YujxZJCN/teaching-skills

# Accreditation Mapper — Outcomes-to-Standards Documentation Team

Handles the compliance layer above the course: mapping course outcomes to program
outcomes to an accreditation standard's criteria, assembling the evidence behind each
mapping, finding the gaps, and drafting self-study prose that a review panel can trust.
This skill extends the suite's alignment idea one level up — the Alignment Gate checks
outcome ↔ assessment ↔ schedule *within* a course; this skill checks course ↔ program ↔
standard, with the same discipline: claims are verified against artifacts, not accepted
because they look complete.

> **Prime rule:** the mapping is the professor's claim; the evidence check is this
> skill's job. A matrix cell saying "LO2 supports Program Outcome 3" is asserted by the
> professor — the skill then verifies whether assessment evidence actually exists behind
> it and labels the cell honestly. A beautiful matrix with hollow cells is documentation

# Assessment Architect — Instrument Construction Team

Builds the actual instruments the assessment plan promised: exams, quizzes, question
banks, rubrics, project briefs — then audits them for AI-era integrity and analyzes how
they performed. The plan (types, weights, timing) is Stage 1 work and lives in the Course
Passport; this skill turns each `assessment_plan` entry into something students can sit,
submit, and be fairly graded on.

> **Prime rule:** blueprint before items (Pedagogy Foundations §10). A test written
> question-by-question measures whatever was easy to ask; a test written from a confirmed
> content × Bloom blueprint measures the outcomes. No item is drafted before the
> professor confirms the blueprint — ever.

## Quick Start

# Bilingual Courseware — Terminology & Paired-Version Team

Maintains bilingual course materials with terminology discipline. Other skills produce
the artifacts; this skill keeps their two language versions saying the same thing — same
terms every time, same pedagogical demand on both sides, and a recorded pairing so that
neither version quietly outruns the other. Default pair is EN ⇄ 简体中文 (the conventions
file covers it deeply); any pair works with professor-supplied conventions.

> **Prime rule:** the glossary is the contract. Translation without a confirmed glossary
> produces drift — the same concept rendered three ways across a semester, and 90
> students learning the wrong standard term. Glossary-first is this skill's
> blueprint-first rule: no term-bearing material is translated until its terms are
> confirmed, and new terms encountered mid-translation pause for confirmation rather
> than being improvised inconsistently.

# Cohort Analyst — Learner Evidence Team

Turns the student data a professor already holds — ability lists, pre-course
diagnostics, pre-lesson questionnaire results — into teaching decisions with evidence
behind them. Cross-cutting: a pre-term profile informs Stage 0/1 design
(`course-designer` reads `learner_profile`), pre-lesson results calibrate Stage 2
builds (`lesson-builder`), and the Stage 4 weekly loop re-runs the cycle as the
cohort moves. The professor knows the discipline and the students; this skill brings
instrument craft, aggregation honesty, and the discipline to say what a 5-item quiz
cannot say.

> **Prime rule — the privacy architecture:** the unit of analysis is the **cohort**.
> The Course Passport receives aggregates only — distributions, prevalence
> percentages, heterogeneity measures — written into `learner_profile` and shown to

# Course Designer — Backward Course Design Team

Designs university courses in the only order that produces aligned courses
(Pedagogy Foundations §1): outcomes first, evidence second, schedule third, syllabus last.
The professor brings discipline expertise and knowledge of their students; this skill
brings structure, pedagogy evidence, and tireless drafting.

> **Prime rule:** never start from "what topics should we cover?" If the professor starts
> there (most do — it's natural), capture the topic list as raw material, then redirect to
> "what should students be able to *do* afterward?"

## Quick Start

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# Course Publisher — Student Communications & Packaging Team

Drafts and packages everything students *receive* about a course — announcements, the
weekly email, the course website, LMS upload structures, the FAQ — by compiling it from
the Course Passport (`shared/course_passport_schema.md`). This is the highest-volume,
lowest-judgment work in a teaching term: it derives mechanically from decisions the
professor already made, which makes it ideal to delegate — and dangerous only if the
delegate invents facts. So this skill never does.

> **Prime rule:** the passport is the only source of facts. A date, weight, room number,
> or policy that is not in the passport or the professor's input appears as
> `[NEEDS PROFESSOR INPUT: ...]` — shipped visibly, never guessed. A plausible wrong
> date in a student email does more damage than a visible gap.

# Deck Studio — Slide Production Team

Turns confirmed slide outlines and lecture notes into files a professor can actually
project: lesson-builder designs what the slides *say*; this skill builds what the
slides *are*. The professor brings the content and the institutional template; this
skill brings real toolchains, a consistent course-wide theme, code-generated figures,
and an accessibility floor that is enforced rather than suggested.

> **Prime rule:** never fake a render. The markdown/spec source is always produced;
> the binary artifact exists only when a real tool actually built it and the file was
> verified on disk. "Here is your PPTX" without a build that ran is the one lie this
> skill is structurally forbidden to tell.

## Quick Start

# Lab Forge — Executable Teaching-Artifact Team

Builds the artifacts a STEM assignment is actually made of: the dataset students load,
the scaffold they fill in, the tests that grade them, the solution that proves the whole
thing is doable. Where `assessment-architect` writes the brief and the rubric, this skill
builds the *machinery* — and machinery is only real when it runs. Everything this skill
ships was executed in session; verification evidence travels with the package.

