Pre-Service Teachers and Grad Students
AI Miracle Factory offers prospective teachers three things:
A detailed breakdown of 176 skills that new teachers need to know and practice. Every individual skill is described in a video, an infographic, and a podcast, and are accompanied by tutoring scripts and teacher facing skill breakdowns.
The skill library, which underpins any teaching materials with skills based instructional resources.
The virtual assistants, which help you differentiate and innovate.
New Teacher Skills
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to understand major theories of cognitive, social, emotional, and physical development across age ranges.
to identify how individual learners vary in readiness, interests, language, and background.
to recognize common learning difficulties and when to refer students for additional support.
to interpret IEPs, 504 plans, and other support documents and adjust instruction accordingly.
to recognize the impact of trauma, stress, and mental health on learning and behavior.
to identify cultural, linguistic, and socioeconomic factors that shape students’ school experiences.
to build on students’ prior knowledge and lived experiences in lesson design.
to interpret classroom behavior as communication of needs rather than just “misbehavior.”
to use observations, conversations, and assessments to understand individual learners.
to create developmentally appropriate learning goals and tasks for different ages.
to support students in developing self‑regulation, executive function, and metacognitive skills.
to cultivate growth mindset and resilience through classroom language and expectations.
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to demonstrate deep, accurate knowledge of the subject(s) you teach.
to unpack standards (state, national, school) into teachable learning targets.
to identify prerequisite knowledge and common misconceptions in your content area.
to connect content to real‑world applications and other disciplines.
to sequence content across units so concepts and skills build logically over time.
to select and adapt curricular materials (texts, tasks, problems) to meet your learners’ needs.
to evaluate textbooks, digital resources, and programs for quality, accuracy, and bias.
to embed literacy and academic language development within your subject area.
to design or adapt curriculum maps that align goals, assessments, and instruction.
to integrate cross‑curricular themes (e.g., inquiry, critical thinking, SEL, global citizenship).
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to write clear, measurable learning objectives aligned to standards.
to use backward design: start from desired outcomes, then plan assessments and learning experiences.
to design lessons that include modeling, guided practice, and independent practice.
to plan multiple pathways to the same learning goal for different learners.
to select tasks that are appropriately challenging (not too easy, not impossible).
to incorporate student choice and voice into lesson activities.
to anticipate likely misconceptions or errors and plan ways to address them.
to plan questions that probe understanding, not just recall.
to plan how you will check for understanding at multiple points in a lesson.
to plan transitions between activities to minimize downtime and confusion.
to design lessons that integrate technology purposefully (not just for show).
to embed opportunities for collaboration, discussion, and peer learning.
to plan for formative and summative assessments that align with objectives.
to prepare materials, supports, and accommodations in advance.
to reflect on and revise lesson plans based on previous implementation and student data.
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to launch a lesson by activating prior knowledge and stating clear objectives.
to explain concepts clearly using multiple representations (examples, visuals, analogies).
to demonstrate skills step‑by‑step with think‑alouds that model expert thinking.
to scaffold complex tasks into manageable steps and gradually release responsibility.
to use questioning strategies that deepen thinking (why/how, justify, compare, evaluate).
to facilitate whole‑class discussions where many students, not just a few, participate.
to use wait time effectively so students have space to think before responding.
to prompt students to explain their reasoning and build on each other’s ideas.
to structure cooperative learning (roles, norms, accountability) so groups are productive.
to use visual supports (anchor charts, graphic organizers, models) to support understanding.
to differentiate tasks, supports, or products within one lesson.
to use formative checks (thumbs up, exit tickets, quick writes, mini‑whiteboards) during instruction.
to adjust instruction on the fly based on real‑time student responses.
to incorporate student interests and cultural references into examples and tasks.
to provide clear instructions and model what success looks like (exemplars, rubrics).
to give specific, actionable feedback to students during learning activities.
to close a lesson with synthesis, reflection, or application (not just “pack up”).
to use strategies that support language development for multilingual learners (sentence frames, visuals, structured talk).
