A teacher must figure out the personalities and interest of each student and incorporate

components that connect with each individual.

A good teacher is compassionate.
Compassionate – Recognizing that your students have problems outside of school, and
making the necessary adjustment to help them through those issues.
A teacher must take outside factors into consideration. For example, if a student has
just lost a loved one, the teacher should be sensitive to that and adjust accordingly.

A good teacher is cooperative.

Cooperative – The ability to work effectively with administrators, other teachers, and
parents for the good of your students.
A teacher must be able to build cooperative relationships with others around them even
if they do not necessarily like them.

A good teacher is creative.

Creative – Taking a concept and shaping a lesson that is unique, engaging, and
dynamic.
A teacher must be able to create lessons that grab their students’ attention and make
them want to keep coming back for more.

A good teacher is dedicated.

Dedicated – Showing up everyday and spending the necessary time to provide your
students with the best education.
Teachers often arrive early and stay late. They work parts of weekends and summer to
ensure that they are prepared.

A good teacher is determined.

Determined – Finding any means necessary to reach all students no matter the
challenge.
Teachers must be willing to do anything to ensure that all students receive the
education they need.

A good teacher is empathetic.

Empathetic– Being sensitive to a student’s struggles even though you may not
personally be able to relate to them.
A teacher must put themselves in the student’s shoes and see it from their perspective.
This approach is often transcending in how to help the child succeed.

A good teacher is engaging.

Engaging – The ability to grab the attention of a classroom full of students and to
maintain their attention throughout the entirety of class.
A teacher must create lessons that are fun, fresh, and energetic. You want your student
to walk out of your class each day looking forward to the next.

A good teacher is evolving.

Evolving – A continuous process of year over year improvement and growth.
A teacher must continuously look for ways to improve themselves as well as individual
lessons or components of lessons.

A good teacher is fearless.

Fearless – Trying a new approach that may be outside the norm and may receive
criticism or scrutiny.
A teacher must be willing to try anything within the parameters of school policy to reach
their students. They must also be ready to defend their approach to criticism.
A good teacher is forgiving.
Forgiving – Quickly putting incidents with student, parents, or other teachers behind you
so that it does not impact your teaching.
Teachers must be able to get past hurtful actions or accusations quickly. They must not
hold it against any student or let it impact how they teach in the classroom.

A good teacher is generous.

Generous – Volunteering for extra assignments and/or giving money out of your own
pocket for classroom needs or individual student needs.
Teachers do not make enough money, but most teachers are willing to donate time
and/or money to help out in areas where a need is recognized.

A good teacher has grit.

Grit – The determination to overcome any obstacle in the way of obtaining a long term
goal.
A teacher must possess the grit necessary to make the personal sacrifices necessary to
ensure that every goal is reached every year.

A good teacher is inspirational.

Inspirational – The ability of a teacher to get their students to buy into, believe in, and to
be motivated to become life long learners.
A teacher should make a lasting inspirational impact that follows a student throughout
their life.
A good teacher is joyful.
Joyful – Coming to class each day in a good mood, excited, and enthusiastic about
doing your job.
If the teacher has a lousy attitude, the students are going to have lousy attitudes. If the
teacher is joyful, the students are going to be joyful.

A good teacher is kind.

Kind – The ability of a teacher to say and do things that uplifts, motivates, and inspires.
Kindness should be innate in all teachers. A mean spirit will turn students off, but a kind
spirit is invaluable.

A good teacher is organized.

Organized – The ability to keep things neat and in order allowing teachers to access
materials quickly and to make efficient transitions.
Organization is a necessary quality for every teacher. Teaching encompasses so much
that those who are unorganized will be overwhelmed and swallowed up.
A good teacher is passionate.
Passionate – Teaching with enthusiasm and exuberance on a daily basis because you
love the content and your students.
A passionate teacher connects with their curriculum and their students which maximizes
learning.

A good teacher is patient.

Patient – The ability to see the whole picture and to understand that the school year is a
marathon, not a sprint.
A teacher must never give up on a student. They should continuously try new
strategies understanding that eventually something will work.
A good teacher is resilient.
Resilient – Not allowing adversity to stop you from accomplishing your goals.
A teacher must be resilient in overcoming the many obstacles that will present
themselves over the course of a year.

A good teacher is resourceful.

Resourceful – Finding a way to make things happen.
A teacher must be able to figure out how to get supplies and materials for their
classroom when the funding is not available and to reach a student who has no interest
in learning.
A good teacher is trustworthy.
Trustworthy – The ability to get others around you to believe in you and what you are
doing.
A teacher must gain the trust of both their students and parents. Any distrust will
negatively impact the classroom.

A good teacher is vulnerable.

Vulnerable – Allowing your students to gain insight into your life without revealing a lot.
Vulnerability allows students to relate to their teachers as they share in common
interests such as sports, television, etc.
Duties & Responsibilities of Teacher, EVGCs and Lab
Assistants :

The Teacher Must: -

 attend the morning assembly daily on time.

 address the students on moral principles, social and environment issues.
 follow the conduct rules notified in CCS (Conduct) Rules 1964 &
CCS(CCA) Rules 1965
 maintain the Teacher’s Diary regularly with the lesson plan.
 reach the class on time for teaching.
 The teacher must evaluate the students from time to time
Teachers who are also faculty in-charges will conduct regular
meetings and discuss the methods to improve the performance of students
in the subject.
 Teachers must make best use of the TLM money and Pupils’ Welfare
Fund to develop relevant teaching learning material

In the class, The teacher should …

Prepare well each and every aspect of the lesson before the delivery of
the lesson
 Motivate the students before the actual delivery of the lesson
 Link the topic with the previous knowledge of the students
 Develop and use the relevant teaching aid
 Use a combination of different methods and techniques of teaching
 Interact with the students to induce curiosity, motivate, and provoke
thinking, imagination and application of the concept taught
 Give activity/application- based work/assignment beyond the book, with
guidance to use various resources and keep a record of the work given
 Maintain cleanliness and discipline.

