They inspire, make learning fun, and can easily make a lasting impression that stays with students forever. These teachers don’t just teach; they spark curiosity and impact students’ lives in ways no one could ever imagine.

Great teaching is more than delivering information. It’s an ongoing mix of skill, self-awareness, and heart. Here’s a look at characteristics of a good teacher and the kind students remember.

What Makes a Good Teacher?

A Genuine Passion for Teaching

Good teachers must be passionate about what they are teaching, because if they’re not, then the students will notice it from a mile away. Being passionate about your craft doesn’t mean screaming “I love teaching” from the rooftops; it just means caring deeply about your students and the subject(s) you teach.

Teachers who are passionate and willing to try new things have contagious energy, and this energy is what keeps students motivated and engaged.

Strong Relationships with Students

Teachers who take the time to get to know their students and have empathy for the things they can‘t always see, like family challenges or self-doubt, help create a safe and supportive classroom. They take time to get to know their students by quickly remembering their names or calling them by their preferred nickname.

Building connections and having a strong relationship make students feel seen, heard, and valued. Students will more likely take risks and speak up when they know their teacher has their back.

And it’s not just about student-teacher connections. Good teachers also build relationships with families. They reach out not just when something is wrong, but to share the good stuff too. They create a team around each student, where everyone is pulling in the same direction.

An Understanding of How Students Learn

Good teachers have a deep understanding of how students learn. Whether it’s through a variety of modalities that differentiate instruction or by scaffolding complex ideas, good teachers understand that not all students learn the same way.

More importantly, they design their classrooms with all of this in mind. That might mean breaking assignments into steps, allowing students to show understanding in different formats, or creating flexible groupings so everyone has a chance to shine. These aren’t just nice ideas but strategies that help students feel seen and supported.

The Ability to Inspire

A good teacher is someone who can motivate and inspire others to do better or learn more. I remember a saying that I heard from one of my mentor teachers back in college. She said, “A good teacher will spoon-feed their students the information, but a great teacher will give them a spoon and show them how to feed themselves”.

What I learned is that to be a true inspiration to your students, you must be willing to share yourself. This means sharing your passion and love for learning. This can make a great impact on your students and inspire them to become lifelong learners.

Are Effective Communicators

The best teachers are strong communicators. They know how to ask questions, check for understanding, respond to emails, update families, and hold space for hard conversations. They are the kind of teacher that students feel comfortable coming to when they feel overwhelmed or need someone to listen to.

Whether it’s giving clear instructions, offering constructive feedback, or simply being present in a moment, strong communication builds trust and creates a classroom where students know their voices matter.

Has Strong Classroom Management Skills

Every teacher handles classroom management in their own way, but the most effective teachers know how important it is to blend structure with consequences that make sense. They set clear expectations and trust that their rules are followed.

They don’t lose their cool and never take it personally when a student is having a tough moment. They build routines that are easily followed because they know that this makes students feel secure. Above all, they don’t jump to punishment, but they talk it through calmly and treat each moment as a moment to teach.

There’s no one-size-fits-all formula for being a good teacher. It’s a mix of planning, compassion, confidence, and a love for learning. But it’s also more than that. Teachers are often the people who inspire us the most. They are the ones who assist us on the path to a successful education and life. And sometimes the teachers who make the biggest impression on us during our schooling are the ones who push us to do our best.

The teachers that we once thought were so hard on us turned out to be the ones who made us who we are today. You may not have known it then, but looking back, you can now see the impact that teacher had on you, and how it affected your future. Be that memorable teacher for your students.

You’ve got important career goals — we have the graduate program to get you there. Check out our available reading/literacy graduate degree programs  to advance your career today!

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As someone who has been working as a teacher for ten years, has worked closely with hundreds of students, and who has been back to school to advance my education multiple times, I am here to report that there are still many positive aspects of the teaching profession. Here are five reasons why becoming a teacher is still a great career choice for many.

