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Stop. Laugh. Report Card Writing Memes

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• Stop. Laugh. Report Card Writing…

Here in the Southern Hemisphere, we’re right in the thick of report comment writing season. This means that teachers are working harder than ever to keep on top of their daily tasks AND get report comments written in time for their school deadlines too! To provide you with a little brain break (teacher style), here’s a little list of reporting season giggles from some of the finest teaching memes around.

1. Subtext Abounds

There are a few goodies floating around the interweb about what teachers would “really” like to write on some of their report cards. In the interests of keeping this PG rated, I’ve selected this fave from The Hands-On Teacher in First!

Source: The Hands-On Teacher in First

2. If Only It Were So Easy…

Julie Andrews has the answer to everything! Not so sure admin teams would be quite so joyful about this approach…

Via: Miss Lifesaver

That daily grind (especially at report card writing time) can mask some of the more enjoyable feelings. Until we stop, take a breath, and remember to feel them too!

Source: Bored Teachers

4. Waaahhhh!!!!!

We write. We cry. We nap. We write. We giggle. We get distracted. We write. And eventually, we get… here.

5. Hey Teacher

What’s a list of memes without this face in it! #thistooshallpass

Source: Unknown

6. Tick Tock

“…and just a quick reminder that report card comments are due tomorrow, and then edits due next Wednesday…”

Source: Actual Teaching

7. Extra Buzz

Is the coffee stronger at this time of year, or is it just me?

When “To Do” lists seem just as long, but the tasks on them take so much longer to check off!

Via: We Are Teachers

9. Sustainable Teaching

Even the best filers amongst us can still feel like this mentally!

10. Seasons Greetings

If there’s one thing that Term 4 report card writing can remind us of, it’s that the real festive season is just around the corner!

11. Stop and See

If there’s one thing we can really take away from this process, let it be the joy of recognising all that your students have achieved with you this year. Academically, socially and emotionally.

Okay, if you’ve enjoyed this little break but need something to get you back on track, you might like to check out our report card comment resources ! These should make finding the right words a little bit easier.

You can also check out our blog post “10 Helpful Tips for Writing Student Reports” .

teaching resource

Teacher report writing checklist.

A checklist to help teachers ensure they have included all the basic components when writing student reports.

Helpful Words for Report Cards

Some helpful words for writing report cards.

Report Card Comments

Sample report card comments for General, English and Mathematics.

Technologies Report Card Comments – Foundation to Year 6

A set of Australian Curriculum aligned report card comments to use when reporting on Technologies from Foundation to Year 6.

The Arts Report Card Comments – Foundation to Year 6

A set of Australian Curriculum aligned report card comments to use when reporting on The Arts from Foundation to Year 6.

English, Mathematics, Science and HASS Report Card Comments – Content Descriptions – Year 2

A set of Australian Curriculum aligned report card comments to use when reporting on English, Mathematics, Science and Humanities and Social Sciences for Year 2.

English, Mathematics, Science and HASS Report Card Comments – Content Descriptions – Year 4

A set of Australian Curriculum aligned report card comments to use when reporting on English, Mathematics, Science and Humanities and Social Sciences for Year 4.

English, Mathematics, Science and HASS Report Card Comments – Content Descriptions – Year 6

A set of Australian Curriculum aligned report card comments to use when reporting on English, Mathematics, Science and Humanities and Social Sciences for Year 6.

You can do it!

The post Stop. Laugh. Report Card Writing Memes appeared first on Teach Starter .

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16 Writing Memes That Perfectly Depict the Writer’s Life

by Holly Riddle

If you’ve been writing for a while, then you know a few things.

One: the writer life is, in reality, not at all like the glamorous perception you’ll see in movies and on TV.

Two: your friends, unless they’re writers too, just aren’t going to understand challenges like your writer’s block, procrastination when it comes to actually getting something on the page, or how much you can hate writing and find it fun at the same time.

Three: sometimes, the best thing to do about your writers woes is to just laugh about them—and that’s where these funny writer memes can come in handy.