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to establish clear, positively phrased classroom rules and routines with student input.
to teach, model, and practice routines explicitly (entering, materials, group work, transitions).
to create a classroom climate of respect, safety, and high expectations.
to build positive relationships with students through consistent, caring interactions.
to use proximity, nonverbal signals, and tone to manage minor off‑task behavior.
to recognize early signs of escalation and de‑escalate calmly.
to use logical and consistent consequences that preserve students’ dignity.
to minimize downtime by planning smooth transitions and clear procedures.
to design the physical space to support movement, collaboration, and visibility.
to use seating arrangements strategically for engagement and support.
to reinforce positive behavior through acknowledgment and feedback.
to support student self‑management and shared responsibility for classroom norms.
to collaborate with support staff (counselors, aides, special educators) around behavior plans.
to respond to challenging behavior with both accountability and restorative practices.
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to distinguish between formative and summative assessment and use both appropriately.
to design assessments that align tightly with learning objectives (validity).
to create rubrics or scoring guides that define quality at different levels.
to use multiple measures (projects, quizzes, performances, observations) to assess learning.
to check for understanding during lessons and respond immediately.
to analyze assessment results to identify patterns of strength and need.
to use data to plan reteaching, enrichment, or intervention.
to give feedback that is timely, specific, and focused on improvement.
to involve students in self‑assessment and goal setting.
to use peer assessment structures that are safe and productive.
to understand basic principles of reliability and fairness in assessment.
to adapt assessments and conditions for students with accommodations or language needs.
to communicate assessment results to students and families in clear, constructive ways.
to reflect on whether assessments truly measure what you intend and revise as needed.
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to design instruction that is accessible to students with a wide range of abilities and backgrounds.
to differentiate content (what), process (how), and product (demonstration) based on learner needs.
to use Universal Design for Learning (UDL) principles when planning lessons.
to provide multiple means of representation (text, audio, video, manipulatives) for key ideas.
to provide multiple ways for students to show what they know (presentations, writing, projects, performances).
to collaborate with special educators and related service providers to support students with disabilities.
to implement accommodations and modifications as outlined in IEPs / 504 plans.
to use asset‑based language and perspectives about all students and communities.
to include diverse voices, authors, and perspectives in curriculum materials.
to recognize and disrupt deficit narratives and stereotypes in class discussion and resources.
to design classroom norms and tasks that are inclusive of different cultural communication styles.
to differentiate language supports (word banks, sentence starters, visuals, modeling) for multilingual learners.
to build authentic connections between curriculum topics and students’ home cultures and communities.
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to select digital tools that serve clear learning goals, not just novelty.
to use learning management systems (LMS) to organize content, assignments, and feedback.
to design multimedia lessons that combine text, visuals, and interactive elements appropriately.
to teach students how to use technology tools needed for class (not assume they already know).
to support students in digital citizenship, safety, and responsible online behavior.
to adapt instruction for hybrid/online environments (synchronous and asynchronous).
to use tech for formative assessment (polls, quizzes, exit tickets) and adjust instruction.
to provide accessible digital materials (readable fonts, alt text where appropriate, captions).
to troubleshoot common tech issues and have backup plans when tools fail.
to collaborate with colleagues and IT staff to improve technology integration.
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to communicate regularly with families using clear, respectful language.
to share both positive news and concerns about students with families.
to listen to families’ perspectives about their children and incorporate that knowledge.
to collaborate with colleagues (co‑planning, co‑teaching, PLCs) to improve instruction.
to participate productively in team meetings about students’ needs and supports.
to coordinate with counselors, special educators, and other professionals around student support plans.
to engage community resources (guest speakers, local organizations, field experiences) in learning.
to advocate for students’ needs in school decision‑making processes.
to maintain professional boundaries and confidentiality while being approachable.
to contribute to a positive school culture through collegial, solution‑focused behavior.