1. Making an Impact Daily

Of course, the main reason anyone goes into the field of education is to make an impact on their community on a daily basis. Working with the future generations and helping to shape them into productive, happy, and educated citizens offers an internal satisfaction that many other professions cannot give. While children and young adults can be challenging to work with at times, for the most part, they are wonderfully interesting, full of questions and curiosities, and will make you laugh constantly.

You can make a huge impact in the life of a child who may need a positive figure in their life, and you can even make a huge impact in the life of a child who already has a life filled with positive figures. There is no limit to the number of lives you can positively influence through your work in education.

2. Flexible and Creative Work Environment

One of the most overlooked aspects of teaching is the flexible nature of your daily work environment. Teaching is different from a position where you are returning each day to a monotonous workload or a predictable schedule. There is always something going on that is different than the day before; there is always an unforeseen challenge to tackle, or a new fun activity to plan. No two days are the exact same. While teachers juggle a large workload and a vast array of responsibilities, a variety to each day tends to stave off any feeling of being in a “rut” or getting bogged down with your daily routine. You are able to flex your creativity in so many ways and have fun while doing it!

3. Work Schedule

Now, a huge perk of teaching that everyone talks about is the schedule. The schedule is especially appealing if you are someone with a school-aged family. While there will always be planning to do, trainings to participate in, and classrooms to set up and prepare for the upcoming school year, most teachers get most of the summer months off work. This is extremely convenient if your kids are also off school for the summer, as you don’t have to worry about juggling daycare, babysitters, or relying on family for help over these months. Even if you don’t have young children, you can use this time to travel, spend time with friends, or complete any projects you have been putting off.

Summer isn’t the only long break you get if you go into teaching. You will generally have a reasonable amount of time off around major holidays such as Christmas, Thanksgiving, and a period of time off for spring break. Teaching is one of the only professions where you can count on this time off each year, and you will not have to use vacation time or personal days to enjoy it.

4. Job Security

Another appealing aspect of teaching is the job security that comes along with it. The demand for teachers has never been higher than it is right now. Many teachers go into teaching straight out of school and stay in the profession until retirement. Teaching is not a job that experiences a “slow season” or where you will have to worry about layoffs or downsizing. Great teachers are always needed. Furthermore, as the world evolves and technology continues to become more advanced, teaching is a job that can now be done from nearly anywhere in the world. You can continue teaching without stepping foot inside a classroom. The job opportunities for teachers are aplenty.

5. Retirement

This one will vary widely depending on what state you teach in. However, the retirement system for teachers is really a no-brainer. You don’t have to spend a lot of time researching your options, maxing out your contributions, or budgeting for your retirement. Much of that is done for you through the retirement system. Teaching is a career that once you retire, you will be paid for the rest of your life, and depending on a few factors, many teachers will make the majority of their salary even after they retire. This is a huge plus in an economy where many people are no longer able to retire, and many young people aren’t sure how to plan for retirement. Many teachers are retiring in their 50s — which is nearly unheard of in our current economic system!

While a career is a hugely personal choice and one that you must put a great deal of thought into, teaching is a wonderful profession that offers many benefits and opportunities that you just can’t find anywhere else. Suppose you are interested in a fun and flexible work environment, impacting the upcoming generations, with a great schedule and fantastic retirement opportunities. In that case, teaching might be the right choice for you!

Educators never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

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Finding Your Weakness to Improve Upon

If your goal is to grow and become a better teacher, you must take a moment to figure out what aspects of yourself and your career as an educator you are weak in. Once you learn what those are, you can then do away with them and learn to focus more on your strengths as a teacher.

Here are a few suggestions on how you can identify your weaknesses and how to become better and improve over time:

Ask Someone to Observe You

The first step to figuring out your weaknesses is asking someone. This can be difficult for many people because you’re going to have to sit and have someone pick apart your work. However, you must remember you are doing this to help you grow as a teacher so must be ready to listen to constructive criticism.

