Attributes of an NIS Teacher

If the below standards paint the picture of the kind of teacher you are, and/or want to be – NIS could well be the right school for you:

Shared Learning Targets and Alignment of Assessment & Instruction

  • Learning targets and success criteria are shared and clarified with and for students at some point (as appropriate) in the lesson
  • Assessments and activities align to these targets

Double Impact’ Lessons

  • Lessons are designed to teach both subject specific content/skills AND transdisciplinary skills and dispositions (e.g. ‘learning to learn’)

Appropriate Challenge

  • Learning targets and activities are designed so that they can be achieved – but not easily/without effort

Active, Inquiry-Based Learning

  • Students are actively engaged in constructing meaning; teachers are skilled at turning ‘content’ into ‘problems’

Co-Construction

  • A spirit of shared ownership permeates curriculum design  - planning occurs with students, not for students

Differentiation

  • Students are offered alternative pathways to the learning through routes differentiated by product, process or content and through the filters of interest, learning readiness and learning style

Checking and Adjusting

  • Frequent checks on student learning occur throughout the lesson and the teacher adjusts in response
  • Assessment data from one lesson is used to modify planning for subsequent lessons

Closure/Synthesis

  • At key points in the lesson – and especially at the end – there is an opportunity for students to synthesize their new learning and make meaning

Effective Questioning

  • Questioning in lessons effectively engages all learners &  extends student thinking as well as revealing information which can inform next-steps instructional decisions

Feedback

  • Students receive clear written and verbal feedback (as appropriate) helping them to answer three questions - Where am I? Where do I need to be?  & How can I close the gap?

Peer & Self-Assessment

  • Teachers organize engaging and rigorous peer& self-assessment

Attention to Detail

  • Everything is well designed, well prepared and well resourced.  This includes routines, activities, timings and transitions.

Classroom Relationships

  • The classroom climate is characterized by respectful relationships between and among students and the teacher

Behavior Management

  • Behavioral expectations are high and any problems are handled with respect, dignity and a focus on learning

Collegial Relationships

  • The teacher is a collaborative, inclusive and positive member of the faculty

Communicating with Parents

  • Parent communication is timely, professional and focused on how students might improve and be successful with their learning