Here are some of our 16 favorite funny writing memes that perfectly encapsulate the highs, lows, and humor of the writer’s life, from the struggles with a first draft to the constant story ideas to the way your characters just live in your head rent-free (even if your novel doesn’t technically exist yet).

1. Oh, you thought you were actually going to finish that novel?

Think again! Time for procrastination to set in. Writers do whatever they can to not finish that WIP (Work In Progress), until something kicks their butt into gear, whether it be National Novel Writing Month, a challenge with a writer friend, etc.

Source: Writers Write

2. Unfortunately, a writer only has themself to blame

Alas, even though you try to blame everything else in the world for your procrastination—the dog needed walking, the laundry needed doing!—you just can’t at the end of the day. Get that idea down on paper!

Source: September C Fawkes

3. Some days the new ideas just keep flowing… other days, not so much

You know how it goes. Once you get into your writing flow, the shiny new ideas begin—until they dry up completely and you have a bad case of writer’s block.

Source: Writing About Writing on Facebook

But guess what? We have a super helpful article on dealing with this very problem .

4. Don’t worry, though…

Daydreaming about writing and writing are actually the same thing… right?

Totally. Definitely. We relate.

Source: Aela Writes

5. You started? Great! Now, where’s the plot?

Once you get started on that novel, though, inevitably there’s going to be a time that you sit back, look at what you wrote, and really start to question whether or not your words actually form a cohesive plot. That’s where, of course, a writing schedule that incorporates a little beta reading can come in handy.

Your writer friends are the best folks to give insight into whether or not you truly have a story.

And! You can also swing by our article on finding the perfect plot .

6. Sometimes, you just gotta plow forward

Occasionally, though, you have to just keep writing, plot or no plot.

Source: Daddies Drarryy

7. Writing is just rewriting

Eventually, you’ll have to go back and address those rambling sentences. Newbie writers may not recognize it yet, but the old pros will. Sometimes, being a writer is just rewriting, rewriting, and rewriting some more—especially those pesky opening pages.

Source: Liz Lawson on Twitter

8. That said, perfection isn’t everything

Not everyone is going to love what you write and, frankly, that’s okay.

Source: Aye Write

9. Your biggest fan is you

Because, after all, you won’t be happy unless you write things you actually want to read. Don’t aim to please readers or other writers when you’re the first audience you’ll ever have.

Source: Writeous Writing

10. But maybe try to keep the tenses straight?

Past tense, future tense, present tense—it’s hard enough just deciding which one you want to use on a new project, let alone sticking to it while you write.

Source: Macademmia

To help you through this troubling time, check out our post on narrative tenses .

11. You and your characters are best friends forever

Oh, don’t mind me. I’m not talking to myself; I’m talking to my novel characters.

Don’t get us wrong—we love a good cast of heroes and villains .

12. Being a writer isn’t as easy as it looks

Yes, we all love writing (we hope you you do, anyway, since you’re here). Unfortunately, when many of us say we like writing, we like having written more than the actual getting the words on the page.

Source: The Darklings

13. No one understands

But no matter how easy or hard friends and family think your writing is, chances are they have no real clue what you really do.

Your parents call your writing “cute.” Friends think you lay around. You think you’re a big shot. You’re really just drinking coffee at your desk and creating stories from the looping picture in your head.

Source: Jenni Merritt

14. An editor will not make your life easier

Editors are amazing. They make your book better. If you have a publishing deal with a big publisher, they vouch for your book and make your writing dreams a reality. They don’t make your life easier, though.

That first edit letter? Ouch.

Source: The Mom Who Runs

15. So just enjoy the ride!

It’s not always easy to enjoy the ride that is the writing life, but at least try to. And stop feeling guilty about not keeping to your writing goals for the day/week/etc.!

Source: Memes for Writers on Instagram

16. And whatever you do…

Source: UniversityStudent.org

We believe in you! And if you ever need to step back from the pain and existential angst of being a writer, you’ll always have these writing memes here to help you have fun on your creative journey.

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10 Funny Report Card Comments

We’ve collected together some of our favourite funny report card comments on the web from teachers struggling to be tactful or just telling it like it is. Although we suspect a few of these might be more wishful thinking than genuine they’re still pretty amusing. Enjoy.