Invite a colleague or a mentor to observe you in your classroom. Ask them to fill out an observation checklist, just as you would if your supervisor was observing you. This will help them give you specific feedback in multiple areas. If possible, ask multiple people to observe you so you can get a range of different opinions. The more feedback you get, the more you’ll learn about yourself. For example, when I was observed as a student teacher, I learned I only taught to the students in the front of the classroom. I also learned that I was too soft-spoken and didn’t command the classroom. While I didn’t realize I was doing this at the time, after my observation, I was able to change my behavior and, over time, gain confidence.

Give Up Your Weak Habits

You may be unaware but some of your weaknesses may be out of habit. For example, when I was observed I learned that I always compared students to one another. After some self-reflection, I realized that this was something I did both in and outside of the classroom, it was a habit that I was completely unaware of. I learned from this feedback that we don’t really know or understand what others are going through when they aren’t in our classroom. Just because one student may be lazy and not want to do the work doesn’t mean that all students that aren’t doing the work are lazy, they may have something going on at home.

Take some time to sit and think about how you behave as a teacher. Ask yourself, “What is my behavior like when I am in the classroom? What is it like when I am outside of the classroom?” “Is it different?” Write down anything that you think may be considered a weak habit as well as how you can go about changing that.

Gain a Different Perspective

Sometimes all it takes to figure out your weakness as a teacher is to simply gain a different point of view, and who better to ask than your students! If you think about it, your students are the ones who see you every day and as you know they have a lot of opinions. While they may not be as educated as a teacher or have the foresight, they do know what works for them and what does not. If you don’t want them to hold back, then ask them to write down their thoughts anonymously. Not only is this a great way to get unfiltered feedback that you may not have received if they had their name on it, but it will also help you from thinking differently towards a student if they shared feedback that you found hurtful or offensive.

Jot Down What You Can Improve

Create a list of things that you are not good at or that you don’t enjoy doing in the classroom. The reason for this is that usually, the things that you don’t like to do are also the things that you’re weak at. If you constantly procrastinate the same thing every single day this is a signal that it’s something you need to work on. To help you improve at these things, try taking one weakness from your list to work on each week. Eventually, with patience and time, it’ll get easier.

While discovering your weaknesses may not sound like much fun, it’s a great way to help you better understand yourself as a person as well as grow as a teacher. Once you discover your weaknesses, you can reach out to your colleagues who are good in those areas and learn from them. When you try your best to turn your weaknesses into strengths, not only will you benefit, but your students will as well.

Teachers never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

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Have you ever heard of imposter syndrome? You may have, but not in terms of imposter syndrome as it applies to teachers. The imposter syndrome definition is the occurrence of thoughts of which an individual doubts their talents, skills, and ability to perform. As with any profession, imposter syndrome can impact teachers and anyone in the world of education. Often these thoughts can lead to other, related imposter syndrome symptoms include an inability to focus, low self-esteem, and low performance.

It isn’t hard to fall into a downward spiral of negative thoughts if there is a lack of support for teachers, especially those who are new to the career. This can even lead teachers to leave the field of education.

Teachers who are suffering from this syndrome may have thoughts such as:

• “I am in the wrong profession.”
• “I am going to bomb my observation.”
• “I don’t know what I am doing.”
• “I have no control over my classroom.”
• “I’ll never be able to teach well.”

Although imposter syndrome is difficult to face and overcome, it is possible to rise above these negative thoughts. Imposter syndrome can be beat. It is important first to realize what imposter syndrome is, why it occurs, and how to move forward.

Why Do Some Educators Struggle with Teacher Imposter Syndrome?

It is probable that teachers have suffered from imposter syndrome ever since the idea of teaching existed. Factors as to why teachers suffer from this syndrome no doubt change as the times change. Most recently, teachers are coming back to full-time education and classroom instruction after experiencing the strange and drastic changes of distance learning due to the COVID-19 pandemic. Many teachers are having to relearn time management and classroom management. Such environmental circumstances as this certainly impact the thoughts that run through the minds of today’s educators.

