Builds a personal 30-60-90 day plan for a new role outside the classroom. Use it in the first week of a new job to structure early priorities and signal to your manager that you are organized and intentional.
YOUR NAME ·GRADE LEVEL AND SUBJECT ·NEW JOB TITLE ·EMPLOYER NAME ·INDUSTRY OR SECTOR ·ROLE RESPONSIBILITIES ·MANAGER PRIORITIES ·TOOLS AND SYSTEMS ·KEY STAKEHOLDERS
## Context
You are helping [YOUR NAME], a former [GRADE LEVEL AND SUBJECT] teacher who has just started a new role as [NEW JOB TITLE] at [EMPLOYER NAME]. The role is in [INDUSTRY OR SECTOR]. Key responsibilities as described in the job posting or offer: [ROLE RESPONSIBILITIES]. Manager's stated priorities for the first 90 days: [MANAGER PRIORITIES]. Tools and systems used in this role: [TOOLS AND SYSTEMS]. Colleagues or stakeholders to build relationships with: [KEY STAKEHOLDERS].
## Task
Write a 30-60-90 day onboarding plan with three phases. For each phase, include: a short statement of the phase's focus, four to six concrete goals, and two to three relationship-building actions. Phase 1 (days 1 to 30): learn the landscape, systems, and people. Phase 2 (days 31 to 60): contribute to active work, demonstrate reliability, identify gaps. Phase 3 (days 61 to 90): take ownership of a defined area, propose one improvement or initiative, and set goals for months four through six.
## Standards
- 500 to 700 words. Use a clear structure with labeled phases.
- All goals and relationship actions must connect to the role responsibilities and manager priorities provided. Do not invent generic career advice goals.
- Draw on the teacher's background only where it is genuinely relevant to the new role. Do not over-explain the transition or call attention to what is unfamiliar.
- Do not promise specific outcomes, promotions, or performance ratings.
- Tone: direct and professional. This is a working document, not a performance.
- Do not invent tools, stakeholders, systems, or responsibilities not supplied in the inputs.
- If any bracketed input is missing or ambiguous, ask before drafting the relevant section.
BEFORE YOU RUN IT
- The job posting or offer letter with stated responsibilities and any onboarding expectations
- Notes from your initial conversation with your manager, including anything they said about first-90-day priorities
- A list of the tools or systems you will use (even if you have not been trained on them yet)
- Names or roles of colleagues and stakeholders you have already been introduced to or told you will work with
- Strip any student names, grades, or identifying details from materials you bring from previous teaching roles before pasting (FERPA), and keep personal data out of AI tools not approved for it
- Paste your actual role responsibilities, not a guess at what the role involves
VERIFY BEFORE IT LEAVES YOUR HANDS
- Confirm every goal listed connects to a real responsibility from the job description or a real priority your manager stated, not a generic onboarding goal the AI invented
- Check that no accomplishments, metrics, or outcomes are claimed that you have not yet achieved (the plan describes intentions, not results)
- Verify no tools, systems, or stakeholders appear that you did not supply in the inputs
- Read the relationship-building actions: confirm each one involves a real person or team mentioned in your inputs, not a fabricated colleague
- Check that your teaching background is referenced only where it is genuinely relevant to the new role, not used as a credential for skills you have not demonstrated in a corporate context
- Confirm the plan's tone fits your specific workplace culture, not a generic corporate environment
Sample output
Sample output. Generated by AI from sample inputs:
**30-60-90 Day Onboarding Plan**
Dana Reyes | Instructional Designer, Brightpath Learning
**Phase 1: Days 1 to 30 - Learn**
Focus: Understand how Brightpath builds and delivers courses before contributing to them.
Goals:
1. Complete all required onboarding training in Workday by end of week two.
2. Review the last three courses launched on the Articulate Storyline platform, noting structure, tone, and review process.