• The improvement in his handwriting has revealed his inability to spell.
• He has given me a new definition of stoicism: he grins and I bear it.
• Would be lazy but for absence.
• Since my last report, your child has reached rock bottom and has started to dig.
• Your son sets low personal standards and then consistently fails to achieve them.
• Works well when under constant supervision and cornered like a rat in a trap.
• This student should go far, and the sooner he starts, the better.
• This young lady has delusions of adequacy.
• He has lots of good ideas but needs to learn that others do too.
• It would seem that he thinks he is running the school and not me. If this attitude persists one of us will have to leave.
• This student is depriving a village somewhere of an idiot.

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Stop. Laugh. Report Card Writing Memes

As the academic year progresses, report card season rolls back around, and with it comes the inevitable – a mixed feeling of dread and achievement among educators. But in the midst of this often-stressful period, teachers have found solace in the lighter side of things: humor and memes. Indeed, report card writing memes have become a staple on social media platforms as teachers from around the globe share their relatable experiences with a touch of comedy.

Why have these memes become so popular? For starters, they represent a universal language amongst educators – laughter is, after all, the best medicine. After hours of meticulous commenting and grading, finding a meme that hits just right can feel like a much-needed break for the mind. These memes often highlight common experiences—last-minute rushes, the repetitive use of certain phrases, or even just the look on one’s face when trying to sum up a semester’s worth of knowledge and behavior into a few sentences.

Moreover, memes serve as a kind of virtual support group; they are an outlet where teachers can share their frustrations and reassure each other that they are not alone. They encapsulate the essence of report card writing woes but do so in a way that’s light-hearted and communal.

If you’re an educator nodding along as you read this, take a moment to stop and enjoy some report card writing humor. Here’s your unofficial “permission slip” to pause from the spreadsheets and indulge in some well-deserved laughter courtesy of your fellow educators online. Just remember once you’ve had that belly laugh or shared that knowing smirk with your computer screen – it’s back to the grindstone!

Finally, keep in mind: while report card comments must be professional and focused on student growth, there is no harm in having a chuckle over how we get to those polished sentences. After all, if you can’t laugh at the sentence “Shows great enthusiasm for learning,” used for perhaps the hundredth time, what can you laugh at?

Remember this trifecta during report card writing season: Stop (take that necessary breather), Laugh (indulge in some meme therapy), Report Card (it will get done). Happy grading!

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Virginia Education, School Reports, Teachers Monthly School Reports, Nov. 1865–Apr. 1869, Part 4

About the project.

The Bureau of Refugees, Freedmen, and Abandoned Lands, often referred to as the Freedmen’s Bureau, was established on March 3, 1865. The duties of the Freedmen’s Bureau included supervision of all affairs relating to refugees, freedmen, and the custody of abandoned lands and property. These documents come from the Records of the Superintendent of Education for Virginia, Series 4: School Reports. 

Additional resources are available on the Freedmen's Bureau Instructions Page . Please help us transcribe these records to learn more about the lives of formerly enslaved men and women in Virginia during the Reconstruction Era.

Monthly school reports of teachers, November 1865 and January 1866–June 1871, are arranged chronologically and were prepared on forms devised in the Office of the Superintendent of Education. The forms contain statistical data furnished by individual teachers concerning the number of pupils enrolled; attendance; subjects taught in day, night, and Sabbath schools; and the amount of tuition paid by students. Some forms also contain more lengthy narrative remarks by teachers. Some of the reports apparently pertain to non–Bureau schools. Filmed directly after the school reports is a bound register containing the names of teachers to whom forms and envelopes were sent, May 1869–June 1870; the names are arranged alphabetically by name of county.

About Project Difficulty

Level 1 - beginner.

