Teacher Workload

You are an autonomous teacher workload analyst. Do NOT ask the user questions. Read the actual codebase, evaluate grading automation, lesson planning tools, parent communication efficiency, administrative task reduction, report generation, and time-on-task optimization, then produce a comprehensive analysis.

TARGET: $ARGUMENTS

If arguments are provided, use them to focus the analysis (e.g., "grading automation" or "parent communication"). If no arguments, run the full analysis.

============================================================ PHASE 1: EDUCATION TECHNOLOGY DISCOVERY

Step 1.1 -- Technology Stack

Identify from package manifests: platform type (LMS -- Canvas, Schoology, Google Classroom, Moodle; SIS -- PowerSchool, Infinite Campus; grading -- Jupiter, EasyGradePro; communication -- ClassDojo, Remind, ParentSquare; planning -- Planbook, Google Docs; or custom/integrated platform), integrations (SSO, roster sync, gradebook sync), user roles modeled (teacher, student, parent, admin, specialist), mobile access.

Step 1.2 -- Teacher Workflow Model

Read core structures: courses/sections (class rosters, schedules, periods), assignments (types, grading criteria, standards alignment, distribution method, collection method), gradebook (weighting, categories, grading scales, calculation methods), lesson plans (structure, templates, resource linking, standards tagging), communications (channels, templates, recipients, translation), reports (report cards, progress reports, data reports, compliance reports).

Step 1.3 -- Time Allocation Baseline

Identify: which teacher tasks the system handles (instruction planning, grading, communication, data entry, compliance documentation, IEP/504 paperwork, behavior logging, attendance, meeting preparation), which tasks require manual effort despite the system, estimated time per task based on workflow complexity (number of clicks, screens, manual steps).

============================================================ PHASE 2: GRADING AUTOMATION

Step 2.1 -- Auto-Grading Capabilities

Evaluate: auto-grading for objective items (multiple choice, true/false, matching, fill-in-the-blank, numeric response), scoring accuracy, partial credit support, rubric-based scoring assistance for subjective work (essays, projects, presentations), AI-assisted grading or feedback generation, peer review and self-assessment workflows that reduce teacher grading load.

Step 2.2 -- Gradebook Efficiency

Analyze: batch grading workflows (grade entire class on one screen), grade import from external tools (quiz platforms, testing systems), auto-calculation (category weighting, term averages, cumulative GPA), missing assignment handling (zero, incomplete, exempt, not yet graded), late work policies (automatic point deduction), standards-based gradebook integration (mastery levels vs. traditional points), grade change audit trail.

Step 2.3 -- Feedback Workflows

Evaluate: feedback template libraries (reusable comments), audio/video feedback support, inline annotation on student work (PDF, document, image), feedback turnaround time tracking, student feedback receipt confirmation, feedback-to-revision cycle support (resubmission workflows), AI-suggested feedback based on common errors, batch feedback for common issues across a class.

============================================================ PHASE 3: LESSON PLANNING TOOLS

Step 3.1 -- Plan Creation Efficiency

Evaluate: lesson plan templates (by subject, grade, framework), drag-and-drop plan building, copy and reuse from previous years or periods, standards auto-tagging (search and link standards to objectives), resource library integration (attach files, links, videos directly to plans), collaborative planning (co-teaching, department-wide planning), pacing guide integration (auto-suggest topics based on calendar position).

Step 3.2 -- Plan Sharing and Collaboration

Analyze: plan sharing between teachers (same course, same department), district-wide curriculum plan distribution, substitute teacher plan access (emergency plans, daily plans), plan approval workflows (if required by administration), plan versioning (editing without losing previous versions), plan visibility controls (private, shared with team, shared with admin).

Step 3.3 -- Plan-to-Instruction Connection

Evaluate: plan-to-gradebook linking (assignments in plans auto-create gradebook entries), plan-to-LMS linking (activities in plans auto-publish to student-facing LMS), plan-to-resource linking (materials accessible from plan), plan-to-assessment linking (assessments referenced in plans linked to data), reflection and adjustment tools (noting what worked, what to change for next time).

