Teachers: What are red flags about other teachers?


  • Believes that teaching is just a job
  • Arrives late to school and class on a regular basis
  • Has classroom discipline problems
  • Is not sensitive to a student’s culture or heritage
  • Expresses bias (positive or negative) with regard to students
  • Works on paperwork during class rather than working with students
  • Has parents complaining about what is going on in the classroom
  • Uses inappropriate language
  • Demeans or ridicules students
  • Exhibits defensive behavior for no apparent reason
  • Is confrontational with students
  • Lacks conflict resolution skills
  • Does not accept responsibility for what occurs in the classroom


  • Arranges desks and chairs in rows facing forward (without regrouping)
  • Displays inconsistencies in enforcing class, school, and district rules
  • Is not prepared with responses to common issues (bathroom visits, pencil sharpening, and disruptions)
  • Uses strictly commercial posters to decorate walls
  • Lists rules and consequences for negative behaviors (teacher formulated)
  • Ranks student progress on charts for all to view
  • Emphasizes facts and correct answers
  • Assigns one task to be completed by all students
  • Does not post or is not clear about expectations of students
  • Does not display school or classroom rules
  • Allows student disengagement from learning
  • Is unavailable outside of class for students
  • Complains inappropriately about all the administrative details that must be done before class begins
  • Maintains an unsafe environment or equipment
  • Students have no specific routines or responsibilities
  • Keeps an unclean or disorderly classroom
  • Uses many discipline referrals
  • Makes up rules and consequences or punishment according to mood; unpredictable
  • Does not start class immediately, takes roll and dallies


  • No (or very few) lesson plans are available
  • Student assessment and diagnostic data are not available
  • No connection between assessment data and lesson plans is evident
  • No differentiated instruction is provided
  • Lesson plans are not aligned with local or district curriculum guides
  • State learning objectives are not incorporated into lesson plans
  • Activities that are unrelated to the learning objective are selected
  • No plans for or anticipation of potential problems
  • Lesson plans mainly consist of text or worksheets
  • Students are not engaged in learning
  • Lesson plans do not address different learning styles of students
  • Lesson plans do not reflect accommodations for students with special needs
  • State standards are not posted in the classroom
  • Information on pacing is not discernible in lesson plans
  • Lesson plans are disjointed
  • Lesson plans are short and do not allow for smooth transitions between activities
  • Poor or inconsistent student achievement is the prevalent pattern
  • Emergency lesson plans are not available
  • Materials for substitutes are not available (attendance rolls, class procedures, lesson plans, fire and tornado drill evacuation route maps)


  • Experiences student behavior problems
  • Has unengaged students (e.g., bored, off-task, asleep)
  • Has poor student performance in class and on assessments
  • Gives vague instructions for seatwork, projects, and activities
  • Unresponsive to student cues that the delivery of instruction in ineffective
  • Lacks variety in instructional methods used
  • Has difficulty individualizing instruction
  • Uses outdated material or terminology
  • Fails to implement needed changes pointed out by peers or supervisors
  • Tells students to “know the material”
  • Does not apply current strategies or best practices
  • Uses poor examples of or improper English
  • Transitions slowly between activities or lessons.


  • Does not monitor student progress or allow for questions
  • Infrequently analyzes or lacks appropriate data
  • Infrequently or fails to monitor student progress
  • Does not keep a communication log
  • Does not record conferences with students or parents and guardians
  • Uses extremes in grading – high failure rates or unrealistically high percentage of excellent grades
  • Fails to re-teach after assessments to correct gaps in student learning
  • Offers little or not variety of assessments
  • Ignores testing accommodations for special-needs students
  • Does not document or holds few parent communications (communication may include conferences, phone calls, e-mail, newsletters, Websites)
  • Uses vague, technical, or inappropriate language in communication
  • Does not participate in or attend IEP meetings for students with special needs


  • Gives negative feedback routinely at meetings
  • Displays unwillingness to contribute to the mission and vision of the school
  • Refuses to meet with parents and guardians or colleagues outside of contract hours
  • Resents or is threatened by other adults visiting the classroom
  • Does the minimum required to maintain certification or emergency certification status
  • Submits reports late
  • Submits grades late
  • Writes inaccurate or unclear reports
  • Does not update grade book or it is inaccurate

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