Essential Traits of Great Teachers

In addition to demonstrating proficiency in teaching techniques and skills, fellows must strive to embody the following Essential Traits that are shared by successful participants in our program. Failure to demonstrate these traits will hinder your growth and development as a new teacher and may result in removal from our program without earning certification. 

PROFESSIONALISM

You are reliable in meeting commitments and deadlines and show professional oral and written communication skills. You interact professionally with others including colleagues, families, and communities to help students learn.

What it looks like:

• You present yourself as a reliable, well-prepared, professional and you demonstrate a clear respect for the profession and your role as a teacher.

• You meet dress code expectations daily as outlined in the Pre-Service Training handbook.

• You are alert and engaged during instructional time, meetings, and professional development, and use technology only during appropriate times.  

• You reply to all communications (emails, phone calls, etc.) within 24 hours using professional language, along with correct spelling and grammar in all written and oral communication.

• In all interactions (verbal and non-verbal) with students, peers, and staff, you assume the best of others. You give and receive feedback with a growth mindset about yourself and others in an effort to collectively push towards being better versions of ourselves.

• You are consistently on time and in attendance for all meetings, professional development and for instructional time. In the event of extenuating circumstances, you communicate proactively with staff prior to the start of the session.

• You meet all deadlines for assignments and submission of paperwork. In the event of extenuating circumstances, you communicate proactively with staff prior to the deadline.

COMMITMENT TO EXCELLENT OUTCOMES

You recognize and value the assets of your students and the community, know that all students can achieve at high levels, and take ownership of your responsibility to achieve outcomes for kids. You believe all students deserve access to rigorous, meaningful content and agency because it gives them the power to own their life decisions.

What it looks like:

• You believe that you CAN and WILL lead all students to high academic performance by providing access to rigorous and meaningful content.

• You hold ALL of your students to high academic and behavior expectations while providing them with a rigorous, safe, and supportive environment.

• You consistently communicate and demonstrate the belief that ALL students have assets and will perform at high levels when they have access to rigorous, supportive teaching.

• You deeply value student’s assets and look for opportunities to build bridges between students’ academic and rich personal experiences.

• You leverage the assets of the community (including parents, students, teachers, and others) in providing the highest quality of instruction to all students.

• You take responsibility over the academic outcomes in your classroom.

CONSTANT LEARNER

You continually seek opportunities to grow through applying feedback and building a habit of reflection. You reflect on and care for the needs of your students and yourself to ensure you are able to consistently provide rigorous and relevant instruction.

What it looks like:

• You view feedback as a tool to improve your practice as an educator and seek out and accept feedback from diverse sources.

• You internalize and apply feedback rapidly and at the next possible opportunity. 

• You take advantage of resources and opportunities in order to constantly improve your effectiveness. 

• You’re committed to self-care, including recognizing your own triggers and biases, and you work to express your emotions in a productive manner that upholds the dignity of all students and peers. 

• You work independently to constantly improve your effectiveness by reflecting on and addressing your own strengths, needs, and biases.

• You regularly reflect on your students’ strengths and needs, then work to adjust your instruction to leverage their strengths and meet their needs.

CRITICAL THINKING

You make sound judgments and generate multiple solutions to challenges, while staying focused on your goals for your students. You reflect on your own unconscious biases and work to understand how dynamics of power and institutional racism affect your students, and you work to consistently align your actions with this understanding.

What it looks like:

• You demonstrate curiosity about what you don’t know and seek perspectives different from your own. 

• You think broadly about what is within your control to influence and focus your efforts to affect what is within your control.

• When seeking support, you come to the conversation prepared with possible solutions and steps you may take to overcome challenges. 

• You process evidence, recognize patterns, and use quantitative and qualitative data to make informed decisions and plan strategic actions.

• You analyze and interpret information and feedback accurately, while recognizing and countering your own assumptions and biases.

• You engage in conversations around societal issues, identifying how these materialize in the power structure of the learning environment and impact your students.

• You actively combat inequities in the learning environment and the school community through your actions and decisions​