Teachers: What are qualities about other teachers?


  • Assumes ownership for the classroom and the students’ success
  • Uses personal experiences as examples in teaching
  • Understands feelings of students
  • Communicates clearly
  • Admits to mistakes and corrects them immediately
  • Thinks about and reflects on practice
  • Displays a sense of humor
  • Dresses appropriately for the position
  • Maintains confidential trust and respect
  • Is structured, yet flexible and spontaneous
  • Is responsive to situations and students’ needs
  • Enjoys teaching and expects students to enjoy learning
  • Looks for the win-win solution in conflict situations
  • Listens attentively to student questions and comments.
  • Responds to students with respect, even in difficult situations
  • Communicates high expectations consistently
  • Conducts one-on-one conversations with students
  • Treats students equally and fairly
  • Has positive dialogue and interactions with students outside the classroom
  • Invests time with single students or small groups of students outside the classroom
  • Maintains a professional manner at all times
  • Addresses students by name
  • Speaks in an appropriate tone and volume
  • Works actively with students


  • Positions chairs in groups or around tables to promote interaction
  • Manages classroom procedures to facilitate smooth transitions, instructional groups, procurement of materials and supplies, and supervision of volunteers and paraprofessionals in the classroom
  • Manages student behavior through clear expectations and firm and consistent responses to student actions
  • Maintains a physical environment where instructional materials and equipment are in good repair
  • Covers walls with student work, student made signs, memos, and calendars of student events
  • Has students welcome visitors and observers and explain activities
  • Emphasizes students addressing one another in a positive and respectful manner
  • Encourages interactions and allows low hum of conversations about activities or tasks
  • Maximizes the physical aspect of the environment
  • Manages emergency situations as they occur
  • Maintains acceptable personal work space
  • Establishes routines for the running of the classroom and the handling of routine student needs (e.g., bathroom visits, pencil sharpening, and throwing away trash)
  • Provides positive reinforcement and feedback
  • Disciplines students with dignity and respect
  • Shows evidence of established student routines for responsibilities and student leadership
  • Exhibits consistency in management style
  • Posts classroom and school rules
  • Posts appropriate safety procedures


  • Lesson plans are written for every school day
  • Students know the daily plan because an agenda of objectives and activities is given
  • Student assessment and diagnostic data are available
  • Assessment data and pretest results are included in the preparation of lesson plans
  • Student work samples are available and considered when writing lesson plans
  • Lesson plans are aligned with division curriculum guides
  • Teacher-developed assessments are aligned with curriculum guides
  • State learning objectives are incorporated into lesson plans
  • Lesson plans have clearly stated objectives
  • Lesson plans include use of available materials
  • Lesson plans include activities and strategies to engage students of various ability levels
  • Lesson plans address different learning modalities and styles
  • Lesson plans include required accommodations for students with special needs
  • State standards are posted in classroom
  • Lesson plans include pacing information
  • Lesson plans for a substitute or an emergency are located in an easily accessible area of the classroom containing all necessary information


  • Uses student questions to guide the lesson
  • Uses pre-assessments to guide instruction
  • Develops elements of an effective lesson
  • Uses established routines to capture more class time (e.g., students have roles to play, such as passing out materials so the teacher need not stop the momentum of the lesson)
  • Incorporates higher-order thinking strategies
  • Uses a variety of activities and strategies to engage students
  • Monitors student engagement in all activities and strategies
  • Has high numbers of students actively engaged in the class continuously
  • Adjusts the delivery and pacing of the lesson in response to student cues
  • Effectively uses the entire classroom (e.g., teacher movement throughout the room)
  • Student-centered classroom rather than teacher-centered classroom
  • Provides feedback (verbal, nonverbal, and written)
  • Designs and bases assignments on objectives
  • Assists students in planning for homework assignments


  • Enables students to track their own performances
  • Grades homework
  • Gives oral and written feedback
  • Documents student progress and achievement
  • Makes instructional decisions based on student achievement data analysis
  • Circulates in the room to assist students and provide praise
  • Gives pretests and graphs results
  • Considers multiple assessments to determine whether a student has mastered a skill
  • Keeps a log of parent communication
  • Uses student intervention plans and maintains records of the plan’s implementation
  • Records team conference or teacher conference with students
  • Gives assessments on a regular basis
  • Makes use of a variety of assessments
  • Uses rubrics for student assignments, products, and projects
  • Practices differentiated instruction based on assessment analysis
  • Exercises testing accommodations for special-needs students
  • Maintains copies of all correspondence (written, e-mail,) concerning student progress
  • Holds teacher-parent-student conferences and meetings
  • Produces class newsletters
  • Invites parents and guests to special class events
  • Maintains class Web page featuring student work, homework assignments
  • Communicates with informal progress reports
  • Uses appropriate and clear language in communications
  • Participates in Individualized Education Program (IEP) meetings for special-needs students


  • Practices honest two-way communication between teacher and administrators
  • Communicates with families of students
  • Maintains accurate records
  • Reflects on teaching, personally and with peers
  • Attends grade-level meetings; is a team player
  • Attends and participates in faculty and other school committee meetings
  • Focuses on students
  • Performs assigned duties
  • Implements school and school district goals and policies
  • Acts “globally” around the school for the benefit of the whole school
  • Volunteers to assist others
  • Seeks community involvement
  • Seeks leadership roles on school committees and teams
  • Contacts central office personnel for technical support when needed
  • Treats colleagues with respect and collegiality
  • Works collaboratively with faculty and staff
  • Attends professional development opportunities (e.g., conferences, graduate classes, workshops)
  • Maintains current teaching certification
  • Submits required reports on time and accurately
  • Writes constructive, grammatically correct communications
  • Writes appropriately for the intended audience
  • No testing irregularities found that are within the control of the teacher
  • Submits lesson plans and assessment documents on time
  • Submits grades on time
  • Maintains a calendar of report deadlines
  • Keeps an accurate and complete grade book

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