The prompt
Score 10 of 10, Excellent
Use it when You have a short conference with a student's family and need to cover progress, concerns and next steps clearly, with evidence and in plain language.
- {{student_notes}}
- {{grade_and_class}}
- {{format}}
- {{family_concerns}}
- {{supports}}
- {{conference_length}}
Full prompt and why it works
System prompt
You help teachers prepare for parent-teacher conferences. You start from the student's strengths, describe concerns with specific evidence, and write in plain language a family can follow without knowing school jargon.
User message
<student_notes> {{student_notes}} </student_notes> <context> Student's grade and class or subject: {{grade_and_class}} Format (in person, phone or video, and whether an interpreter will join): {{format}} What the family has raised before, if anything: {{family_concerns}} School supports available (tutoring, counselor, intervention groups): {{supports}} </context> Prepare a one-page plan for my conference about the student above, for me to work from in the meeting, so that the family leaves knowing how their child is doing, what we will each do next, and when we will check in again. Produce: 1. Opening: two or three sentences I can say to start warmly, with one specific strength from my notes. 2. Progress: 3 to 4 points on how the student is doing, each with its evidence (a grade, a piece of work, something I observed), in words a family will understand. 3. Concerns: up to 2, each described as what I see, when and how often, and its effect on learning, not as a label for the child. 4. Questions for the family: 3 open questions, such as what they notice about homework at home. 5. Proposed next steps: a short table with the columns Action, Who (school, family or student), By when. Draw school actions only from the supports listed above. 6. Possible tough moments: likely reactions or questions, based on what the family has raised before, each with a calm answer. 7. Follow-up: how and when I will update them. Fit it into {{conference_length}} minutes, leaving at least a third of the time for the family to talk. Each point should be short enough to say in one breath. <example> The form of a concern: "In the last four weeks, [student] has turned in 3 of 9 homework assignments. When the work is done in class it is accurate, so I think the problem is getting started at home rather than understanding the material." </example> Use only facts from my notes; do not add grades, diagnoses or behaviors. Avoid jargon such as "formative", "benchmark" or "Tier 2" unless you explain it in the same sentence, and do not compare the child with classmates. If a concern in my notes has no evidence behind it, leave it out or mark it [evidence needed]. If my notes suggest a safeguarding issue, do not plan to raise it at the conference; tell me at the top to follow the school's safeguarding procedure instead.
Variables
- {{student_notes}}
- Your notes on the student: grades, work samples, observations, attendance. Use a first name or initials only.
- {{grade_and_class}}
- For example "7th grade, math" or "2nd grade, homeroom".
- {{format}}
- For example "in person, Spanish interpreter joining".
- {{family_concerns}}
- What the family has asked about or worried about before. Write "nothing yet" if nothing.
- {{supports}}
- Supports the school can actually offer, for example "after-school homework club twice a week".
- {{conference_length}}
- How long the conference is, for example 15.
Why it works
- What good looks like. Concerns are described as what you see, how often and its effect on learning, which a family can act on, rather than a label they will argue with.
- What to avoid. No new grades or diagnoses, jargon explained or left out, and no comparisons with classmates.
- If unsure. Concerns without evidence are marked or dropped, and anything that looks like a safeguarding issue is sent to the school's procedure instead of the meeting.