Content: all typed Language: English Format: letters, diaries, flyers, pamphlets, and one-page documents Subject Area Expertise/Special Skills: none required

Content: mostly typed, handwritten in print, or otherwise very clearly written/readable Language: English Format: memorabilia, advertisements, image captions, telegrams, diaries, letters, notes Subject Area Expertise/Special Skills: none required

Level 3 - INTERMEDIATE

Content: typed and handwritten materials in cursive or print Language: English Format: newspaper clippings, scrapbooks, letters/diaries/notes that may include annotations or margin notes Subject Area Expertise/Special Skills: experience reading cursive writing may be useful

Content: handwritten materials, primarily in cursive or somewhat difficult to read (predominantly from the 19th and 20th centuries) , audio recordings that are relatively easy to hear/decipher, and scientific materials Language: English and/or other languages that use Roman script but may require the use of diacritics (French, Spanish, German, Italian, etc.) Format: audio recordings, letters, diaries, notes and other written materials, projects with templated fields and special instructions Subject Area Expertise/Special Skills: some knowledge of non-English Roman-character/script languages and diacritics may be useful, as well as experience reading cursive handwriting. A general knowledge or familiarity with scientific terminology.

Level 5 - ADVANCED

Content: handwritten materials in cursive (from the 19th century or earlier) or in a non-Roman script language, audio recordings that are difficult to hear or are not in English, specialty materials/projects such as numismatics projects and the Project Phaedra notebooks Language: foreign languages that use non-Roman characters (Chinese, Japanese, Arabic, Greek/Cyrillic, Native American and Indigenous languages, etc.) and English Format: audio recordings, columned data/tables, manuscripts, letters, diaries, notes, currency sheets, coins Subject Area Expertise/Special Skills: knowledge of a specific language and access to a keyboard with the characters in that language may be required for certain projects. Experience reading cursive handwriting and familiarity with 19th century (or prior) handwriting and conventions/abbreviations may be useful, as well as knowledge of scientific terminology, astrophysics data, or linguistics.

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The Pros and Cons of AI in Special Education

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Special education teachers fill out mountains of paperwork, customize lessons for students with a wide range of learning differences, and attend hours of bureaucratic meetings.

It’s easy to see why it would be tempting to outsource parts of that job to a robot.

While there may never be a special educator version of “Star Wars”’ protocol droid C-3PO, generative artificial tools—including ChatGPT and others developed with the large language models created by its founder, Open AI—can help special education teachers perform parts of their job more efficiently, allowing them to spend more time with their students, experts and educators say.

But those shortcuts come with plenty of cautions, they add.

Teachers need to review artificial intelligence’s suggestions carefully to ensure that they are right for specific students. Student data—including diagnoses of learning differences or cognitive disorders—need to be kept private.

Even special educators who have embraced the technology urge to proceed with care.

“I’m concerned about how AI is being presented right now to educators, that it’s this magical tool,” said Julie Tarasi, who teaches special education at Lakeview Middle School in the Park Hill school district near Kansas City, Mo. She recently completed a course in AI sponsored by the International Society for Technology in Education. “And I don’t think that the AI literacy aspect of it is necessarily being [shared] to the magnitude that it should be with teachers.”

Park Hill is cautiously experimenting with AI’s potential as a paperwork partner for educators and an assistive technology for some students in special education.

The district is on the vanguard. Only about 1 in 6 principals and district leaders—16 percent—said their schools or districts were piloting AI tools or using them in a limited manner with students in special education, according to a nationally representative EdWeek Research Center survey conducted in March and April.

AI tools may work best for teachers who already have a deep understanding of what works for students in special education, and of the tech itself, said Amanda Morin, a member of the advisory board for the learner-variability project at Digital Promise, a nonprofit organization that works on equity and technology issues in schools.

“If you feel really confident in your special education knowledge and experience and you have explored AI [in depth], I think those two can combine in a way that can really accelerate the way you serve students,” Morin said.

But “if you are a novice at either, it’s not going to serve your students well because you don’t know what you don’t know yet,” she added. “You may not even know if the tool is giving you a good answer.”

Here are some of the areas where Park Hill educators and other school and district leaders see AI’s promise for special education—and what caveats to look out for:

Promise: Reducing the paperwork burden.

Some special education teachers spend as many as eight hours a week writing student-behavior plans, progress reports, and other documentation.

“Inevitably, we’re gonna get stuck, we’re gonna struggle to word things,” Tarasi said. AI can be great for busting through writer’s block or finding a clearer, more objective way to describe a student’s behavior, she said.

