Teachers: What are qualities about other teachers?

THE TEACHER AS A PERSON

• 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

CLASSROOM MANAGEMENT AND ORGANIZATION

• 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

ORGANIZING AND ORIENTING FOR INSTRUCTION

• 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

IMPLEMENTING INSTRUCTION

• 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

MONITORING STUDENT PROGRESS AND POTENTIAL

• 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

PROFESSIONALISM AND SERIOUSNESS

• 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