Furthermore, there is always a possibility in any profession that the professional at hand may experience both internal and external factors that could spawn thoughts of Imposter Syndrome. Internal factors can include personality traits and characteristics, mental health issues, and social-emotional challenges. External factors may include environmental circumstances such as teacher finances, school culture, and administrative support (or lack thereof), negative self-talk or negative team talk.

How to Deal with Imposter Syndrome

The good news is that this syndrome can be reversed regardless of the source of imposter syndrome, externally or internally sparked. Thankfully, it is possible for those suffering from such negative thoughts, to become both capable and confident teachers.

There are several ways to overcoming imposter syndrome. Thankfully, there are many resources available to teachers to help them begin to enjoy, take pride in, and thrive at their jobs. The following are a few ideas for how to overcome imposter syndrome.

Ask for Help

Perhaps one of the most helpful resources in education are our human resources. Grade-level colleagues, instructional coaches, peer coaches, administrators, or mentors can do this. Simply sharing what teachers are going through with others opens the door to ideas, resources, and relationships that can improve positive thoughts and teaching practices.

Utilize Positive Affirmations

Positive affirmations can help teachers feel more confident and calmer as they begin each day.

There are many options for affirmations teachers can practice each day including:

• “I am competent and capable.”
• “I am a good teacher.”
• “I believe in progress.”
• “I am prepared for success.”

Don’t Forget to Practice Self-Care

Taking care of your own mental health, in general, will naturally spill over into your professional world. When teachers are well-rested, healthy, and happy; they will naturally begin to think more positively regarding their performance.

Recognize Negative Thoughts and Redirect

One of the best ways to attack teacher imposter syndrome is to identify when these negative thoughts occur and learn how to have a mindset shift from negative to positive thinking. For example, on a day when students do not respond well to a math lesson, instead of thinking, “I planned this poorly,” think instead, “I will use this information to change tomorrow’s lesson plan in the following ways…” Reflecting daily is a good way to get out both negative and positive thoughts and to redirect negative thoughts tangibly.

The process of learning and growing means reflecting on teaching practice regularly. Although negative thoughts can take teachers down a road leading to imposter syndrome, educators can use these thoughts to create a more positive work environment and learning experience for themselves and their students. It is perfectly normal to doubt oneself from time to time. However, it is important for teachers to use resources and tips like the ones listed above to combat imposter syndrome and continue to improve their practice and stay mentally healthy.

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These observations can be as simple as a five-minute administrator walkthrough or more formal as an observation for teacher evaluation or renewal for a professional license. Regardless of the type of observation, it is important to note that positive growth is the goal for the teacher, students, and building administrator.

According to the National Institute for Excellence in Teaching (NIET), to make classroom observations count as much as possible there are four focus areas to review continuously. These areas are instruction, planning, environment, and professionalism.

When considering classroom observations, these four areas will foster growth in the teacher and focus on the needs of students. To further understand these four areas, it is essential to understand the return on investment in teacher knowledge, confidence in delivering instruction, and student academic growth.

Focusing on these areas allows for an effective guide to continuous growth and development. This allows for a rubric to be used to guide teacher expectations and school administrator and state department accountability for staff. One such example of this is the South Carolina Teaching Standards 4.0 Rubric adopted from the NIET.

Instruction

Classroom instruction should be research-based, differentiated to student learning abilities and styles, and project-based. When optimizing the learning experience of students, the teacher needs to consider how the teaching standards and objectives can be translated to the level of the students.

Furthermore, how instructional content is presented and finding ways to motivate students in their learning process is vital to understanding how to grow students’ and teachers’ ability to impact academic and social success. When focusing on positive growth in the classroom, it is important to think about ways to gather academic feedback from students to check for understanding and facilitate lessons that focus on problem-solving and critical thinking skills.