What’s more, tools such as Magic School—an AI platform created for K-12 education—can help special education teachers craft the student learning goals that must be included in an individualized education program, or IEP.

“I can say ‘I need a reading goal to teach vowels and consonants to a student,’ and it will generate a goal,” said Tara Bachmann, Park Hill’s assistive-technology facilitator. “You can put the criteria you want in, but it makes it measurable, then my teachers can go in and insert the specifics about the student” without involving AI, Bachmann said.

These workarounds can cut the process of writing an IEP by up to 30 minutes, Bachmann said—giving teachers more time with students.

AI can also come to the rescue when a teacher needs to craft a polite, professional email to a parent after a stress-inducing encounter with their child.

Some Park Hill special education teachers use “Goblin,” a free tool aimed at helping neurodivergent people organize tasks, to take the “spice” out of those messages, Tarasi said.

A teacher could write “the most emotionally charged email. Then you hit a button called ‘formalize.’ And it makes it like incredibly professional,” Bachmann said. “Our teachers like it because they have a way to release the emotion but still communicate the message to the families.”

Caveat: Don’t share personally identifiable student information. Don’t blindly embrace AI’s suggestions.

Teachers must be extremely careful about privacy issues when using AI tools to write documents—from IEPs to emails—that contain sensitive student information, Tarasi said.

“If you wouldn’t put it on a billboard outside of the school, you should not be putting it into any sort of AI,” Tarasi said. “There’s no sense of guaranteed privacy.”

Tarasi advises her colleagues to “absolutely not put in names” when using generative AI to craft documents, she said. While including students’ approximate grade level may be OK in certain circumstances, inputting their exact age or mentioning a unique diagnosis is a no-no.

To be sure, if the information teachers put into AI is too vague, educators might not get accurate suggestions for their reports. That requires a balance.

“You need to be specific without being, without being pinpoint,” Tarasi said.

Caveat: AI works best for teachers who already understand special education

Another caution: Although AI tools can help teachers craft a report or customize a general education lesson for students in special education, teachers need to already have a deep understanding of their students to know whether to adopt its recommendations.

Relying solely on AI tools for lesson planning or writing reports “takes the individualized out of individualized education,” Morin said. “Because what [the technology] is doing is spitting out things that come up a lot” as opposed to carefully considering what’s best for a specific student, like a good teacher can.

Educators can tweak their prompts—the questions they ask AI—to get better, more specific advice, she added.

“A seasoned special educator would be able to say ‘So I have a student with ADHD, and they’re fidgety’ and get more individualized recommendations,” Morin said.

Promise: Making lessons more accessible.

Ensuring students in special education master the same course content as their peers can require teachers to spend hours simplifying the language of a text to an appropriate reading level.

Generative AI tools can accomplish that same task—often called “leveling a text"—in just minutes, said Josh Clark, the leader of the Landmark School , a private school in Massachusetts serving children with dyslexia and other language-based learning differences.

“If you have a class of 30 kids in 9th grade, and they’re all reading about photosynthesis, then for one particular child, you can customize [the] reading level without calling them out and without anybody else knowing and without you, the teacher, spending hours,” Clark said. “I think that’s a super powerful way of allowing kids to access information they may not be able to otherwise.”

Similarly, in Park Hill, Bachmann has used Canva—a design tool with a version specifically geared toward K-12 schools and therefore age-appropriate for many students—to help a student with cerebral palsy create the same kind of black-and-white art his classmates were making.

Kristen Ponce, the district’s speech and language pathologist, has used Canva to provide visuals for students in special education as they work to be more specific in their communication.

Case-in-point: One of Ponce’s students loves to learn about animals, but he has a very clear idea of what he’s looking for, she said. If the student just says “bear,” Canva will pull up a picture of, for instance, a brown grizzly. But the student may have been thinking of a polar bear.

That gives Ponce the opportunity to tell him, “We need to use more words to explain what you’re trying to say here,” she said. “We were able to move from ‘bear’ to ‘white bear on ice.’”

Caveat: It’s not always appropriate to use AI as an accessibility tool.

