Attribute 1: Confident
TMS teachers have the intellectual background and emotional characteristics needed to effectively and independently implement their instructional and managerial duties associated with teaching the different levels of students we have at TMS.
This should be evident in the way teachers interact with colleagues and students in school, move about the school campus, use/ manipulate various teaching resources, and perform the actions associated with the duties of their teaching position. A confident teacher is evident in the way he/she interacts with others, meets professional obligations, takes efforts to manage the whole school learning environment and handles problems with a professional attitude. A confident teacher should take pride in his or her professional appearance at all times and present himself/herself in a manner of dress and hygiene which is professionally appropriate to working in a school.
The confident TMS teacher should have excellent oral communication skills. A teacher’s oral communication reflects appropriate clarity, fluency and grammatical correctness, proficient use of Standard English and understandable accent, appropriate formality to any situation and verbal flexibility allowing rephrasing or translating of ideas or questions, especially in teaching where understanding of a topic is key for students. This quality should be evident in all oral interactions of the teacher, including formal interactions with colleagues and parents, as well as in a teacher’s oral interaction with their students in school. A teacher must be able to initiate enough communication to successfully carry out their work responsibilities, such that hiding limitations through non-participation is a negative attribute. Teachers whose spoken language is grammatically incorrect should seek support and professional development. It is the teacher’s responsibility to make the improvement.
Furthermore, a teacher’s written work should reflect appropriate and accurate spelling, grammar, punctuation, syntax, format, and English usage, and demonstrate organisation and composition that effectively communicate ideas, directions, explanations, lesson plans, messages, and other teaching-related written products.
Information communications, such as email and messages, should also be considered as a form of professional written communication. Correctness in written English is a basic essential, but clarity, organisation and significance of message are also necessary. Moreover, correctness must be evident in spontaneously produced writing generated by the teacher.
TMS teacher must demonstrate positive attitudes in interactions with other professionals, collaborate with colleagues, relating easily and appropriately to those in authority, and complying with rules and reporting problems with school operations with reference to specific evidence and reasonable courtesy. For this attribute, good working relationships with colleagues at all levels should be evident.
The confident TMS teacher should demonstrate a high degree of rapport, relating easily and appropriately to students and others responsible to him or her, providing leadership or direction while involving others and listening to, and incorporating, their needs and concerns. This should be evident in professional activities in which the teacher is in a leadership or management role, such that over-looking the reactions, needs, and involvement of those who are his/her responsibility, finding it difficult to organise, to communicate with, or to direct the activities of a group for which he or she is responsible, and failing to establish a mutually satisfying rapport with those he or she is to teach would be evidence that a teacher cannot undertake their responsibilities in teaching.
Confidence also is dependent on a teacher’s awareness of individual differences, such that a TMS teacher should be able to recognise and empathise with people from a range of backgrounds, and demonstrate sensitivity to social expectations in varied environments. This means that the confident TMS teacher will be aware that the general expectation, at times, can be to require alteration of his or her usual behaviour by changing that behaviour to meet the expectations of others, whether it is in appearance, dress, language, or some other dimension of his or her social presence in school.
Attribute 2: Engaged
The TMS teacher is enthusiastic, displaying energy and enthusiasm, and responding equally appropriately to humour as to difficulties. Therefore, it is expected that teachers will be excited to be in school and continually learning about the teaching profession. An enthusiastic, humorous approach to teaching leads to increased student engagement, interest and learning, so it is anticipated that a teacher’s level of enthusiasm will be a function of his or her personality. An engaged teacher has a ‘style’, a very clear identity of themselves as a professional.