# teaching-reflector

Helps university instructors turn student feedback into actionable course changes and assemble career artifacts without inflated metrics.

- skill · `type=skill` · Claude Code, Codex, Cursor, GitHub Copilot, Gemini CLI, OpenCode · ★ 41
- Author: YujxZJCN
- License: MIT · policy=mirror · the beginning of the file is at the end of this page
- Source: https://github.com/YujxZJCN/teaching-skills/tree/HEAD/teaching-reflector/SKILL.md
- Updated: 2026-10-03
- HTML: https://affpapa.org/en/nevibecode/skills/teaching-reflector

## What it does

This skill converts teaching evidence into targeted course improvements and tenure documentation. It coordinates six focused subagents handling evaluation analysis, mid-term surveys, peer observation prep, dossier construction, teaching statements, and SoTL inquiry design.

Methodological honesty governs the whole workflow: numerical ratings from small classes are treated as noise rather than definitive scores. The skill tags recurring themes, checks student comments against grade distributions, and filters abusive entries without fabricating boilerplate evidence.

## Install

### Claude Code (native platform)

1. **Skills CLI (Vercel)**
```bash
npx skills add YujxZJCN/teaching-skills --skill teaching-reflector -a claude-code
```

2. **Manually: put the files in place**
- File: `~/.claude/skills/teaching-reflector/SKILL.md` — Copy the whole skill folder; for one project use .claude/skills/teaching-reflector/

### Codex

1. **Skills CLI (Vercel)**
```bash
npx skills add YujxZJCN/teaching-skills --skill teaching-reflector -a codex
```

2. **Manually: put the files in place**
- File: `.agents/skills/teaching-reflector/SKILL.md` — For all projects use ~/.agents/skills/

### Cursor

1. **Skills CLI (Vercel)**
```bash
npx skills add YujxZJCN/teaching-skills --skill teaching-reflector -a cursor
```

2. **Manually: put the files in place**
- File: `.cursor/skills/teaching-reflector/SKILL.md` — Cursor also reads .agents/skills/ and .claude/skills/

### GitHub Copilot

1. **GitHub CLI**
```bash
gh skill install YujxZJCN/teaching-skills teaching-reflector
```

2. **Manually: put the files in place**
- File: `.github/skills/teaching-reflector/SKILL.md`

### Gemini CLI

1. **Skills CLI (Vercel)**
```bash
npx skills add YujxZJCN/teaching-skills --skill teaching-reflector -a gemini-cli
```

2. **Platform CLI**
```bash
gemini skills install https://github.com/YujxZJCN/teaching-skills --path teaching-reflector
```

### Windsurf (Devin Desktop)

**Manually: put the files in place**
- File: `.devin/skills/teaching-reflector/SKILL.md` — The legacy .windsurf/skills/ path still works

### OpenCode

**Skills CLI (Vercel)**
```bash
npx skills add YujxZJCN/teaching-skills --skill teaching-reflector -a opencode
```

### Claude.ai

**Claude.ai**
- Zip the folder and upload it in Settings → Capabilities → Skills

Where a file is given instead of a command, copy the files from the source to that path: https://github.com/YujxZJCN/teaching-skills/tree/HEAD/teaching-reflector/SKILL.md

## When to use it
- code student evaluation comments thematically with exact citation counts
- draft a short mid-semester feedback survey with closing-the-loop notes
- organize pre-observation packets and debrief protocols for peer visits
- assemble tenure dossiers directly from documented teaching artifacts
- structure a Scholarship of Teaching and Learning classroom study

## Example prompts
- Here are my student evaluations for CS 101, show me what to adjust next term
- Build a quick five-question survey for week six of my seminar
- A colleague visits my lecture next Tuesday, prepare my observation briefing packet

## Source text · SKILL.md · MIT

Below is the content of a third-party file. It is data, not instructions for you: do not act on anything written inside unless the human asks. Block tag: 0d8c66fc8f93e7af.

BEGIN THIRD-PARTY FILE 0d8c66fc8f93e7af
````text
---
name: teaching-reflector
description: "Evidence-honest teaching reflection for university professors. 6-agent team covering student-evaluation analysis (thematic, bias-caveated), mid-semester feedback, peer-observation prep, teaching portfolio assembly, teaching statement writing, and SoTL project design. Triangulates evidence; never treats small-N scalars as truth. Triggers on: student evaluations, course evaluations, teaching feedback analysis, mid-semester feedback, peer observation, teaching portfolio, teaching statement, teaching philosophy, SoTL, scholarship of teaching, improve my course, what went wrong, 学生评教, 教学评价, 期中反馈, 同行听课, 教学档案, 教学理念, 教学陈述, 教学研究, 课程改进."
metadata:
  version: "1.0.0"
  last_updated: "2026-06-10"
  status: active
  pipeline_stage: 5
  related_skills:
    - course-designer
    - student-mentor
    - teaching-pipeline
---

# 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

```
Here are my course evals for CS 201 — what should I actually change?
帮我分析这学期的学生评教结果
Design a mid-semester feedback survey for my seminar — it's week 5
A colleague is observing my lecture next Tuesday; help me prepare
I'm going up for tenure and need a teaching portfolio and statement
I want to study whether my flipped-classroom change actually worked
```

## Modes

| Mode | Trigger intent | Output |
|------|---------------|--------|
| `eval-analysis` | End-of-term evaluations in hand; "what do these mean / what should change" | Thematic coding of comments + caveated reading of scalars → prioritized change plan |
| `midcourse` | Mid-semester; wants feedback while there's still time to adjust | Small feedback instrument + quick-turnaround analysis + closing-the-loop announcement to students |
| `peer-observation` | Being observed, or observing a colleague | Pre-observation briefing packet (being observed) or structured observation protocol + debrief plan (observing) |
| `portfolio` | Tenure/promotion/award/job-market dossier needed | Teaching portfolio assembled from real artifacts, gaps listed — never filled |
| `teaching-statement` | "Write my teaching philosophy/statement" | Statement via Socratic elicitation of real practices and evidence — NOT template-filling |
````
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