Not every AI tool can be used with every student. For instance, there are age restrictions for tools like ChatGPT, which isn’t for children under 13 or those under 18 without parent permission, Bachmann said. (ChatGPT does not independently verify a user’s age.)

“I caution my staff about introducing it to children who are too young and remembering that and that we try to focus on what therapists and teachers can do collectively to make life easier for [students],” she said.

“Accessibility is great,” she said. But when a teacher is thinking about “unleashing a child freely on AI, there is caution to it.”

Promise: Using AI tools to help students in special education communicate.

Park Hill is just beginning to use AI tools to help students in special education express their ideas.

One recent example: A student with a traumatic brain injury that affected her language abilities made thank you cards for several of her teachers using Canva.

“She was able to generate personal messages to people like the school nurses,” Bachmann said. “To her physical therapist who has taken her to all kinds of events outside in the community. She said, ‘You are my favorite therapist.’ She got very personal.”

There may be similar opportunities for AI to help students in special education write more effectively.

Some students with learning and thinking differences have trouble organizing their thoughts or getting their point across.

“When we ask a child to write, we’re actually asking them to do a whole lot of tasks at once,” Clark said. Aspects of writing that might seem relatively simple to a traditional learner—word retrieval, grammar, punctuation, spelling—can be a real roadblock for some students in special education, he said.

“It’s a huge distraction,” Clark said. The student may “have great ideas, but they have difficulty coming through.”

Caveat: Students may miss out on the critical-thinking skills writing builds.

Having students with language-processing differences use AI tools to better express themselves holds potential, but if it is not done carefully, students may miss developing key skills, said Digital Promise’s Morin.

AI “can be a really positive adaptive tool, but I think you have to be really structured about how you’re doing it,” she said.

ChatGPT or a similar tool may be able to help a student with dyslexia or a similar learning difference “create better writing, which I think is different than writing better,” Morin said.

Since it’s likely that students will be able to use those tools in the professional world, it makes sense that they begin using them in school, she said.

But the tools available now may not adequately explain the rationale behind the changes they make to a student’s work or help students express themselves more clearly in the future.

“The process is just as important as the outcome, especially with kids who learn differently, right?” Morin said. “Your process matters.”

Clark agreed on the need for moving cautiously. His own school is trying what he described as “isolated experiments” in using AI to help students with language-processing differences express themselves better.

The school is concentrating, for now, on older students preparing to enter college. Presumably, many will be able to use AI to complete some postsecondary assignments. “How do we make sure it’s an equal playing field?” Clark said.

A version of this article appeared in the May 22, 2024 edition of Education Week as The Pros and Cons of AI in Special Education

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6 ways to use Microsoft Copilot for end-of-school-year tasks

May 14, 2024.

By Microsoft Education Team

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The end of the school year is a hectic time for educators everywhere. Between reviewing content, completing assessments, and maintaining classroom management, it’s easy to feel the pressure of too many responsibilities and not enough time to accomplish everything.

Whether closing out the academic year in the northern hemisphere or preparing for the next one in the southern hemisphere, Microsoft Copilot offers innovative and efficient ways to complete many of the tasks that occupy these transitional times of year. From drafting student feedback to composing newsletters and offering planning suggestions for events, Copilot adapts to whatever task it’s asked. To get started, all you need is a basic understanding of how to access and use Copilot.

Start using Copilot for your end-of-school-year tasks

You can learn how to use Copilot by visiting Meet your AI assistant for education: Microsoft Copilot .

When you’re ready to get started, go to copilot.microsoft.com or download the iOS or Android mobile app.

Writing prompts for the end of the school year

Prompting Copilot to generate content requires practice. Including specific information in your prompt helps produce more relevant responses.

An effective Copilot prompt:

• Asks the tool to take on a role called a persona .
• Provides an objective  that tells the tool what to do or produce.
• Defines the audience  who will be using whatever Copilot generates.
• Includes context  that gives the tool background information.
• Sets boundaries  that limit or constrain responses.

Elements of a Good Prompt infographic which includes tips for writing prompts that produce more relevant responses.

