[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M71AE7JD1TAHVAJ27H565VQE":3,"skill-same:01M71AE7JD1TAHVAJ27H565VQE":67},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":23,"publishedAt":36,"linkOnly":37,"markdownContent":38,"markdownBody":39,"frontMatter":40,"refName":44,"commitSha":45,"skillDirectory":46,"forksCount":47,"repositoryHtmlUrl":48,"repositoryHomepageUrl":6,"ownerHtmlUrl":49,"ownerBlogUrl":50,"ownerDescription":51,"updatedAt":52,"install":53,"resources":66},"01M71AE7JD1TAHVAJ27H565VQE","secondary-mathematics-education-feedback-complaints",null,"Collect feedback from secondary school students and their parents and handle complaints fairly and visibly.\nTRIGGERS - Use when a secondary mathematics teacher needs a feedback & complaints handling for secondary school students and their parents in a secondary school mathematics department.","lionelsimai\u002Fclaude-skills-collection","lionelsimai","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F260158848?v=4","01M6CHZPS8G9TSB113TT0BBM6E","Lionel ","01M6CHZPXGW2SPE3BHQTGJ0S8J",38,"MIT","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fsecondary-mathematics-education-feedback-complaints\u002FSKILL.md",[18],{"categoryNo":19,"categoryName":20,"taxonomyType":21,"taxonomyTypeDesc":22},"01JBSEEDCAT000000000000039","教师与教育","PROFESSION","适用职业",[24,25,26,27,28,29,30,31,32,33,34,35],"feedback","secondary mathematics education feedback complaints","mathematics","education","for","collect","triggers","students","use","when","teacher","school","2026-11-10 10:12:30",false,"---\nname: secondary-mathematics-education-feedback-complaints\ndescription: |\n  Collect feedback from secondary school students and their parents and handle complaints fairly and visibly.\n  TRIGGERS - Use when a secondary mathematics teacher needs a feedback & complaints handling for secondary school students and their parents in a secondary school mathematics department.\ncategory: Secondary Mathematics Education\nlicense: MIT\nversion: 1.0\n---\n# Feedback & Complaints Handling — Secondary Mathematics Education\n\nCollect feedback from secondary school students and their parents and handle complaints fairly and visibly. The deliverable is a feedback and complaints process with response standards and learning log.\nThis skill is written for a secondary mathematics teacher working with secondary school students and their parents in a secondary school mathematics department.\n\n## When to use\n- You are a secondary mathematics teacher preparing, delivering or reviewing this part of your work in a secondary school mathematics department.\n- You need a defensible, repeatable approach that produces a feedback and complaints process with response standards and learning log.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Scheme of work | the planned sequence of topics across a term or year |\n| Intervention | targeted extra teaching for pupils who are behind |\n| Working mathematically | applying maths to problem solving, not just procedures |\n\n## Workflow\n1. **Step 1** - Invite feedback routinely — not only when things go wrong — and make it easy to give in a secondary school mathematics department\n2. **Step 2** - Acknowledge complaints quickly, thank the person, and explain the process and timeframe honestly\n3. **Step 3** - Investigate from evidence in schemes of work; separate the facts from the feelings, and respect both\n4. **Step 4** - Respond with findings, an apology where warranted, and concrete remedies or explanations\n5. **Step 5** - Log themes and feed them into quality work — repeated complaints about misconceptions unaddressed are an early-warning system, not a nuisance\n\n## Profession-Specific Components\n| Component | Details for Secondary Mathematics Education |\n|-----------|-------------------------------|\n| Core documentation | schemes of work; lesson plans; assessment analyses; intervention records |\n| Core tools & equipment | graphing software; maths platforms; exam board resources; data trackers |\n| People involved | secondary school students and their parents; the secondary mathematics teacher; colleagues and other services in a secondary school mathematics department |\n| Primary record | schemes of work — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in a secondary school mathematics department] | **Objective:** [What this must achieve] | **Audience:** [secondary school students and their parents and other stakeholders]\n\nThe finished output is a feedback and complaints process with response standards and learning log, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in schemes of work.\n2. **Short-term:** Complete the workflow steps and record outcomes against examination results.\n3. **Medium-term:** Review results, close actions, and update local procedures in a secondary school mathematics department.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| examination results | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| progress against targets | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| intervention impact | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| homework completion | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: misconceptions unaddressed.\n- Never let this happen: exam entry errors.\n- Never let this happen: low-attaining pupils overlooked.\n- Work only within the competence and authority of a secondary mathematics teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to a secondary school mathematics department's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA secondary mathematics teacher in a secondary school mathematics department applies this workflow for secondary school students and their parents: they open\nschemes of work, work through the five steps using graphing software, and close by recording\nthe outcome against examination results and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n","# Feedback & Complaints Handling — Secondary Mathematics Education\n\nCollect feedback from secondary school students and their parents and handle complaints fairly and visibly. The deliverable is a feedback and complaints process with response standards and learning log.\nThis skill is written for a secondary mathematics teacher working with secondary school students and their parents in a secondary school mathematics department.\n\n## When to use\n- You are a secondary mathematics teacher preparing, delivering or reviewing this part of your work in a secondary school mathematics department.\n- You need a defensible, repeatable approach that produces a feedback and complaints process with response standards and learning log.