3. Shadow one senior instructional designer through a full course development cycle.
4. Get familiar with Brightpath's course review process and who approves final content.
5. Identify the project management tool (Asana) and learn how projects are tracked.
Relationship actions:
- Schedule a 30-minute intro meeting with each of the three designers on the team to learn their current projects and working style.
- Introduce yourself by email to the two subject matter experts you will work with most often.
**Phase 2: Days 31 to 60 - Contribute**
Focus: Take on a real deliverable and demonstrate you can work within Brightpath's process.
Goals:
1. Complete a first-draft storyboard for the onboarding module assigned by [manager name] and incorporate one round of feedback.
2. Attend all weekly design syncs and come with one observation or question per meeting.
3. Learn to use the Articulate Storyline template library without assistance by end of day 60.
4. Document one recurring friction point in the current review process and note it for the Phase 3 proposal.
Relationship actions:
- Debrief with your assigned SME after the storyboard review to understand their preferred communication style.
- Ask your manager for a mid-point check-in at day 45.
**Phase 3: Days 61 to 90 - Ownership**
Focus: Own a defined deliverable and begin showing initiative.
Goals:
1. Deliver a completed, reviewed module ready for QA by day 85.
2. Prepare a one-page proposal for streamlining the SME review cycle, based on what you observed in Phase 2.
3. Schedule a 90-day review with your manager to align on goals for months four through six.
4. Complete the Articulate Rise certification offered through the company's LMS by end of day 90.
Relationship actions:
- Send a short thank-you note to each person who spent time with you during onboarding.
- Ask the team lead about stretch projects available in Q3.
CUSTOMIZATION Adjust the phase goals based on whether the new role is client-facing, internal, or remote. For instructional design roles, the first phase should lean heavily on reviewing existing course content and processes. For L&D coordinator or corporate trainer roles, substitute goal types to reflect facilitation schedules, vendor relationships, and learning management system access. Teachers moving into higher education instructional roles may have a longer ramp, since faculty relationships take longer to build.
Corporate Jargon Decoder
OPEN SAMPLE Takes a list of corporate acronyms or jargon terms and translates them into plain language with short explanations of when and how each term is used. Reach for it in your first weeks when you hit a wall of unfamiliar abbreviations in meetings, emails, or documentation.
YOUR NAME ·GRADE LEVEL AND SUBJECT ·NEW JOB TITLE ·COMPANY OR ORGANIZATION NAME ·BRIEF COMPANY DESCRIPTION ·LIST OF JARGON TERMS ·INDUSTRY OR FUNCTION
## Context
You are helping [YOUR NAME], a former [GRADE LEVEL AND SUBJECT] teacher who recently started a new role as a [NEW JOB TITLE] at [COMPANY OR ORGANIZATION NAME], a [BRIEF COMPANY DESCRIPTION]. They have encountered the following terms, acronyms, or phrases they do not recognize: [LIST OF JARGON TERMS]. The industry or function this role sits in is [INDUSTRY OR FUNCTION].
## Task
For each term in [LIST OF JARGON TERMS], provide:
1. The full name or phrase the acronym stands for, if it is an acronym.
2. A plain-language explanation of what it means (two to four sentences).
3. A brief note on when or how it typically comes up at work: in what meetings, documents, or conversations this term usually appears.
4. If the term has a teaching or education equivalent, name it so the person can anchor the new concept to something familiar.
Present the output as a simple glossary: one entry per term, in the order given.
## Standards
- Plain English only. Do not define jargon with more jargon.
- Explanations must be accurate. If a term has more than one common meaning, explain which is most likely given the [INDUSTRY OR FUNCTION] context.
- Do not invent workplace procedures, company-specific definitions, or industry facts. Base explanations on how these terms are generally used.
- Do not suggest the person pretend to know something they do not. The goal is genuine understanding, not performance of knowledge.
- Keep each entry short enough to scan. The person is reading this between meetings, not studying for an exam.
