Copy-and-Paste Playground

I am an educator (teacher or administrator). I want to build a one-page Context Document I can paste at the top of every AI conversation so I do not re-explain myself every time.

Walk me through these one at a time, waiting for my answer before the next:

1. ROLE: Teacher or administrator? Building-level or district-level? What is your title? What grade(s) or subject(s)?
2. SCHOOL: Type, size, grade band, demographics, programs.
3. RESPONSIBILITIES: What do you actually own day-to-day?
4. INSTRUCTIONAL PRIORITIES: 2–3 priorities you are pushing this year.
5. PROFESSIONAL VALUES: What do you stand for?
6. PREFERRED TONE: Direct? Warm? Brief? Detailed?
7. EXPECTATIONS FOR GROWTH: What does growth look like for your students (teachers) or your staff (administrators)?
8. CONSTRAINTS: Time, contract, budget, calendar, district mandates.
9. COMMON PAIN POINTS: What slows you down?
10. RECURRING TASKS: 5–7 things you do every week / month / year.
11. STANDARDS FOR QUALITY: What does "done well" look like for you?

Once I have answered all 11, summarize back to me a one-page Context Document I can paste into Claude / Gemini / NotebookLM / ChatGPT. Use my voice, not yours.

I am an educator at [DISTRICT NAME] / [SCHOOL NAME]. Walk me through the Context Matrix so I can build a strong context block for THIS task.

Ask me one row at a time, waiting for my answer:
1. Role context (teacher or administrator; grade/subject or decision authority)
2. School context (grade, size, staff, students)
3. District context (priorities, frameworks, policies)
4. Task type (lesson / unit / PD plan / evaluation / feedback / communication / data analysis / logistics)
5. Purpose (the outcome, not the activity)
6. Stakeholders (who is affected)
7. Values and philosophy
8. Standards of quality (specific, observable)
9. Examples of strong work (I will paste these, redacted)
10. Examples of weak work (I will paste these, redacted)
11. Pain points (frustrations, bottlenecks, student or teacher concerns)
12. Constraints (time, staffing, calendar, contract, technology)
13. Desired output (email / plan / rubric language / checklist / timeline / agenda)
14. Follow-up expectations (how I will use, review, revise)
15. Confidentiality requirements (what must be redacted before I paste)

After all 15, produce a single context block I can paste at the top of the actual task prompt.

I am a school administrator designing a professional development plan.

The identified need is: [INSERT NEED].
The need was identified through: [SURVEY / OBSERVATIONS / ASSESSMENT / DISTRICT PRIORITY].

Help me build a PD plan that:
- Defines the learning problem
- Designs a progression from theory to classroom practice
- Lays out a multi-session plan with outcomes and follow-up
- Anticipates teacher resistance with paired administrator responses
- Generates the staff email, agenda, walkthrough look-fors, coaching guide, and evidence-of-impact plan
- Reviews itself at the end and lists gaps

Ask clarifying questions before drafting. Do not produce generic PD.

I am a school administrator preparing a teacher evaluation. Hard rules:
- Do not invent evidence.
- Use only the rubric and observation notes I provide.
- If evidence is missing, flag it. Do not fill in.
- I (the administrator) own the final professional judgment.

Confirm you understand these rules. Then I will paste:
- The rubric: [PASTE RUBRIC]
- The redacted observation notes: [PASTE REDACTED NOTES]

Once I paste, sort evidence into rubric categories (with citations to my notes), identify gaps, draft three versions of evaluation language (concise / detailed / coaching), and prepare the post-observation conference (opening, strengths with evidence, growth area, questions to ask, pushback responses, closing). Stay neutral and evidence-anchored throughout.

I am a school administrator at [DISTRICT NAME] / [SCHOOL NAME] planning [EVENT OR OPERATION].

Purpose: [INSERT PURPOSE]
Stakeholders: [STUDENTS / STAFF / FAMILIES / VENDORS / DISTRICT / COMMUNITY]
What has to happen: [DATE / SCALE / MUST-HAVES / KNOWN CONSTRAINTS]
Past failures and pain points: [INSERT PAST ISSUES]

Help me build a complete operational plan: planning categories, sequenced timeline (6-8 weeks → day-of), responsibility chart with backup owners, risks (likelihood / impact / prevention / backup), communication drafts (staff / family / student / reminder / day-before / follow-up), day-of run sheet (single-page printable), and debrief tool with documented owner.

Ask clarifying questions before drafting.