Today’s students need teachers and administrators who have access to professional development for 21st century teaching skills and applications to real-world practical experiences. For more information on engaging students through technology in the classroom, consider pursuing a grad degree in educational technology. This and degrees in curriculum and instruction and educational leadership provide ways for teachers and administrators in the K-12 and higher education spectrum to enhance their craft and impact student learning. Finding ways to use data to see student learning trends and ways to continue to find professional development for educators will provide a platform to bring growth to the teaching and learning process.

Planning

Planning lessons and learning objectives is crucial to facilitating effective classroom management. Additionally, both short-term and long-term planning helps define the scope and sequence of instruction as well as the implementation of content delivery for student learning.

When observing a teacher, school administrators must look for evidence of proper classroom planning and transitions. Things to look for that give evidence of effective planning includes having standards and objectives displayed on the board, interactive ways to incorporate technology in the classroom, and ways to summative assess student learning in a formative way.

Effective school administrators find ways to allow for teachers to learn more about curriculum writing and planning to facilitate instruction in the classroom. Whether it is K-12 education or teaching in higher education, school officials and teachers should focus on how the planning and development of lessons will impact students to maximize their learning experience.

Classroom Environment

A successful classroom environment intentionally emphasizes student engagement and differentiated instruction and creates a positive classroom culture. When thinking about a classroom observation, consider how the environment impacts the facilitation of learning. What routines and procedures are being implemented to increase instructional time and allow students to feel comfortable exploring their personalized learning?

High student engagement leads to minimized instances of classroom distractions, student outbursts, and builds a sense of a community of learners. Creating a positive learning environment should emphasize on building relationships, giving positive praise to students, and setting high and rigorous expectations for learning. The classroom environment should be led by a teacher who models professionalism for students and finds interactive ways for students to see themselves as professionals who can make an impact at school, at home, and in their broader community.

Professionalism

Teachers and school administrators are held to a high standard. This can be at a K-12 school or at a university or college. When thinking about observations in classrooms, it is important to remember the impact being made on students. Students in today’s classrooms, whether in-person, hybrid, or online, need to see examples of professionalism. This translates not only to professional dress, but also knowing how to teach students professional communication skills. In a traditional brick-and-mortar school, educators need to be consciously modeling the example of professional attire and professional conversations amongst colleagues and students. When presenting in-person or online, be sure to cite proper sources of information to increase the credibility of your lesson, presentation, or conversations with others.

Attending professional development conferences and joining educational organizations to increase your professional resources is important. Organizations such as the International Society For Technology in Education (ISTE)  provide ways to collaborate with others and find meaningful professional development content.

Understanding the four categories mentioned in this article will provide a guide to a successful observation experience for the teacher and the principal/administrator. Promoting positive growth for students is crucial to the growth and development of schools and the students and communities they serve. As education is ever evolving, there is still a vital component of effective teaching and learning and the maximizing of student potential for future impacts on a positive and progressive global society.

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What is Co-Teaching? 

Co-teaching, by definition, is a process whereby at least two teachers work together in lesson planning, instruction, and assessment of a group of students. Generally, the co-teachers work with one group of students at a time.

What are the Benefits of Co-Teaching?

The benefits of co-teaching are multiple. As stated above, co-teachers collaborate in every facet of education for a particular group of students. This collaboration allows for merging ideas and thought processes of two professional educators with one common goal. That goal is the best educational outcome for a particular group of students.

Not only does co-teaching allow for collaboration, but it also allows for more “one on one” time for individual students’ needs. Co-teaching also allows for a seamless transition from one objective to another, as teachers can simply trade places into a new subject area. 

Further, co-teaching allows one teacher to step out of the room without sacrificing student safety and monitoring. One teacher can easily go and make copies or pick up something to enhance student learning while the students are safe and sound and continuing to be on the current task. 

The old saying, “two heads are better than one” definitely applies in the area of co-teaching. Co-teachers can put their heads together in planning for future lessons. By collaborating in this way, co-teachers can be sure that they are giving their students the best possible lesson every time.

