A Strength

goal

Indicator

Progress
Long-term
goal
Immediate

Quality

Requires
Attention
Making

NCS Teacher Skills ChecklistPage 1

Comments:

Expertise
1. Expertise in
Subject Area

A. Exhibits mastery of course content and

conventions of the discipline.
B. Seeks purposeful professional
development of disciplinary expertise.
C. Understands how to teach course
content and disciplinary skills to a diverse
student body.
D. Sets high expectations for personal
mastery of and further learning in
discipline.

X
X

I would like to learn firsthand

(travel) more about the cultures I
teach.

There is more to learn in other

areas as well as new research
continues.

I feel one can never learn enough.

X
X

I believe active listening provides

valuable feedback for improvement
in all areas as a teacher.

Interpersonal Skill
2. Interactions with
Students

3. Shows Fairness
and Respect

A. Exhibits active listening.

B. Shows concern for students emotional
and physical well-being.
C. Displays interest in and concern about
the students lives by, for example,
attending performances and athletic
contests.
D. Initiates and sustains connections with
all families in the class and provides
equitable access to information and
resources.
E. Demonstrates belief that all students
can experience academic success in
classrooms that help them build positive
identities as learners.
F. Maintains professional role while being
friendly.
G. Builds relationships based on trust and
respect. Enables students to build similar
relationships amongst themselves.
A. Addresses and discusses biased
remarks.
B. Ensures an equitable classroom in
which all students have voice, are
empowered, and are valued.
C. Creates opportunities for all students to
succeed.
D. Preserves peer respect of all students.
E. Understands how race, gender,
socioeconomic status, and sexual identity
can shape educational experiences.

I would like to attend more often

but unable at times due to long
commute.

Yes, with all advisees families.

Is this question asking about all
my students?
I am a firm believer of this.

It is important to have boundaries and yet

be approachable.

X
X

In my classroom, there is zero

tolerance for disrespect.

X
X
X
X

I would like to learn more in this

area so that I can enforce equity
with more confidence.

A Strength

Indicator

goal

Quality

Requires
Attention
Making
Progress
Long-term
goal
Immediate

NCS Teacher Skills ChecklistPage 2

Comments:

Professionalism
4. Dedication to
Teaching

5. Reflective Practice

6. Collegiality

A. Shows joy for the content material and

demonstrates pleasure in teaching.
B. Maintains high-quality work.
C. Meets all deadlines.
A. Uses reflection to improve teaching and
sets high expectations for personal
performance.
B. Tracks students outcomes to reflect on
lessons and pedagogical strategies.
C. Acknowledges his/her own lenses and
biases.
D. Accepts feedback from colleagues.
E. Determines the success of instructional
strategies by noting if a range of students
have participated and if a range of
viewpoints have been considered.
A. Promotes positive interactions with and
among and about colleagues.
B. Collaborates with departmental and
grade-level colleagues.
C. Seeks mentorship for areas of need or
interest.
D. Mentors others.
E. Adheres to school rules and procedures,
for example, reporting attendance and
posting assignments.
F. Participates in school initiatives.
G. Seeks opportunities to expand and
deepen personal knowledge about
multicultural issues in consultation with
the Multicultural Team at NCS.
H. Solicits division heads and department
chairs support in setting annual
professional development goals in line
with the NCS Strategic Plan.

I am passionate about teaching in

general and history in particular.

X
X
X

I depend on feedback from both

peers and students and surveys to
improve.

I could use more written student

reflection for all classes

X
X
X

X
X
X
X
X
X
X

I should do but very informally. I

should make a more deliberate effort
to do this.

Classroom Management and Organization

7. Classroom
Management

A. Orchestrates smooth transitions and

continuity of classroom momentum.
B. Attends to all activities in the
classroom.
C. Handles routine tasks promptly,
efficiently, and consistently.
D. Limits disruption and interruptions.

X
X
X
X

Over my 33 years of teaching, I

have improved with each year
become more organized in
classroom management and
organization.

9. Discipline of
Students

A Strength

Indicator
A. Prepares materials in advance and has
them ready to use.
B. Plans ahead and communicates factors
that may impact others (i.e. field trips, test
calendar, etc.)
C. Organizes classroom space with
consideration for safety, neatness, and the
needs of diverse learners.
A. Sets expectations for positive behavior.
B. Responds fairly and consistently to
misbehavior on an individual level.
C. Uses appropriate disciplinary measures.

goal

Quality
8. Organization

Requires
Attention
Making
Progress
Long-term
goal
Immediate

NCS Teacher Skills ChecklistPage 3

Comments:

X
X

I am very structured and organized

with planning my lessons, my space,
and my day.

X
X
X
X

I have very clear expectations and

boundaries for my students and I
hold students up to them
consistently. Usually having a
conversation with them is enough.