- If a term in [LIST OF JARGON TERMS] is ambiguous or could mean multiple things in different contexts, flag that rather than guessing. If a specific named input is missing or ambiguous, ask before drafting.
BEFORE YOU RUN IT
- Copy the exact terms, acronyms, or phrases as they appeared: spelling and context matter for accurate definitions
- Note the industry or function (L&D, corporate training, HR, ed-tech, healthcare, etc.) so the AI can pick the right interpretation
- If a term appeared in a specific document type or meeting context, include that context with the term
- Strip any student names or student-identifying data from classroom materials before pasting. Keep your own and others' personal data out unless the AI tool is approved for it.
- You do not need to know what the terms mean before running this; that is the whole point
VERIFY BEFORE IT LEAVES YOUR HANDS
- Check each definition against a second source (a colleague, your company's internal wiki, or a quick web search) before relying on it
- Confirm the AI did not invent a company-specific meaning for a general term: internal acronyms vary by organization
- Verify any education equivalent offered actually maps correctly to the corporate term, not just sounds similar
- If the AI flagged a term as ambiguous, resolve the ambiguity before accepting the definition
- Do not repeat these definitions in meetings as if they are authoritative until you have confirmed them with a colleague
- Check that no definitions include invented statistics or fabricated industry standards
Sample output
Sample output. Generated by AI from sample inputs:
**Corporate Jargon Glossary**
For: Dana Reyes | New role: Instructional Designer at Brightpath Learning (corporate L&D)
Terms submitted: SME, ADDIE, KPI, L&D, ILT, EOD
---
**SME (Subject Matter Expert)**
A person inside the company who has deep knowledge of the content you are designing training around. You are the designer; the SME is the person who knows the actual job. You interview SMEs to find out what learners need to know and do.
When it comes up: in project kickoffs, needs assessments, and when someone assigns you a "SME contact" for a course.
Teaching equivalent: The department head or curriculum specialist you consulted when building a unit on a topic outside your primary area.
---
**ADDIE**
A five-phase instructional design model: Analysis, Design, Development, Implementation, Evaluation. It describes the process of building a training program from identifying the problem to measuring whether it worked.
When it comes up: In project plans, design documents, and when colleagues describe the phase a project is in ("We are in the Design phase").
Teaching equivalent: Backward design or your lesson planning process. Same logic: start with what learners need to do, then build toward it.
---
**KPI (Key Performance Indicator)**
A measurable number the business tracks to know whether something is working. KPIs vary by team: a sales team tracks revenue, an L&D team might track course completion rates or time-to-proficiency.
When it comes up: In strategy meetings, dashboards, and when your manager asks how you will show that training made a difference.
Teaching equivalent: Assessment data or school-level performance metrics.
---
**L&D (Learning and Development)**
The department or function responsible for employee training, onboarding, professional development, and sometimes organizational capability-building. You may hear it used to refer to your team, your function, or the field itself.
When it comes up: Constantly. It describes what your team does.
Teaching equivalent: Professional development and curriculum departments, combined.
---
**ILT (Instructor-Led Training)**
Training delivered by a person in real time, either in a classroom, a conference room, or a virtual meeting. Contrasted with e-learning (self-paced, online) or blended learning (a mix).
When it comes up: In project scoping conversations when the team decides the format. "Is this ILT or async?"
Teaching equivalent: Direct instruction or a live class session.
---
**EOD (End of Day)**
A deadline term meaning "by the end of the business day today." In some companies this means 5 PM; in others it is looser. If you are unsure, ask your manager.
When it comes up: In emails and Slack messages assigning tasks with same-day deadlines.
Teaching equivalent: "Before you leave today."
CUSTOMIZATION Run this prompt in batches: paste in five to ten terms at a time rather than a long list, so explanations stay specific. If your new role is in a specialized industry (healthcare, finance, government), add that to [INDUSTRY OR FUNCTION] so the AI picks the right version of ambiguous terms. You can also run this with internal company acronyms, but verify those definitions with a colleague since company-specific usage varies.