Co-teacher planning also helps by having frank discussions about what didn’t go well in a lesson and how to correct that for the future. Additionally, teachers can share the responsibility of direct instruction by co-teaching throughout the day. This realm of teaching can and does keep lessons fresh and hopefully inviting to the students throughout the day. It is also important as a “non-direct” teacher can monitor and help keep wayward students on task without stopping the lesson for correction.

Likewise, co-teaching helps in the assessment process by having another set of eyes on students during any assessment process. Again, as state earlier, while assessing students, there is also double the opportunity to help students with questions during the assessment phase.

Do Certain Grade-Levels Utilize Co-Teaching More than Others?

While co-teaching can be beneficial at any grade level and with any subject matter, some groups utilize this process more than others. Funding for co-teaching can be an issue, so over the years, schools utilize it where they see the most benefit can be had.

Younger grades, like lower elementary and special education have seen the most use of the concept. These are two areas that arguably would have the greatest need for multiple professionals in the classroom. 

Elementary School

Younger elementary students are learning basic skills that of course will build forward in the students’ educational career. Elementary school is the perfect time to have as many professionals with direct hands-on coverage as is possible. It has been well documented that younger students benefit greatly with as much one on one and small group activity as they can get.

Co-teaching allows for this in all aspects of the classroom. Additionally, it can also reduce the occasionally present personality conflicts that do arise from time to time. Often, a student with a conflict with one teacher, may flourish with the help of the other teacher.

Special Education

Special education is another area where co-teaching is used frequently. In fact, through the advent of “inclusion” in classrooms today, there is often a regular education teacher and a special education teacher in the same classroom. This sets up a natural co-teaching situation. While the special education teacher is primarily in the classroom for the special education students, they can also help with other students as well.

This co-teaching situation is a “win-win” for all students. This also helps alleviate the stigma attached to special education students in the regular classroom setting. Having a special education teacher co-teaching with all students provides a situation where all are helped, and none are left behind.

Co-teaching is a concept that creates a positive classroom flow and can greatly enhance the educational process. Teachers that are teaching collaboratively can help all students. This can help to reach all students where they are and help to grow them. Remembering that student growth in all areas of a student’s life should always be our first and foremost goal. Co-teaching gives us yet another avenue to help ensure educational growth of all of our students. On a smaller scale, the saying, “it takes a village to raise a child” definitely rings true for co-teaching. 

Teachers never stop learning; check out our available graduate degree programs in teaching to hone your skills and promote lifelong learning and academic excellence.

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The second central point to understand is the grade level and specialized area you wish to teach play a big part in what degree you’ll need to obtain. With those two issues outlined, let’s delve deeper into the topic.

What Degree Do You Need to Be a Teacher?

In all states, you’ll need at least a four-year bachelor’s degree to teach. This up to a short time ago was universal, but some exceptions have been made due to the pandemic and resulting teacher shortages. I would not view this as anything beyond emergency measures.

The list of states requiring teachers to earn master’s degrees is rather small. In Ohio, Maryland, and New York, all teachers must earn a master’s in education within five years after signing their first teaching contract.

Are there advantages to requiring a master’s degree to teach? This topic could encompass a full research paper, but let’s keep it short here. If you want to weed out more candidates and create a more specialized pool of would-be teachers, requiring a master’s degree will go a long way in doing that.

For more specific and detailed information, you should research exactly what is required in the states you are interested in teaching in. You will find some basic commonalities, but requirements can get very specific.

Do Different Teachers Need Different Degrees?

The short answer to this question is yes. If you want to teach high school chemistry, you are going to be required to have a degree in science. If you’re going to teach preschool, you will need an early childhood education degree. Elementary education teachers are viewed more through the prism of educational generalists, as they teach multiple subjects. Secondary teachers are content specialists who focus on a far narrower degree of expertise.

