Education success profile: High school teacher
This competency is one in a set of complete functional and behavioral qualities that, when fully realized, can help lead to professional success. View all competencies.
When you are considering and interviewing candidates for a high school teacher position, use the following responsibilities
and competencies to evaluate candidates. This information can help you identify people who are likely to
be successful in this position.
When interviewing for a new high school teacher, look for a candidate who will be able to perform these primary
- Creates a positive, supportive learning environment
- Serves as a role model to students
- Is flexible and open-minded with respect to learning styles
- Establishes close relationships with students, parents, guardians, and community members
- Monitors student progress continually to determine interventions and next steps
- Prepares young adults to be responsible and independent citizens
Candidates who are likely to be successful in this position will demonstrate a basic grasp of the following 14
Educational Competencies. Those who will be the most successful will further demonstrate a desire to improve
their skills in—and eventually master—these competencies:
- Drive for results: Pursues everything with energy,
drive, and a need to finish; does not give up before finishing, even in the face of resistance or setbacks;
steadfastly pushes self and others for results.
- Functional/technical skills: Possesses required functional
and technical knowledge and skills to do his or her job at a high level of accomplishment; demonstrates
active interest and ability to enhance and apply new functional skills.
- Integrity and trust: Is widely trusted; is seen as
a direct, truthful individual; presents truthful information in an appropriate and helpful manner; keeps
confidences; admits mistakes; doesn’t misrepresent himself or herself for personal gain.
- Interpersonal skills: Is warm and easy to approach;
builds constructive and effective relationships; uses diplomacy and tact to diffuse tense situations;
has a style and charm that immediately puts others at ease and disarms hostility.
- Learning on the fly: Learns quickly when facing new
problems; analyzes both successes and failures for clues to improvement; experiments and will try anything
to find solutions; enjoys the challenge of unfamiliar tasks.
- Listening: Practices attentive and active listening; has the
patience to hear people out; can accurately restate the opinions of others even when he or she disagrees.
- Managing and measuring work: Clearly assigns
responsibility for tasks and decisions; sets clear objectives and measures; monitors process, progress,
and results; designs feedback loops into work.
- Motivating others: Creates a climate in which people
want to do their best; can assess each person’s strengths and use them to get the best out of him or
her; promotes confidence and optimistic attitudes; is someone people like working for and with.
- Personal learning and development:
Is personally committed to and actively works to continuously improve himself or herself; recognizes
the need to change personal, interpersonal, and managerial behavior; actively seeks feedback.
- Planning: Accurately determines the length and difficulty of
tasks and projects; sets clear, realistic, and measurable goals; sets priorities and time parameters
to accomplish tasks and projects; anticipates roadblocks and develops contingencies to redirect tasks
so momentum is not lost.
- Presentation skills: Is effective in a variety of
formal and informal presentation settings; commands attention and manages group process during the presentation;
is cognizant of audience response and able to adapt content and style accordingly.
- Time management: Uses his or her time effectively and
efficiently; concentrates his or her efforts on the most important priorities; adeptly handles several
tasks at once.
- Valuing diversity: Manages all kinds and classes of
people equitably; supports equal and fair treatment and opportunity for all; fosters a climate of inclusion,
where diverse thoughts are freely shared and integrated.
- Written communications: Is able to write clearly
and succinctly in a variety of communication settings and styles; can get messages across that instigate
Copyright © 1992, 1996, 2001-2003 by Robert W. Eichinger and Michael M. Lombardo. ALL RIGHTS RESERVED. This work is
derived from the LEADERSHIP ARCHITECT® Competency Library developed and copyrighted by Robert W. Eichinger and Michael
M. Lombardo for Lominger Limited, Inc.