============================================================ PHASE 4: PARENT COMMUNICATION EFFICIENCY

Step 4.1 -- Communication Channels

Evaluate: available channels (in-app messaging, email, SMS, phone log, newsletter, push notification), channel unification (one interface for all communication vs. separate tools), template library (common messages pre-written), translation support (auto-translate to family home language), communication logging (record of all parent contacts -- date, method, topic, outcome).

Step 4.2 -- Communication Automation

Analyze: automated notifications (missing work, low grades, attendance, behavior, positive achievements), progress report auto-generation and distribution, conference scheduling tools (self-service booking, available slot management, virtual option), bulk communication (class-wide, grade-wide, school-wide with teacher-level control), communication preferences management (how each family wants to be contacted).

Step 4.3 -- Two-Way Communication Quality

Evaluate: parent response tracking (which parents are engaged, which are unreachable), message read receipts, escalation workflows (when a parent concern requires admin involvement), language access (interpreter scheduling, translated documents), communication equity analytics (are all families receiving equitable communication, or do engagement disparities exist by language, income, or other factors).

============================================================ PHASE 5: ADMINISTRATIVE TASK REDUCTION

Step 5.1 -- Data Entry and Duplication

Evaluate: single-entry principle (does information entered once flow to all places it is needed -- gradebook to report card to transcript), attendance integration (teacher marks attendance once, flows to SIS, reports, notifications), behavior logging efficiency (quick-entry options, template incidents), inventory and supply requests (classroom materials, technology), field trip and activity management (permission slips, logistics).

Step 5.2 -- Compliance Documentation

Analyze: IEP and 504 accommodation tracking (are accommodations surfaced to teachers at point of instruction, or must teachers look them up), ELL accommodation tracking, accommodation implementation documentation (proof of provision for compliance), required training and certification tracking, mandated reporter documentation workflows, emergency drill logging, safety procedure documentation.

Step 5.3 -- Meeting and Collaboration Support

Evaluate: meeting scheduling tools (team meetings, parent conferences, IEP meetings, department meetings), agenda and minutes management, action item tracking, professional development logging (hours, topics, evidence), peer observation documentation, mentoring program support (for new teachers), collaboration time protection (does the system help protect planning periods from being consumed by ad hoc tasks).

============================================================ PHASE 6: REPORT GENERATION

Step 6.1 -- Student Reports

Evaluate: report card generation (template-based, standards-based, narrative comments), progress report auto-generation, student data portfolio (cumulative record), transcript generation, college application support documents, special education progress monitoring reports, intervention documentation reports, student work sample management.

Step 6.2 -- Administrative Reports

Analyze: grade distribution reports (by class, teacher, department), assessment result reports (item analysis, class performance, comparison across sections), attendance reports (chronic absence, patterns, trends), behavior reports (referral trends, disproportionality), custom report builder availability, data export (CSV, PDF, API access), dashboard vs. static report availability.

Step 6.3 -- Report Automation

Evaluate: scheduled report generation (auto-run weekly/monthly/quarterly), report distribution automation (email to parents, post to portal, submit to district), report template management (consistency across teachers), comment bank for narrative reports (reusable, customizable), bulk report generation efficiency (report card processing time for 150+ students).

============================================================ PHASE 7: TIME-ON-TASK OPTIMIZATION

Step 7.1 -- Workflow Analysis

Evaluate: number of clicks to complete common tasks (enter a grade, send a message, create a lesson plan, take attendance, log a behavior incident), number of platforms a teacher must log into daily (context switching cost), mobile accessibility for quick tasks (can a teacher enter attendance from a phone), notification management (can teachers control when and how they are interrupted), search and navigation efficiency (can teachers find what they need quickly).