Throughout this post, you’ll find sample prompts that include these components. We recommend borrowing inspiration from them and adjusting to make them fit your own classroom, or you can copy and paste the examples without modifications if you are just beginning.

Now let’s learn how Copilot can help you complete six common end-of-school-year tasks.

1. Craft student feedback at the end of the school year

Copilot can help you write end-of-school-year feedback in a style and tone that all students can understand. Simply craft a prompt that includes the subject area and details about the feedback you want to provide, and Copilot can draft a constructive, supportive statement written specifically for students. For example:

You are a fourth-grade teacher who is writing feedback on a student’s current reading skills. The student uses details to explain what text means but is unable to draw inferences in fiction. The student can identify in-text examples that illustrate a given theme but is unable to independently produce a theme without guidance. Write a short statement that explains this feedback to a student. Include a description about why using details is important and 1-2 ways to develop this skill. The paragraph should be written with plain text so that a fourth-grade student will understand.

You can always refine your prompt if the response is not what you expected. Simply include something like, “Re-write this feedback in Spanish” without selecting New topic , and Copilot will continue where you left off. Give it a try.

2. Write end-of-school-year reflections

Educators often write end-of-school-year newsletters for families, update class blogs with a final post, and draft reflections on school year goals. Copilot can assist with all these tasks and can help you create personalized, engaging visuals for your content. For example, you can use the following prompt to produce a summer newsletter for families.

You are the science department leader for a middle school in New York City. Draft a summer newsletter for families that includes an introduction that talks about the past year and 5 sections: Science Books for Young Adults, Science at Home, Science Summer Camps, Science Events in NYC, and NY Science Museums. Only include information that can be linked to a website to learn more. The newsletter should be written in plain text using an informal tone.

You can also share your experiences, memorable moments, and insights from the school year and Copilot will help you find creative ways to share this information with colleagues, families, and students.

3. Organize classroom materials at the end of the school year

The last few weeks of a school year includes packing up classrooms for the summer, collecting books and devices, and organizing materials for the next year. Copilot can create checklists or reminders for end-of-school-year tasks like these and offer suggestions that you might not even consider. For example:

You are a high school media specialist who checks out technology to administrators and educators. Write a checklist of the 3 most important things to do before returning each of the following devices: document camera, tablet, digital projector, games, and wires. Make each device a section heading and use bulleted lists for the content. Write the checklists so that the content is easily understood by people with varying levels of technological expertise.

Another way to use Copilot when you are organizing classroom materials is to ask for suggestions for efficient ways to declutter and prepare your classroom for the next school year.

4. Plan an end-of-school-year celebration

Many schools celebrate major milestones like the start of summer or moving from lower grades to higher grades with a party or ceremony. Copilot can be your personal planner and assist with brainstorming ideas for end-of-school-year events, awards ceremonies, or virtual gatherings. It can even suggest ways to be more inclusive in areas you might not have considered, like food options in the prompt below.

You are a guidance counselor in charge of helping rising eighth-grade students transition from middle school to high school. Draft a letter to middle school teachers that shares the biggest differences between middle school and high school. Include paragraphs on class schedules, touring the high school, meeting educators, extracurricular activities, and summer reading books. The letter should be written in a formal, conversational tone.

Whether you are creating invitations, planning activities, or drafting speeches, Copilot can be your creative collaborator.

5. Develop transition materials at the end of the school year

When students enter elementary school or move to middle or high school, everyone involved in the transition needs to know how to prepare for this change. Students need to know what to expect, families need to know how to support their children, and current educators need to provide relevant information. Copilot can help create transition materials so that everyone stays informed using a prompt like this example:

You can also use Copilot to write welcome letters, tips for success, or information about what to expect in the upcoming year.

6. Streamline parent communication at the end of the school year

Copilot can help you create templates for parent-teacher conferences at the end of the school year, as well as student progress updates, and letters to families. For example, you can ask Copilot to create a message to families about signing up for conferences with the following prompt.

You are a high school math teacher who teaches introductory algebra. Write a letter to families about parent-teacher conferences. Include an introductory paragraph that thanks families for their ongoing support and paragraphs about what will happen during the conferences, why conferences are important, who should attend, and how to prepare for the meeting. Conclude the letter with a paragraph about how to sign up for a conference slot. Write the letter using an approachable, informal tone.

