Programme A · for teachers
The 25-hour AI-Enabled Educator Programme
CBSE/NPST-aligned professional development in AI, pedagogy, assessment and personalised learning. Ten modules; one real classroom practicum; a certificate earned on evidence.
25
hours
10
modules
3
CBSE/NPST domains
1
classroom practicum
Domain I · 6 hours
Core Values & Ethics
What AI is and is not; bias, privacy, integrity and student data; and the teacher's role in an AI-enabled classroom — AI recommends, teachers decide.
CBSE school-based CPD allotment for this domain: 6 hours of 25.
Understanding AI in Education
What AI actually is, what it can and cannot reliably do, and why the teacher stays the decision-maker.
- •Explain, in non-technical terms, the difference between rule-based software, machine learning and generative AI.
- •Give two classroom examples each of what current AI does reliably and what it does unreliably.
- •Recognise a hallucination and describe how to verify AI output before using it with students.
Responsible AI for Teachers
Bias, fairness, student data, integrity and verification — the habits that make AI safe to use with a class of forty children.
- •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.
- •Sort the data in a real classroom task into personal, sensitive and not-personal, and ask the two questions before any of it goes into a tool: who can see this, and did the school and the parent agree to this use?
- •Describe in plain language what the DPDP Act 2023 context means for a teacher handling students’ data — anyone under 18 is a child, a child’s data needs a parent’s verifiable consent, data is used for the purpose it was collected — and name who in school settles the specifics.
The Teacher’s Role in an AI Classroom
AI recommends. Teachers decide. What that sentence means on a Monday with 9-B — and how to say it to students and parents.
- •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.
- •Explain “AI recommends, teachers decide” in their own subject’s terms, with one example from a class they actually teach.
- •Apply the three tests — context, consequence, relationship — to a given teaching decision and say which part AI can prepare and which part only the teacher can take.
Domain II · 8 hours
Knowledge & Practice
Computational thinking across subjects; AI-enabled pedagogy on a real CBSE chapter; and assessment that finds learning gaps, not just marks.
CBSE school-based CPD allotment for this domain: 8 hours of 25.
Computational Thinking Across Subjects
Decomposition, pattern recognition, abstraction, algorithmic thinking and reasoning from evidence — as moves in a Maths, Science, English or Social Science lesson, and as the way a teacher reads a class’s results.
- •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.
- •Redesign one existing classroom task so that students must do at least two of the moves explicitly, without any device.
- •Describe where CBSE places CT for Classes 3–5 (inside Mathematics and The World Around Us) and for Classes 6–8 (across subjects, with subject and computer teachers collaborating), and what that means for their own timetable.
AI-Enabled Pedagogy
Take one real chapter — Class 9 Science, Motion — and plan it the way a diagnostician would: prerequisites, concepts, misconceptions, competency questions, gaps, differentiated remediation, reassessment. Then: how do you do this with 40 students?
- •Break a chapter into 6–10 assessable concepts and place them in the order students need to learn them.
- •List the prerequisites a chapter assumes, naming the earlier class and chapter each comes from.
- •Write at least one likely misconception per concept as the wrong answer a student would actually give.
AI, Assessment and Learning Gaps
Marks are not mastery. Write questions whose wrong answers tell you what a student believes, read results by question and by student, and run Assessment → Gap → Intervention → Reassessment.
- •Explain, with a worked example, why the same percentage can hide different learning gaps and what a competency-level breakdown shows instead.
- •Write multiple-choice items that meet the basics: one concept per item, a clear stem, plausible distractors, no double-barrelled options.
- •Write a distractor for a named misconception and say what a student who chooses it believes.
Domain III · 11 hours
Professional Growth & Development
Productivity lab, the teach → assess → identify → diagnose → intervene → verify workflow, a classroom practicum with real students, and an evidence-based capstone.
CBSE school-based CPD allotment for this domain: 11 hours of 25.
AI Teacher Productivity Lab
Three hours of your own week’s work — lesson plan, questions, worksheets, explanations, a parent note — done with several AI tools and verified before use.
- •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.
- •Produce a lesson plan for one NCERT chapter with AI and mark what was kept, changed and removed, with a reason for each.
- •Produce a worksheet at three ability levels on the same competency and check every item against the textbook and an answer key.
Personalised Learning & Academic Intelligence — the PrepGraph Teacher Workflow
Teach → assess → identify → diagnose → intervene → verify → review: seven steps run end to end on a demo class, with the teacher deciding at every one.
- •Describe the seven-step workflow and say, for each step, who acts — teacher, students or AI — and what decision the teacher makes there.
- •Record a class log for one lesson (topic, tagged concepts, homework, next test) that a student’s AI tutor can continue at home.
- •Build an 8–12 question diagnostic from the question bank, assign it to a class, and read the results by question and by student.
Classroom AI Practicum
One class, one chapter, 10–30 students, four weeks: teach as you always do, then diagnose, intervene, reassess — and keep the evidence.
- •Design a practicum — one class, one chapter, 10–30 tracked students, a four-week calendar — that fits the school’s timetable and annual plan.
- •Run the teach → assess → identify → diagnose → intervene → verify → review loop with real students at least once, end to end.
- •Keep a weekly practicum log that records what was taught, diagnosed, assigned (and to whom), reassessed and decided — in about ten minutes a week.
Teacher Reflection & Capstone
Turn four weeks of classroom evidence into a short case study — in the structure CBSE asks DLD presenters to use — and present it to your peers.
- •Write a case study in the CBSE Format F1 structure from the practicum log, with every number traceable to the log’s evidence page.
- •State the impact section as before/after evidence on named competencies, labelled as the teacher’s own classroom evidence, without causal over-claim.