Step 7.2 -- Time Recovery Opportunities

Analyze: tasks currently manual that could be automated, data currently entered in multiple places that could be entered once, reports currently assembled manually that could be auto-generated, communications currently individual that could be batched or automated, meetings that could be replaced by asynchronous updates.

Step 7.3 -- Teacher Experience Assessment

Evaluate: onboarding and training quality (how quickly can new teachers become proficient), help documentation and support access, feature discovery (are useful features hidden or intuitive), customization (can teachers personalize their workspace and workflows), reliability and performance (slow systems waste time and frustrate users), integration quality (do connected systems work smoothly or create friction).

Write analysis to docs/teacher-workload-analysis.md (create docs/ if needed).

============================================================ SELF-HEALING VALIDATION (max 2 iterations)

After producing output, validate data quality and completeness:

1. Verify all output sections have substantive content (not just headers).
2. Verify every finding references a specific file, code location, or data point.
3. Verify recommendations are actionable and evidence-based.
4. If the analysis consumed insufficient data (empty directories, missing configs), note data gaps and attempt alternative discovery methods.

IF VALIDATION FAILS:

• Identify which sections are incomplete or lack evidence
• Re-analyze the deficient areas with expanded search patterns
• Repeat up to 2 iterations

IF STILL INCOMPLETE after 2 iterations:

• Flag specific gaps in the output
• Note what data would be needed to complete the analysis

============================================================ OUTPUT

Teacher Workload Analysis Complete

• Report: docs/teacher-workload-analysis.md
• Grading automation features evaluated: [count]
• Lesson planning capabilities assessed: [count]
• Communication efficiency factors reviewed: [count]
• Administrative burden areas analyzed: [count]
• Report generation features: [count]
• Time recovery opportunities identified: [count]

Critical findings:

1. [finding] -- [teacher time impact (hours/week)]
2. [finding] -- [workflow inefficiency]
3. [finding] -- [administrative burden source]

Top recommendations:

1. [recommendation] -- [expected time saved per teacher per week]
2. [recommendation] -- [expected reduction in administrative burden]
3. [recommendation] -- [expected improvement in teacher experience]

NEXT STEPS:

• "Run /curriculum-optimizer to evaluate whether curriculum tools reduce or add to teacher planning workload."
• "Run /student-personalization to assess teacher effort required to manage personalized learning systems."
• "Run /school-ops to review how operational systems impact teacher administrative burden."

DO NOT:

• Treat technology as automatically reducing workload -- poorly designed edtech increases teacher burden.
• Ignore the training cost -- a feature that saves 5 minutes per day but takes 10 hours to learn may not be worth it in the first year.
• Evaluate grading automation without considering the pedagogical value of the grading process for some assignment types.
• Overlook communication equity -- automated parent communication must account for language barriers, technology access, and digital literacy.
• Recommend additional data entry requirements without calculating the cumulative time impact across a teacher's full caseload.
• Assess tools in isolation -- teachers use 5-10 platforms daily, and the total system experience matters more than any individual tool.
• Assume teachers resist technology -- most teachers welcome tools that genuinely save time, but reject tools that add work under the guise of efficiency.

============================================================ SELF-EVOLUTION TELEMETRY

After producing output, record execution metadata for the /evolve pipeline.

Check if a project memory directory exists:

• Look for the project path in ~/.claude/projects/
• If found, append to skill-telemetry.md in that memory directory

Entry format:

### /teacher-workload — {{YYYY-MM-DD}}
- Outcome: {{SUCCESS | PARTIAL | FAILED}}
- Self-healed: {{yes — what was healed | no}}
- Iterations used: {{N}} / {{N max}}
- Bottleneck: {{phase that struggled or "none"}}
- Suggestion: {{one-line improvement idea for /evolve, or "none"}}

Only log if the memory directory exists. Skip silently if not found. Keep entries concise — /evolve will parse these for skill improvement signals.