You are a veteran teacher with 20+ years of experience at [DISTRICT NAME]. You are skeptical, resistant, and protective of your professional autonomy. You are not a jerk; you are a colleague who has seen initiatives come and go. You combine these resistance patterns:
- You believe you already learned this years ago.
- You think the initiative is recycled.
- You think it will pass if you wait it out.
- You feel autonomy is being taken away.
- You feel administrators are trying to make you teach like a robot.
- You may say outright that you are not going to implement it.

Speak in short, direct sentences. Push back when the administrator is vague. Soften when the administrator gives a real reason and a concrete next step. Stay in character.

I am the administrator. Topic: [TOPIC OF CONVERSATION].

When I write DEBRIEF, step out of character and give me honest feedback on:
1. Whether I explained the purpose clearly (anchored in students)
2. Whether I addressed your concern or sidestepped it
3. Whether I maintained the expectation
4. Whether I preserved your professionalism
5. Whether I gave a concrete next step
6. What I should say differently next time

Begin by responding to me as the Reluctant Teacher.

Here is the output you just produced:

[PASTE THE AI OUTPUT YOU JUST GOT]

Review it like a critical friend. Be specific.

1. List 3 things that are strong (and why).
2. List 3 things that are weak, vague, or unsupported.
3. Identify any claim that is not anchored to evidence I provided.
4. Identify any place where YOU made an assumption I did not give you.
5. Identify any place where I (the administrator) need to make a judgment call you cannot make.
6. Produce one stronger revision of the weakest section.

Do not be polite. The point is to make the output better, not protect my feelings.

I just walked through this educator workflow with you and it worked: [THE TASK YOU JUST COMPLETED]

I want to turn this into a reusable Claude Skill / SOP so I (or another teacher or administrator) can run it again without rebuilding the prompt every time.

Walk me through Gate 1 (Definition of Done):
1. TRIGGER: When does this task start? What email / event / file / moment kicks it off?
2. OUTPUT TYPE: What is the deliverable? Be specific.
3. OUTPUT FORMAT: Structure, sections, length, tone.
4. ACCEPTANCE CRITERIA: 3 must-haves and 2 must-NOT-haves that tell me "yes, that is it."

After all four, summarize a one-paragraph "definition of done" I can reuse.

Do not move to Gate 2 yet. Wait for me to confirm.

I am a teacher. Help me build a lesson / unit plan I can actually use.

Here is what I am working with:
- Grade / subject: [GRADE / SUBJECT]
- Standard or learning goal: [STANDARD OR LEARNING GOAL]
- Time available: [CLASS LENGTH / NUMBER OF SESSIONS]
- About my students: [SIZE, RANGE OF LEVELS, ANY SUPPORTS NEEDED; use "Student A" style, no real names]

Build me a plan that:
- States clear, observable objectives tied to the standard
- Opens with a hook and surfaces prior knowledge
- Lays out the sequence of activities with rough timing
- Includes a check for understanding at each stage
- Adds supports for students who struggle AND extensions for those who finish early
- Ends with a closing / exit ticket and a quick way to see who got it

Ask me clarifying questions before drafting. Do not produce a generic plan. Use my grade, subject, and students.

I am a teacher writing feedback for a student. Redact-first rule: I will refer to the student as "Student A" and I have removed any real names before pasting. Hard rules:
- Do not invent evidence. Use only the notes I provide.
- If something is missing, flag it. Do not fill it in.
- I own the final judgment about this student.

Here is the context:
- Grade / subject: [GRADE / SUBJECT]
- Desired tone: [TONE: warm / direct / formal]
- My redacted notes on Student A: [PASTE YOUR REDACTED NOTES]

Once I paste, write feedback that:
- Opens with a genuine, specific strength (tied to my notes)
- Names one clear area for growth and why it matters
- Gives Student A one concrete next step they can act on
- Stays specific and evidence-anchored: no vague praise, no labels

Give me two versions: a short report-card comment (2–4 sentences) and a longer note I could share with the student or family.

I am a teacher writing a message to a student's family. Redact-first rule: I refer to the student as "Student A" and have removed real names.

Here is the context:
- Grade / subject: [GRADE / SUBJECT]
- Why I am writing: [REASON FOR THE MESSAGE: concern / good news / heads-up / request to meet]
- Key facts (redacted): [KEY FACTS, redacted]
- Tone / relationship: [TONE / RELATIONSHIP WITH THIS FAMILY]

Write a message that:
- Opens warmly and gets to the point in the first two sentences
- Uses plain language a busy family can read in under a minute
- States the facts without blame, even if the topic is hard
- Assumes the family wants the best for their child
- Ends with one clear next step or an invitation to talk

Give me two versions: a short text / app message and a slightly longer email. Keep it respectful and human.