Planning and Organizing for Instruction

10. Planning for
Instruction/Fostering
Student Engagement

A. Organizes content for effective

instruction.
B. Considers student attention span and
learning styles when designing lessons.
C. Creates integrated units built around
themes that provide access to students
from diverse learning backgrounds.
D. Gives students opportunities to learn
about their own communities.
E. Communicates the objectives of the
learning.
F. Enables students to use their first
X
language within the learning process when
appropriate.
G. Recognizes and values explicitly the
various ways students engage in class.
H. Develops objectives, questions, and
activities that are student-centered,
challenging, and attainable.
I. Provides students with the opportunities
for cooperative learning.

X
X
X
X
X

X
X

I make sure I provide enough

variety in instruction keeping in
mind the middle school child. I
often provide breaks during the
hour-long class for students to
stretch and move around or get a
drink of water.
With a focus on the medieval
world, my curriculum provides
opportunities to identify with their
heritage. I see student puff up with
pride when we learn about her
cultural background.

I emphasize that each student is

different and that means different
ways of engaging in class and
learning.

Implementing Instruction
11. Instructional
Strategies

A. Employs different techniques and

instructional strategies, such as hands-on
learning (e.g., use of technology, grouping
strategies, hands-on activities).
B. Encourages students use of technology
appropriate to lesson objectives.

I also try to teach through as many

of senses as possible by using
visuals, sounds, touch, smell, and
taste.

12. Expectations and

Content

13. Complexity

14. Questioning

A. Emphasizes understanding of meaning

rather than memorization.
B. Uses a variety of assessment strategies
to allow students to demonstrate an
understanding of content and mastery of
skills.
A. Asks questions that reflect type of
content and goals of the lesson.
B. Uses wait time during questioning.
C. Encourages students to compare,
evaluate, and use their own experiences
as bases for understanding and action.
D. Invites students to express ideas and
ask questions.

A Strength

Indicator
C. Divides content into manageable pieces
for instruction and homework
assignments.
D. Employs a variety of developmentally
appropriate strategies to stimulate
student discussion and inquiry.
E. Teaches metacognitive strategies, such
as reflection on learning progress,
prediction, and goal setting.
A. Sets overall high expectations for
improvement and growth in the
classroom.
B. Gives clear examples and offers guided
practice.
C. Explains homework.
D. Addresses biases, stereotypes,
inaccuracies, and marginalization in
curricular content.

goal

Quality

Requires
Attention
Making
Progress
Long-term
goal
Immediate

NCS Teacher Skills ChecklistPage 4

Comments:

X
During a class, I stop to teach them
study skills and techniques for
processing new content into long
term memory.

X
X
X

I have high expectations for my

students and they know that I
believe each one of them can be
successful.

Always, at the beginning of class.

Always. This is an integral part of my classes.
We actively look for these in our reading,
writing, and speech. We call this thinking like
a historian.
Definitely. They need to understand the
story first. Chronology is more important
than memorization of dates.

X
X
X
X

Assessing Student Progress

15. Homework

16. Monitoring
Student Progress

A. Relates homework to the content under

study and to student capacity.
B. Gives students feedback on
independent work
C. Follows all homework policies.
A. Uses data and research to make
instructional decisions.
B. Gives clear, specific, and timely
feedback.
C. Uses new instructional strategies with
students who did not achieve mastery and
offers pathways for additional help.

X
X
X
I want new tools for assessments to
better understand a students progress.

X
X
X

I work with such students one-onone during study hall, before or after
school.

17. Responding to
Student Needs and
Abilities

A Strength

Indicator
D. Works in accordance with departmental
grading standards.
E. Writes substantive, personalized, and
helpful report card comments.
A. Knows and understands students
ability, background, achievement, learning
styles, and needs.

goal

Quality

Requires
Attention
Making
Progress
Long-term
goal
Immediate

NCS Teacher Skills ChecklistPage 5

Comments:

X
X
X

I make every effort understand

and know my students. I keep
notes (and anecdotes), not just
grades of their progress.

Advising and Communication

18. Attention to
Student Needs

19. Communication

A. Clearly communicates concerns about

students and advisees in a timely manner.
B. Solicits help from Teaching and Learning
or counselors when needed.
C. Intervenes when students show signs of
dangerous or self-destructive behavior.
D. Communicates school procedures and
policies to students and advisees.
A. Responds promptlyideally within
twenty-four hours to requests for
information by students, parents, other
teachers, and administrators.
B. Engages in all communication with a
presumption of goodwill on behalf of all
participants.
C. Sets appropriate boundaries with
students and families.
D. Values both listening and speaking as
integral parts of relational dialogue in
interaction with families and colleagues.

X
X
X
X
X

X
X

After completing this checklist, please attach your reflections on it and a draft of your goals for the year.