- •Present the case in ten minutes and answer five minutes of peer questions on methodology, inclusivity and replicability.
The spine of Modules 5–10
Teach → Assess → Identify → Diagnose → Intervene → Verify → Review
Every assignment from Module 6 onward rehearses a turn of this loop; Modules 9 and 10 run it with real students.
- 1
Teach
The teacher teaches the chapter as they always have — and records what was covered.
Nothing about classroom teaching changes. The class log (topic, concepts, homework, next test) is what lets the AI tutor continue the lesson at home.
Teacher
- 2
Assess
Students complete a short diagnostic — 8 to 12 competency questions, not a test.
Questions are written (or AI-drafted and teacher-approved) against the concepts of the chapter, with distractors that catch specific misconceptions.
Students
- 3
Identify
Who did not understand?
Results by student and by question — the first pass that replaces the spreadsheet.
AI
- 4
Diagnose
Exactly which concept is weak — and is it really a prerequisite from last year?
The teacher reads the pattern (which distractor, which concept, which students) and decides what it means. AI recommends; the teacher decides.
AI + Teacher
- 5
Intervene
Named students get named practice — and their AI tutor carries it home.
The teacher assigns differentiated practice or a reteach for the nine students who need it; the student’s tutor re-explains at their level — by voice in Hindi or English, by chat in English today.
AI + Teacher
- 6
Verify
Students are reassessed on the same competencies.
A short second check — same concepts, different items — so that improvement is measured, not assumed.
Students
- 7
Teacher review
Who improved? Who still needs help? What needs reteaching in class?
The teacher closes the loop: a classroom decision, a note to a parent, a reteach on Monday. This is the behaviour the certificate actually certifies.
Teacher
Why certification drives practice
Every certification task is a real teaching behaviour
The pedagogy comes first; the PrepGraph surface is how it is done with forty students. This is why the programme creates habits rather than slide decks.
| Certification task | Pedagogical move | PrepGraph surface |
|---|---|---|
| Identify a misconception | Concept-gap analysis from distractor patterns | Assignments & results |
| Assess learning | Short competency diagnostic | Assignments & results |
| Write competency questions | Review-first item authoring | Question bank (review-first) |
| Differentiate students | Student-level reading of results | Student profiles |
| Create remediation | Personalised practice / reteach carried home by the AI tutor | Student's AI tutor |
| Reassess a student | Mastery check on the same competency | Assignments & results |
| Identify students at risk | Weekly early-warning review | Early-warning signals |
| Send a parent update | Teacher-written progress summary from the student record — AI drafts, the teacher verifies and sends | Student profiles |
| Share notes for revision | Teacher-curated sources the tutor can answer from | Shared library |
| Plan the next lesson | Class log → what the tutor continues at home | Class log |
| Classroom action research | Before/after evidence for the capstone | Assignments & results |
Certification
Four levels, cumulative
Levels 1–3 are earned inside the 25 hours. Level 4 is by nomination, for teachers who mentor others.
- Level 1 6 h cumulative
AI-Aware Educator
PrepGraph AI-Aware Educator
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.
- ✓Attend Modules 1–3 (6 hours)
- ✓Pass the foundations check (short scenario-based quiz, 80%)
- ✓Submit the Module 1 verify-before-use log and the Module 2 responsible-use reflection
- Level 2 14 h cumulative
AI-Enabled Educator
PrepGraph AI-Enabled Educator
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 1, plus Modules 4–6 (8 hours)
- ✓Submit the Module 4 task redesign with a computational reading of one class result
- ✓Submit one chapter decomposition with misconception map, with at least two draft competency questions and a distractor map (Module 5)
- ✓Submit one competency-based diagnostic with a gap analysis of real (or sample) results (Module 6)
- Level 3 Certificate
Certified AI-Enabled Educator
PrepGraph Certified AI-Enabled Educator
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.
- ✓Level 2, plus Modules 7–10 (11 hours)
- ✓Complete the Level 3 portfolio — the Module 3 decision log, the Module 7 productivity-lab portfolio and the Module 8 loop record
- ✓Run the classroom practicum with one class, one chapter, 10–30 students — teach, diagnose, intervene, reassess (Module 9)
- ✓Submit and present the capstone case study with before/after evidence (Module 10)
- ✓Pass the end-of-programme assessment
- Level 4 By nomination
AI Mentor Educator
PrepGraph AI Mentor Educator
The school's in-house AI Champion: runs internal workshops, mentors new cohorts, and carries the workflow forward without PrepGraph staff on site.
- ✓Level 3, plus two further documented classroom interventions
- ✓Co-facilitate at least one module for colleagues
- ✓Mentor two teachers through their practicum
- ✓Nominated by the school as an AI Champion
Delivery
How and when it is taught
Sessions are scheduled around the school’s calendar; the practicum runs inside normal teaching. Typical load: two sessions a week for four weeks — 2-hour sessions in Weeks 1–2, 3-hour sessions in Weeks 3–4 — then a 60-minute practicum launch and four weeks of practicum with a weekly 30-minute clinic.
In-school cohort (recommended)
15–40 teachers from one school; sessions on campus after school hours or on staff-development days; practicum with their own classes. 12 weeks end to end.
Cluster cohort
Two to four nearby schools pool a cohort; taught sessions at one host school; each teacher’s practicum in their own school.
Blended
Modules 1–3 as live online sessions; Modules 4–8 in person (Module 4 is a paper-and-chart-paper module); practicum and capstone in school. Useful for multi-branch trusts.
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 — we supply the templates.
Bring the programme to your school
Tell us your board, grades and teacher count. We’ll reply within two working days with a cohort plan and the CPD record templates.