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to understand and follow legal/ethical responsibilities (privacy, mandated reporting, equity obligations).
to adhere to school and district policies while constructively engaging with them.
to reflect systematically on your lessons and units (what worked, what didn’t, why).
to set specific professional growth goals and track your progress.
to seek and use feedback from supervisors, mentors, colleagues, and students.
to stay current with research and best practices in your content and pedagogy.
to participate in professional learning communities, workshops, or graduate seminars.
to maintain accurate records of student attendance, grades, and communication.
to manage time, workload, and boundaries to avoid burnout.
to uphold professionalism in all communication (in person, email, online).
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to read and interpret educational research articles with a critical eye.
to formulate focused inquiry questions about your own teaching practice.
to design small‑scale action research or inquiry cycles in your classroom.
to collect data (student work, surveys, observations, assessments) ethically and systematically.
to analyze data to identify patterns, test hunches, and generate new instructional strategies.
to implement changes in practice based on your findings.
to document and share results with colleagues (presentations, reports, portfolios).
to align your inquiry with broader school or district improvement goals when possible.
to evaluate educational programs or interventions using evidence, not just opinions.
to integrate theory from graduate coursework with your day‑to‑day teaching decisions.
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to recognize common social‑emotional competencies (self‑awareness, self‑management, social awareness, relationship skills, responsible decision‑making).
to embed short SEL routines (check‑ins, circles, reflection prompts) into daily instruction.
to teach and model strategies for emotional regulation (breathing, self‑talk, pause‑and‑plan).
to explicitly teach conflict‑resolution and peer‑problem‑solving strategies.
to coach students in goal‑setting and progress monitoring for both academic and SEL goals.
143. to use restorative conversations and circles to repair harm instead of relying only on punishment.
144. to collaborate with counselors, psychologists, and social workers around student well‑being.
145. to recognize warning signs of significant distress and follow referral protocols appropriately.
146. to adjust instruction and workload during crises (individual or community) while maintaining dignity and expectations.
147. to communicate with families about SEL in ways that respect cultural values and norms.
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148. to mentor novice teachers, interns, or student teachers through observation, feedback, and joint planning.
149. to conduct non‑evaluative peer observations focused on a shared inquiry question.
150. to facilitate professional learning communities (PLCs) that use data to improve instruction.
151. to design and lead professional development sessions aligned with school goals.
152. to share effective practices with colleagues through demos, model lessons, or open classrooms.
153. to use coaching skills (listening, questioning, goal‑setting) when supporting colleagues.
154. to participate in or lead curriculum‑writing or program‑design committees.
155. to interpret and contribute to school improvement plans using evidence from your classroom and team.
156. to use basic project‑management skills when leading initiatives (timelines, roles, milestones).
157. to navigate disagreement professionally in teams and committees while keeping focus on student learning.
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138. to interpret key education policies that shape your work (standards, accountability, evaluation, funding basics).
139. to understand students’ legal rights related to access, disability, language, and nondiscrimination.
140. to follow laws and policies related to privacy (FERPA), mandated reporting, and assessment security.
141. to read district and school policies critically and ask clarifying questions when needed.
142. to advocate for individual students (services, accommodations, schedule changes) through established processes.
143. to use evidence (data, student work, case examples) when advocating for instructional or program changes.
144. to participate constructively in union/association or faculty governance when applicable.
145. to communicate with policymakers, board members, or community groups in a professional, evidence‑based way when opportunities arise.
146. to help students understand their own rights and responsibilities in school in age‑appropriate ways.
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147. to design performance assessments and project‑based tasks with clear success criteria.
148. to align rubrics tightly to learning targets and share them with students in advance.
149. to distinguish between grading for compliance (completion) and grading for mastery (learning).
150. to experiment with standards‑based or competency‑based grading where appropriate.
151. to separate academic achievement from behavior/effort in reporting when possible.
152. to conference with students about their progress and co‑create next‑step goals.
153. to use technology to track and visualize student progress over time.
154. to calibrate scoring with colleagues to improve consistency and fairness.
155. to invite student self‑reflection on assessments (what worked, what I’d do differently).
156. to revise assessment systems when data show unintended negative effects (e.g., demotivation, inequity).