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Scheme of work | the planned sequence of topics across a term or year |\n| Intervention | targeted extra teaching for pupils who are behind |\n| Working mathematically | applying maths to problem solving, not just procedures |\n\n## Workflow\n1. **Step 1** - Invite feedback routinely — not only when things go wrong — and make it easy to give in a secondary school mathematics department\n2. **Step 2** - Acknowledge complaints quickly, thank the person, and explain the process and timeframe honestly\n3. **Step 3** - Investigate from evidence in schemes of work; separate the facts from the feelings, and respect both\n4. **Step 4** - Respond with findings, an apology where warranted, and concrete remedies or explanations\n5. **Step 5** - Log themes and feed them into quality work — repeated complaints about misconceptions unaddressed are an early-warning system, not a nuisance\n\n## Profession-Specific Components\n| Component | Details for Secondary Mathematics Education |\n|-----------|-------------------------------|\n| Core documentation | schemes of work; lesson plans; assessment analyses; intervention records |\n| Core tools & equipment | graphing software; maths platforms; exam board resources; data trackers |\n| People involved | secondary school students and their parents; the secondary mathematics teacher; colleagues and other services in a secondary school mathematics department |\n| Primary record | schemes of work — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in a secondary school mathematics department] | **Objective:** [What this must achieve] | **Audience:** [secondary school students and their parents and other stakeholders]\n\nThe finished output is a feedback and complaints process with response standards and learning log, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in schemes of work.\n2. **Short-term:** Complete the workflow steps and record outcomes against examination results.\n3. **Medium-term:** Review results, close actions, and update local procedures in a secondary school mathematics department.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| examination results | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| progress against targets | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| intervention impact | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| homework completion | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: misconceptions unaddressed.\n- Never let this happen: exam entry errors.\n- Never let this happen: low-attaining pupils overlooked.\n- Work only within the competence and authority of a secondary mathematics teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to a secondary school mathematics department's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA secondary mathematics teacher in a secondary school mathematics department applies this workflow for secondary school students and their parents: they open\nschemes of work, work through the five steps using graphing software, and close by recording\nthe outcome against examination results and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n",{"name":5,"license":15,"version":41,"category":42,"description":43},1,"Secondary Mathematics Education","Collect feedback from secondary school students and their parents and handle complaints fairly and visibly.\nTRIGGERS - Use when a secondary mathematics teacher needs a feedback & complaints handling for secondary school students and their parents in a secondary school mathematics department.\n","main","c605eae5729892d78c0b76dfdd58d3533bb26a91","skills\u002Fsecondary-mathematics-education-feedback-complaints",5,"https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection","https:\u002F\u002Fgithub.com\u002Flionelsimai","www.theaicapitol.com","Founder at The AI Capitol | I help founders turn AI into 10X revenue through systems, not tools. 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Use when a commercial pilot needs a troubleshooting & problem solving for airlines, passengers and cargo customers in cockpits and flight operations.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fcommercial-piloting-troubleshooting-guide\u002FSKILL.md",[],[],"2026-11-10 22:39:42",{"skillNo":77,"name":78,"nameZh":6,"description":79,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":80,"categories":81,"keywords":82,"publishedAt":75},"01M72JZMFHP0Y2FKSKEAT2Y97Y","commercial-piloting-tools-equipment-checklist","Select, check and maintain the tools and equipment a commercial pilot relies on.\nTRIGGERS - Use when a commercial pilot needs a tools & equipment checklist for airlines, passengers and cargo customers in cockpits and flight operations.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fcommercial-piloting-tools-equipment-checklist\u002FSKILL.md",[],[],{"skillNo":84,"name":85,"nameZh":6,"description":86,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":87,"categories":88,"keywords":89,"publishedAt":75},"01M72JZHMXR147J9D2R9NPS45X","commercial-piloting-supplies-procurement","Specify, source and manage the supplies and materials used in cockpits and flight operations.\nTRIGGERS - Use when a commercial pilot needs a supplies & procurement for airlines, passengers and cargo customers in cockpits and flight operations.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fcommercial-piloting-supplies-procurement\u002FSKILL.md",[],[],{"skillNo":91,"name":92,"nameZh":6,"description":93,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":94,"categories":95,"keywords":96,"publishedAt":75},"01M72JZE4K4EFXAPV2GJRMKXR8","commercial-piloting-stakeholder-presentation","Present commercial pilot findings and proposals to decision-makers and stakeholders.\nTRIGGERS - Use when a commercial pilot needs a stakeholder presentation for airlines, passengers and cargo customers in cockpits and flight operations.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fcommercial-piloting-stakeholder-presentation\u002FSKILL.md",[],[],{"skillNo":98,"name":99,"nameZh":6,"description":100,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":101,"categories":102,"keywords":103,"publishedAt":75},"01M72JZB450H80C1X56C57XE9W","commercial-piloting-session-delivery","Prepare for and deliver a professional session or appointment for airlines, passengers and cargo customers in cockpits and flight operations.\nTRIGGERS - Use when a commercial pilot needs a session delivery guide for airlines, passengers and cargo customers in cockpits and flight operations.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fcommercial-piloting-session-delivery\u002FSKILL.md",[],[],{"skillNo":105,"name":106,"nameZh":6,"description":107,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":108,"categories":109,"keywords":110,"publishedAt":75},"01M72JZ7NTHR2NDVGVWR33C05H","commercial-piloting-service-plan","Design a realistic, measurable service plan for airlines, passengers and cargo customers as a commercial pilot.\nTRIGGERS - Use when a commercial pilot needs a service plan design for airlines, passengers and cargo customers in cockpits and flight operations.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fcommercial-piloting-service-plan\u002FSKILL.md",[],[]]