In the past two weeks I’ve seen 7 postings (LinkedIn and TESOL Career Center) explicitly ask for “AI-assisted lesson design” plus project-based assessment chops for hybrid roles. For those hiring, is this truly about deeper learner engagement — e.g., using genAI to scaffold interactions and feedback loops — or just a new screening line, and how are you verifying candidates can turn prompts into interactive tasks instead of prettier worksheets?
I’ve had two interviews this month where they verified “AI-assisted lesson design” with a 30‑minute task: build a role‑play speaking activity using genAI to generate prompts and a rubric that auto‑comments in Docs, then walk through your ‘prompt chain’ and guardrails (I share this guide: https://openai.com/education). It’s a good signal because you can see if candidates iterate, test inputs, and align outputs to CEFR, not just sprinkle AI dust. Small caveat: I still ask about data privacy settings and what they’ll do when the model hallucinates, since that shows classroom judgment.
Quick example: last week from a LinkedIn lead, we had candidates adapt a project‑based task for B1 learners using a free model and narrate the “prompt → draft → feedback” loop live in 15 minutes, plus a 2‑minute note on privacy/bias. , a lot of “AI-assisted lesson design” in postings is screening fluff, so we score pedagogy‑first (rubric + learner evidence) and treat the AI bit as scaffolding; this overview helped: https://www.teachingenglish.org.uk/article/artificial-intelligence-english-language-teaching. Are others weighting the assessment artifact more than prompt craft, @OP?
We now require a live CEFR-aligned redesign; bonus for anonymization — otherwise, it’s screening fluff. @OP https://www.coe.int/en/web/common-european-framework-reference.