Advanced teacher workflow

Data-Driven Instructional Workflow

Connect learning goals, classroom results, AI-supported planning, and teacher review. The goal is not another report. It is a clear next step for instruction.

Start the workflowBrowse shorter prompts
Example unit planning and instructional progress system
Example structure connecting learning targets, pacing, student supports, and checks for understanding.

Set the learning goal

Start with the standards, learning targets, and materials you already use.

Choose your checks

Decide how students will show what they know before, during, and after instruction.

Review the results

Look for class-wide strengths, common errors, and skills that may need more instruction.

Adjust and check again

Reteach, reinforce, or extend learning, then use a quick check to see what changed.

Use this when

You have student results, but the next instructional step is unclear.

  • A teacher or PLC needs to decide what to reteach, reinforce, or extend.
  • A unit needs stronger alignment among standards, instruction, and assessments.
  • A team wants to compare what students knew before and after instruction.
  • A teacher wants AI support without giving up professional judgment.

What you need

Gather the information you already use for planning.

  • Course, grade level, unit title, and instructional time.
  • Standards or learning targets and approved teacher materials.
  • Assessment details and either a class summary or a cleaned results file that uses non-identifying student codes.
  • General learning supports without names, diagnoses, or confidential student plans.

Before you paste or attach student results

Remove identifying information and share only what the task requires.

Some resources call this de-identifying data. In practical terms, it means removing details that could reveal which student a result belongs to before you paste or upload information to an AI tool.

  1. 1. Start with a class summary. Use totals by question, standard, or skill whenever individual rows are not needed.
  2. 2. Use coded rows only when needed. Replace names and IDs with non-identifying codes such as S4827. Keep the code-to-student key in an approved local system and never upload it.
  3. 3. Clean the entire file. Remove confidential information and check filenames, hidden tabs, comments, formulas, and document properties for identifying details.
  4. 4. Check local policy. Use only school-approved AI tools and follow district rules for student information.
Example: Instead of pasting “Maria Lopez missed question 3,” enter “9 of 24 students missed question 3; 7 selected choice B.” This keeps the instructional pattern without including a student name.

How to use the prompts

Copy a prompt, then replace the bracketed directions.

Replace text such as [paste or attach learning targets] with your own information. When your approved AI tool supports uploads, attach the relevant file and name it in the prompt. Remove any section you do not need, share only files or results you have cleaned as described above, and review the AI response before use.

STEP 01

Plan what you will assess

Connect the learning goals to checks before, during, and after instruction.

Files you can attach

When your approved AI tool supports file uploads:

  • Unit plan, standards, or pacing guide
  • Approved materials and existing assessments

Workflow prompt

Help me plan how I will check student learning during this unit.

Course and Grade: [insert]
Unit: [insert]
Standards or Learning Targets: [paste or attach]
Existing Materials and Assessments: [list, paste, or attach approved files]
Instructional Days: [insert]

Create:
1. A short list of the learning targets students need to demonstrate
2. A brief pre-assessment focused on prerequisite skills
3. Checks for understanding to use during instruction
4. An end-of-unit assessment outline
5. A table showing which assessment questions or tasks connect to each learning target
6. Questions or assumptions I need to review as the teacher

Use my materials first. Do not copy protected content closely or claim that an assessment aligns to a target unless the connection is clear.

STEP 02

Review class results

Identify what the class may be ready to extend and what may need more instruction.

Files you can attach

When your approved AI tool supports file uploads:

  • Cleaned CSV or spreadsheet with class results
  • Blank assessment and scoring guide

Workflow prompt

Help me review these class results and plan my next instructional steps.

Learning Targets: [paste or attach]
Assessment: [describe or attach a blank assessment and scoring guide]
Class Results: [paste a class summary or attach a cleaned file that uses non-identifying student codes]
Incomplete or Unavailable Results: [note absences, unscored items, or omitted sections; enter N/A if complete]

Identify:
1. Skills or concepts the class appears to understand
2. Skills or concepts that may need review or reteaching
3. Common errors or possible misunderstandings for me to verify
4. Two practical options for my next lesson
5. A quick check for understanding after each suggested response
6. Missing information and questions I should investigate before acting

Do not guess why a student struggled or make assumptions about disability, motivation, background, or placement. Do not make final grouping or intervention decisions for me.

STEP 03

Adjust instruction and check again

Turn the needs you confirmed into a short teaching plan and a follow-up check.

Files you can attach

When your approved AI tool supports file uploads:

  • Approved lesson, unit, or intervention materials
  • Cleaned summary from the class-results review

Workflow prompt

Create a short instructional plan that I can review and revise before teaching.

Confirmed Learning Needs: [paste or attach the skills or concepts I decided to address]
Learning Targets: [paste or attach]
Available Days and Time: [insert]
Materials I Can Use: [list, paste, or attach approved files]
General Learning Supports: [describe or attach a cleaned summary without student names or confidential information]

Include:
1. A day-by-day sequence connected to the confirmed learning needs
2. Materials I can reuse and any missing materials I may need to create
3. One check for understanding for each learning need
4. Support and extension options that keep the same learning goal
5. A quick follow-up check after the planned instruction
6. Three reflection questions to help me decide what to do next

Clearly label what came from my materials, what the AI added, any assumptions, and anything I still need to decide or verify.

Teacher review checkpoint

Review happens between every stage, not only after the final output.

  • Verify factual accuracy and standards alignment.
  • Remove student names, IDs, and unnecessary personal information.
  • Confirm you have permission to use any pasted or uploaded source material.
  • Check reading level, accessibility, and cultural or contextual assumptions.
  • Make sure the output fits the actual classroom, learners, and available time.
  • Revise unsupported claims and keep consequential decisions with educators.

Example scenario

A biology team preparing an ecology unit

The team begins with its standards, existing labs, and a short pre-assessment. The class summary suggests that energy flow and population models need more attention, while basic vocabulary may only need review.

Teachers confirm those priorities, adjust the sequence, reuse approved materials, and add two formative checks for understanding. After instruction, the team compares the new results with the original learning targets and records what should change before the next unit cycle.

Continue

Map your workflow or move into the teacher workspace.

Take the Workflow MapExplore teacher toolsRead why workflow matters