Microsoft Copilot is a versatile AI tool for educators that adapts to your specific needs. To learn more about Microsoft’s AI solutions and resources, check out Smart learning: AI resources every educator should know and the  AI for educators learning path on Microsoft Learn. Most importantly, enjoy the end of the school year with your students and the time you saved by using Copilot. 

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‘What’s Next?’ for Anton Dela Cruz: From Creative Writing to Ethical Leadership at UVA Darden

By David Buie-Moltz

As the University of Virginia Darden School of Business prepares to graduate its Class of 2024, Anton Dela Cruz is set to move from a multifaceted career in operations to a strategic role in healthcare consulting. His time at Darden has fueled significant personal growth and a shift toward ethical leadership and community involvement.

Raised in Westchester, New York, Dela Cruz’s academic and professional journey is a testament to his resilience and adaptability. Initially enrolled in an engineering program at Cooper Union, he discovered a stronger pull toward the sciences and nature, leading him to study creative writing at SUNY Purchase. “I realized I was more interested in pure science and studying nature than the design process of engineering,” Dela Cruz explains.

He began an MFA in creative nonfiction at the University of South Carolina, where he shares he was the program’s only person of color and navigated coming out as queer. Although he left the program unfinished, it marked a significant chapter in his development. He then joined The Free Times , an alternative weekly in Columbia, South Carolina, where he managed ad production during a tumultuous change in ownership. “This experience tested our team but also brought us closer together. It made me think deeply about what it means to lead and make ethical business decisions,” he notes.

A turning point in Dela Cruz’s journey was when he listened to a Darden admissions podcast featuring Professor Ed Freeman , the renowned father of stakeholder theory. This encounter solidified Darden as the ideal platform for him to merge his ethical values with his career aspirations.

At Darden, Dela Cruz has excelled academically and as president of Pride at Darden , enhancing visibility and support for the LGBTQ+ community. Supported by the need-based AccessDarden and a merit scholarship, his Darden education has been integral to his professional formation.

His roles, ranging from IT-managed services to consulting in project management and executive coaching, have further shaped his leadership philosophy. “I was supercharged by a good boss and manager who made me feel like I could do the work,” he says.

Looking forward, Dela Cruz is eager to join Guidehouse’s Healthcare Segment. “The decisions made in healthcare consulting have high stakes as they directly impact patient care and access,” he observes, underscoring his commitment to ethical leadership and social impact in a critical sector.

This is part of a four-part series, “What’s Next?” Discover how Darden shapes the future of its graduates and read about other remarkable stories from the Class of 2024, including those about Kate Grusky , Yonah Greenstein and Sharon Okeke .

The University of Virginia Darden School of Business prepares responsible global leaders through unparalleled transformational learning experiences. Darden’s graduate degree programs (MBA, MSBA and Ph.D.) and Executive Education & Lifelong Learning programs offered by the Darden School Foundation set the stage for a lifetime of career advancement and impact. Darden’s top-ranked faculty, renowned for teaching excellence, inspires and shapes modern business leadership worldwide through research, thought leadership and business publishing. Darden has Grounds in Charlottesville, Virginia, and the Washington, D.C., area and a global community that includes 18,000 alumni in 90 countries. Darden was established in 1955 at the University of Virginia, a top public university founded by Thomas Jefferson in 1819 in Charlottesville, Virginia.

Press Contact

Molly Mitchell Associate Director of Content Marketing and Social Media Darden School of Business University of Virginia [email protected]

New Effort Expands National Presence for Prison Education Program Founded at Darden

Stakeholder: How Ed Freeman’s Vision for Responsible Business Moved From Theory to Reality

‘What’s Next?’ for Yonah Greenstein: From the Basketball Court to the Boardroom at UVA Darden

‘What’s Next?’ for Kate Grusky: A Journey of Purpose and Philanthropy at UVA Darden

‘What’s Next?’ for Sharon Okeke: A New Chapter in Investment Banking and a Journey of Growth at UVA Darden

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