a request to an AI assistant that names the class, the chapter, the learning outcome, the level, the format and the constraints — and improve it once after reading the output. | ||||
| M8 · The Teacher Workflow — Describe the seven-step workflow and say, for each step, who acts — teacher, students or AI — and what decision the teacher makes there. | ||||
| M9 · Classroom Practicum — Design a practicum — one class, one chapter, 10–30 tracked students, a four-week calendar — that fits the school’s timetable and annual plan. | ||||
| M10 · Reflection & Capstone — Write a case study in the CBSE Format F1 structure from the practicum log, with every number traceable to the log’s evidence page. |
4The principle every line rests on
Each capability above is written so that the teacher stays the one who decides. The verbs are split deliberately, and the audit is asking about the first list, not the second.
- What the teacher does: Diagnoses, Guides, Challenges, Contextualises, Motivates, Validates.
- What AI does: Analyses, Suggests, Personalises, Practises, Tracks, Assists.
- Nothing in this audit asks whether you can operate a tool. It asks whether you can make — and defend — the teaching decision the tool is preparing you for.
5What your answers mean
The three certification levels are cumulative and each rests on the modules listed. Where you already answer “Confidently” is where you will move fastest — not a module to skip: certification is on evidence from your own classroom, never on prior confidence or on attendance.
| Level | Modules | Cumulative hours | What it means |
|---|---|---|---|
| Level 1 — AI-Aware Educator | M1, M2, M3 | 6 h | Can explain what AI can and cannot reliably do, recognise bias and privacy risks, and describe the teacher-decides principle in their own classroom terms. |
| Level 2 — AI-Enabled Educator | M1, M2, M3, M4, M5, M6 | 14 h | Can plan a chapter around prerequisites and misconceptions, write competency questions, read an assessment for gaps rather than marks, and differentiate a remediation plan — and, from the Module 1 log, can use an AI assistant for real lesson-preparation tasks and verify what it returns before use. |
| Level 3 — Certified AI-Enabled Educator | M1, M2, M3, M4, M5, M6, M7, M8, M9, M10 | 25 h | Has actually run the workflow with real students and can show the evidence: which concepts were weak, what was done for whom, and what changed on reassessment. |
6Cohort summary — for the coordinator
Aggregate the counts, not the names. What a facilitator needs before the first session is which lines the room is weakest on, so the taught hours can be spent there.
- Teachers who answer “Confidently” across most of the sheet at baseline are your likeliest AI Champions later. Note them here and come back to this line at the end of the programme.
- A cohort that is weak on the same two or three lines is normal, and useful: it tells the facilitator where to slow down.
| Teacher or code | Confidently (of 10) | Sometimes | Not yet | Weakest lines | Note for the facilitator |
|---|---|---|---|---|---|
7Repeat after the programme
Date of the repeat audit
Lines that moved from “Not yet” to “Confidently”
Lines that did not move — and what would help
Evidence attached (planner, practicum log, capstone)
Coordinator’s note
Not an appraisal, and it should not be filed as one. It is a self-audit against the programme’s published outcomes — the school keeps it, and the before/after pair is the school’s own record of its teachers’ capability.
Teacher AI-readiness audit — PrepGraph Academy, academy.prepgraph.com/resources/teacher-ai-readiness-audit. Free to use and adapt with attribution to PrepGraph Academy; not for resale. Full terms: academy.prepgraph.com/terms. Example figures, where given, are illustrative.
Independent programme, not a CBSE certification.
PrepGraph Academy is not affiliated with, endorsed by, or accredited by the Central Board of Secondary Education. Certificates are issued by PrepGraph. The programme is designed around the CBSE 2026-27 training theme and the CBSE/NPST professional-development domains; the host school decides how to record the hours under CBSE’s CPD guidelines and keeps the attendance records.