One is not superior over the other. It’s about equipping the aspiring teacher with the needed understanding of the content they will teach and the students they will deliver it to. Secondary teachers will need to grasp more technical content. Elementary teachers will need to know how to deliver more general content in a wide variety of subjects.

Both take high degrees of skill to do successfully, and the overall hope for students is that they will have consistently strong teachers throughout their time in school, building on a solid foundation established as far back as preschool.

What Does a Graduate Teaching Degree Program Encompass?

M.A.Ed., M.A., and M.Ed. programs typically take 25-30 credit hours, though available are shorter and longer programs. Graduate programs typically cover topics such as curriculum and instruction, differentiation, assessment, and data-driven decision making in much more detail, and virtually all programs involve an experiential learning component, such as a teaching practicum.

So why would you choose such a program? There are usually incentives for higher pay on most teacher scales. Still, the most common reason is that you are interested in becoming a greater expert in your field, including curriculum, instructional strategies, educational philosophy, classroom management, and more.

Which Teaching Degree is Right for Me?

To know this, make a list of some basic questions:

• What grade levels do I wish to teach?
• Am I interested in becoming a generalist or specialist?
• What type of trajectory do I see my career taking long-term?
• Am I more apt to stick with one elementary or secondary, or is it possible that I’d like to change from one to another?

Some of these questions are easier to answer than others, but it’s a good idea to go through and ask yourself all of them, maybe even add additional questions to ponder. Make sure you are thorough as you plan your foray into teaching. It will be a long-term benefit and may save you a lot of time and heartache. Best wishes on your teaching journey!

Interested in becoming a teacher? Check out our available programs and get started on your next journey today!

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Your Network

If you have been teaching for more than five years, chances are you have been to multiple professional development workshops where you have met other teachers. Perhaps you have been a member of an educational union or social media network connecting teachers and sharing experiences. If so, use this network of colleagues to announce your job search and seek assistance with sharing in your search. Some of these acquaintances may know of opportunities and be able to give you a good reference if you have established professional relationships in the past. In addition, you might reach out to peers or professors from your university that might know of possible job prospects.

Utilize Social Media

In the modern age of technology, it is imperative that anyone searching for a job use social media with discretion and professionalism. One misunderstood post and your educational career could come to a halt. However, there is value in using these sites while searching for a job. Here is a list of popular sites and how they can be used to assist in your quest for a new teaching position:

• LinkedIn and Indeed – These are considered professional networking sites where you can post your resume and experience, locate open positions within your field, and connect with opportunities. Employers can recruit through these and other job specific sites, so you can gain quick connections across the nation.
• Twitter – This social media site is used by many school districts to quickly share news and upcoming events in short, 280-maximum-character posts. Be sure and type in your keywords using hashtags (#) to narrow your search effectively.
• Facebook – This is another social media site that can be used effectively in your job search. It is used best for locating school districts news feeds to search for job fairs and open positions.

When utilizing these sites, it is important to remember to keep your profile professional and updated. Remember that administrators will be viewing these to determine your possibilities for an interview or future career.

In addition to using social media for job searches, veteran teachers can also use these networks to stay abreast of educational news. Valid and reliable media sites can be used to learn about educational policy changes, new teaching strategies, and buzzwords to use within your interview to help demonstrate your current knowledge of educational trends.

Consider Relocation

Across the nation, many school districts are facing a shortage of teacher candidates. Some of the shortages are in specific areas, such as special education, while others are more widespread across all certifications. If you are willing and able to relocate, use this to your advantage. Some districts are enticing teachers to their area by providing extra incentives from sign-on bonuses to housing provided near the school. Another way of pursuing a career in a new setting is to be willing to seek a new certification while teaching. Many districts in need of particular positions are willing to let an experienced teacher teach while receiving training toward a new certification such as reading specialist or English as a Second Language instruction. This alternative certification is a great doorway to new opportunities if you are willing to try a new area of the educational field.