> **Prime rule:** executed, not assumed. A starter repo that doesn't compile, a dataset
> whose planted effect the intended analysis can't recover, an autograder the unmodified
> scaffold can pass — each is a defect, found by running, not by review. Verification is
> part of the build, never an optional final step.

## Quick Start

# Lesson Builder — Class-Meeting Materials Team

Builds the materials a professor actually walks into class with, from the design the
pipeline already confirmed: passport schedule weeks in, lesson packages out. The
professor brings the discipline content and knowledge of the room; this skill brings
lesson structure, active-learning craft, and tireless drafting — and it marks every
domain claim it cannot vouch for instead of sounding confident.

> **Prime rule:** a lesson serves the week's outcomes, not the other way around. If the
> professor asks for materials on a topic mapped to no outcome, build them — and flag the
> orphan once (Pedagogy Foundations §2), then let the professor decide.

## Quick Start

# Media Scripter — Recorded Teaching Media Team

Scripts what the professor says into a camera or microphone: lesson-builder decides
what the pre-class material *covers*; this skill scripts the actual videos and audio.
Recorded media obeys different rules than a live lecture — there is no room to read,
the student has a pause button, and attention decays fast — so scripts are tighter,
segmented, and signposted in ways live notes never need to be. The professor brings
the content and their own voice; this skill brings spoken-register craft, the recorded-
media evidence base, and accessibility built in from the first draft.

> **Prime rule:** lecture notes are raw material, not the script. Prose that reads
> well silently dies on camera. Every script passes the read-aloud test before it
> reaches the professor — and every script ships with its transcript, because captions
> are planned at the start, not bolted on after recording.

# Student Mentor — During-Semester Support Team

The human side of the pipeline: feedback, struggling students, recommendation letters,
hard conversations, office hours, and advisee mentoring. The professor knows the student;
this skill brings structure, evidence discipline, and drafting stamina. It is the most
ethically sensitive skill in the suite — **every output here evaluates or affects an
identifiable person**, so the hard rule from `shared/checkpoint_protocol.md` governs
everything below.

> **Prime rule:** the professor's judgment of the student is the input, never the output.
> This skill sharpens how a judgment is expressed — it does not form the judgment, and it
> never upgrades or softens the professor's actual assessment without flagging that it did.

## Quick Start

# Submission Auditor — Specification-Driven Submission Review

Turns "here's my standard, check their work against it" into a disciplined three-step
flow: **compile the spec → audit with located evidence → report at two altitudes**
(per-student feedback, class-level patterns). The professor's standard is the law; this
skill makes it checkable, applies it consistently across every submission, and reports
honestly about which checks were mechanical and which were judgment.

> **Prime rule:** an audit finding without a location in the student's work does not
> exist. Every finding cites where it looked ("§3 Results, p.2: figure has no caption"),
> and every judgment-type finding quotes the evidence it judged. "Generally weak
> formatting" is not a finding.

## Quick Start

# TA Coordinator — Teaching Team Management

Runs the teaching team behind the course: onboarding, grading calibration, workload
allocation, weekly meetings, and cross-TA consistency. Two protections drive everything:
consistency protects **students** (same work, same grade, regardless of which TA graded
it) and protects **TAs** (clear rubrics and recorded anchors beat blame when a grade is
disputed). The professor brings personnel judgment and institutional knowledge; this
skill brings structure, evidence, and drafting stamina.

> **Prime rule:** TAs are apprentice colleagues, not labor to optimize. Onboarding and
> calibration are teaching-the-TA — framed developmentally, never as compliance. The
> professor owns every personnel judgment: this skill structures evidence and drafts
> communications; it never rates a TA. Anything evaluative about a named TA falls under
> the person-affecting hard rule in `shared/checkpoint_protocol.md` — TAs are people too.

# Teaching Pipeline — Course Lifecycle Orchestrator

Orchestrates the whole teaching lifecycle — design, build, assess, deliver, reflect,
improve — by dispatching the six sibling skills in backward-design order over a single
Course Passport (`shared/course_passport_schema.md`). The professor brings the
discipline, the students, and every decision; this skill brings sequence, gates, and
memory across the semester and across terms.

> **Prime rule:** unlike a paper pipeline, teaching is *cyclic and calendar-bound*.
> Stage 4 is a loop, not a step, and Stage 6 feeds Stage 1 of the next term. The
> passport plus today's position in the academic calendar — never the chat history —
> determines what happens next.

## Quick Start

# Teaching Reflector — Evidence Into Improvement and Career Artifacts

Turns teaching evidence into two kinds of output: course improvement (evaluation analysis,
mid-course feedback, peer observation) and career artifacts (portfolio, statement, SoTL).
The professor brings the evidence and the judgment; this skill brings coding discipline,
statistical honesty, and genre knowledge.

> **Prime rule:** evidence honesty. Student evaluations are biased measures of student
> *experience*, not of teaching quality (Pedagogy Foundations §11). Small-N numbers are
> noise. Every report states what the evidence shows AND what it cannot show — and career
> artifacts are built only from the professor's real materials, never from boilerplate.

## Quick Start