Mastery of disciplinary and didactic knowledge:

Prior academic achievements: “She approached us, and after we saw her certificates, and we’re referring to certificates from high school onward―even her achievements in the Bagrut [matriculation] exams and at college, and she was really exemplary”

Mastery of the curricular material: “She’s exemplary because not only did she specialize in her teaching subject, but she specialized at such a high level”

Variety of methods of teaching the discipline: “She plans the lesson according to principles and skills by keeping track of the skills. When she finishes a particular skill, she links it to the skill that comes after it”

Classroom management: “I see a change in him from the point of view of discipline. He’s leading this issue because they [the pupils] come to us from the elementary school almost without any norms of behavior, and he emphasizes this aspect”

Professional development: “In addition, she is undergoing in-service training for a new math program, and she’s training for it with the team”

Professional evaluation:

Supervisory evaluation: “Even in the interviews conducted by the Arabic supervisor, in relation to the rest of the Arabic-teaching graduates, she was the most outstanding of all”

Colleagues’ evaluation: “When this teacher arrived and began to work, I started getting positive reactions from the English team about her”

Pupils’ evaluation: “I received comments from the pupils in the classes he teaches. And they requested that he teach them next year. They claim that he’s a teacher who teaches in a successful way that enables them to understand the material”

The Organizational Aspect

Organizational climate:

Performing a cardinal function at the school: “The teacher is with us both as a teacher in the middle school and as a teacher in the high school. And in the middle school, she coordinates the English studies”

Involvement in school life: “He is actively involved in most of the informal activities held at the school”

The physical and pedagogical infrastructure: “Since we belong to the Arab sector, we’ve always got limitations. There are limitations in the context of state-of the-art laboratories as well as in the context of equipment. But even in these conditions, he does the maximum”

The principal’s attitude toward the exemplary teacher: “She has never been absent from school, and for that I awarded her a certificate of appreciation. At the school, there are nine teachers who have not been absent at all. All nine received certificates of appreciation and a modest gift”

The colleagues’ attitude toward the exemplary teacher: “Because she has special qualities, her colleagues envy her. The envy may be of another type. Why her and not someone else?”

The Personality Aspect

Interpersonal communication:

Relationship with the parents: “She communicates with both pupils and parents. The home visits―hardly a year passes without her visiting each pupil’s home and his parents at least once a year”

Relationship with colleagues: “It’s not enough for the teacher to excel at teaching; it’s essential for him to have other abilities and skills besides those required of him when he was a student, for example, relationships with others and teamwork”

Relationship with the pupils: “She relates to her pupils very respectfully”

Personality qualities:

Self-confidence, consistency, etc.: “In her, I particularly see her self-confidence”

Work ethic: “She attends all the teachers’ meetings. She has never been absent. To tell the truth, she was only absent for two days when her daughter was hospitalized”

Family issues: “She still hasn’t begun her studies toward a Master’s degree. It’s very possible that family constraints are causing the delay”