When considering relocation, it is also important to determine ahead of time if your specific state’s licensure is accepted in the new district. If it isn’t, ask if this district administrators are willing to allow you to teach while you meet the requirements for new licensure. Some may have this flexibility while others may have policies against such practices. Knowing this in advance can save you time and travel or provide you with time to advance your license.

Leverage You Experience in Interviews

If you have taught for five or more years, chances are you have used multiple teaching and behavior management strategies and been a part of a variety of educational scenarios. Use these to your advantage without dominating the interview. For example, when the administrator asks a question about your knowledge of assessments, detail the assessments you have you administered for progress monitoring and formal assessment. Be sure to share how you used data from these to differentiate lessons and drive your instruction.

If you are given the chance to present a teaching demonstration, this is your time to shine as a veteran teacher. You will most likely be more comfortable in front of an audience. Use this opportunity to show how you use small groups, differentiate instruction, and can manage a classroom while focusing on the learning of each student.

In addition, your years of experience have most likely given you opportunities to work on committees and lead trainings. Share ways you’ve collaborated with others within your school and district to make positive changes in your teaching philosophy and strategies. Promote yourself so that the administrator sees how you, a veteran teacher, have a lot of experience and knowledge to offer the new school and school district.

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How Stress Can Affect Your Teaching

When you are feeling stressed, your students can sense it. When you are feeling stressed, you are not the best version of you. It can affect you psychologically and physically. When you feel extreme amounts of stress, you feel more rundown. When you are feeling rundown, you are not teaching at your full potential. When you are emotionally or psychologically stressed, the same happens. It is inevitable that you will feel stress at many points during your career, so here are some tips on how to maintain your stress level and even how to destress.

How to Prep for a Stress-Free Morning 

Preparing for a stress-free morning begins before you even leave work the day before! Before you leave work, be prepared for the next day. Change the dates on your boards, prep your do-now list, and have everything ready to go just in case emergencies arise in the morning. You will feel more relaxed knowing that you have everything ready to go. Every minute counts in the morning, so the more time you can save yourself, the more stress-free you can be!

Organization. Be organized and don’t leave too much to accomplish in the morning at home. Any unforeseen events can throw you off your morning schedule, and you do not want to begin the day stressed and rushed! Pack your lunch the night before, lay out your outfit the night before, and write a to-do list for the next day before you go to sleep. Try to get into a routine because this helps to keep you organized.

Planning. Be prepared for the day! Take a few minutes in the morning to read through your lesson plans to make sure you are ready for the day. You can start to game plan in your mind how you will accomplish all you need to as far as teaching goes for the day. As a teacher, we all know it is nearly impossible to complete exactly what you have in your plans, but having a framework of what you would like to accomplish and a little refresher of it in the morning can always help you stay on track.

Relaxation. Take care of yourself! Finding time to relax and to sleep is invaluable. There are many different ways that you can help yourself to relax. One way I enjoy relaxing is going to acupuncture. Acupuncture has really helped my stress levels to decrease. Yoga is also a great way to relieve stress. Taking a little bit of time when you are at home to drink a cup of coffee while reading a good book or watching a television show are other ways to make sure you create “me” time. I am a firm believer in making time for yourself. Everyone’s home life looks different, so whether it be five minutes a day or two hours a day, take some time for you, and do what makes you happy.

Sleep. If we are going to be honest, getting enough sleep is not always going to happen. Try your best to have a pretty regimented sleep schedule. Everyone differs in the amount of sleep time that he/she needs in order to feel good, so try to stick to the schedule as best as you can. There will be many days where the only thing that will get you to the end of the day is a cup (or two) of coffee, but again, having some sort of sleep routine can help you to get the maximum amount of sleep you can.

As teachers, we try to help students to develop coping skills. That starts with us taking care of ourselves and modeling how to manage stress and cope with it. As Lou Holtz said, “It’s not the load that breaks you down, it is the way you carry it.” With this being said, developing a skill set of how to cope and manage stress can be beneficial in being the best version of you in the classroom.

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