The Class teacher must…

appoint monitors for different duties

 mark the attendance of the students in the class register with the help
of the class monitor
 create a learning environment for the students by decorating the board
with noble work of great personalities to inspire the students
 display clearly the time table of the class

Science Teachers must…

make best use of the laboratory and use models, lab equipment,
apparatus to show experiments to the children, on a regular basis
make a schedule for the practicals and ensure that the entries in the
records and files are not copied from each other
 sign the entries (inference) immediately after they are made by the
students, during the practicals
 give project work, evaluate it and record the marks/grades
encourage students to prepare and participate in science exhibitions and
help them in preparing working models
encourage students to develop reading habits by consulting various
science journals, magazines etc.
undertake Condemnation of the unserviceable articles/equipment
regularly

Class Teachers, and Subject Teacher must have regular meetings

with parents to keep them informed and guide them about the
progress of their ward/wards.

Subject teachers must discuss among themselves, prepare a schedule and

distribute the homework as per the schedule to avoid over burdening of the
students.
The teacher should not…

leave the assembly or the class unattended at any cost

stand in groups and gossip during the assembly
use only ‘telling’ method, without any discussion or interaction
use guides, help books, as they hamper the thinking process
humiliate a child or resort to corporal punishment

The EVGC’s must …

hold class talks and assembly talks on various topics relevant to levels
of students
 identify the gifted, slow learners, problem children, under-achievers etc.
In order to help them achieve according to their needs and abilities
 help check truancy and long absenteeism among students
 collect and compile information related to career and education from
sources like newspapers, magazines etc. and display it through charts,
posters, and bulletin boards.
 organize Career melas, career exhibitions, Counselling Camps in the
school.

THE EVGC SHOULD NOT…

impose his own values and decisions on students/ parents/ teachers

leak information received in confidence unless absolutely essential.
form biased opinion about students.

The lab assistant should…

take care of the apparatus and equipments of the lab and set the lab
everyday before the practicals
 Attend the training programmes organized by the Science Branch
 Maintain stock register of the lab
 Prepare salt solution, specimen and set apparatus under the
guidance of the concerned teachers
 Keep first-aid equipment and provide first aid in case of any accident
 Keep record of experiments allotted to the students and conducted
by them date wise

The Teacher’s Role

Teachers at Santa Barbara Charter School are educational leaders. Teachers determine

the curriculum in line with the Common Core State Standards, Santa Barbara Charter School’s

Education Plan, and the needs and interests of the students. In order to implement the curriculum,

teachers provision their classrooms by purchasing educational equipment, materials, and supplies

with school funds. Their jurisdiction is the administration and implementation of the Education

Plan, direction of the class, and supervision of paid and volunteer staff who work with children.

During school hours, a teacher’s primary responsibility is to focus on children and attend to their

academic, social, emotional and physical needs. Teachers have the responsibility and privilege of

planning and implementing the program in their classes on a daily basis. Part of this charge is

making sure that adults always treat children in a way that is respectful and developmentally

appropriate. Teachers are responsible for ensuring the welfare of the whole class as well as striving to

meet the needs of individual children as much as possible within a heterogeneous classroom.

Teachers are responsible for planning class configuration in a way that meets the educational needs

of both the individual and group. Teachers assign the use of classroom space in the way that best

facilitates the creation of a positive learning environment. Teachers are responsible for creating a

structure within which students can explore, learn, thrive, and create. Besides teaching to traditional

academic objectives, teachers are responsible for facilitating the development of problem-solving and

interpersonal communication skills.

Educating children demands that teachers continue to grow and develop professionally. To this end,

teachers use both formal and informal opportunities to further professional growth. Such

opportunities include, but are not limited to, reading professional books and journals, participating

in Teachers Council, attending in-service training, visiting other schools, attending conferences,

doing collegial coaching, participating in pilot programs, and obtaining fellowships or advanced

degrees.

The Parent’s Role

Parent participation and input is an essential element in the functioning of Santa

Barbara Charter School. The school was started by parent initiative and thrives as a result of

continuous parent involvement. The cooperative nature of this school allows parents to be essential

partners in their children’s education. This partnership provides enrichment and stimulation to

parents, as well as allowing them to affect the quality of their child’s education.

Parents are involved in all aspects of the school’s operation. In conjunction with the educational

staff, parents help guide the school towards the realization of its mission. Parents fulfill a myriad of

administrative duties, participate in work groups and the Circle of Trustees, raise funds, act as

specialists, work as aides, drive for field trips, serve as class coordinators, provide office support,

maintain the site, and prepare classroom materials. The physical presence of parents on campus

during the school day improves the adult/child ratio. Time that parents spend with their children,

helping with homework and providing enrichment, has a significant impact on the students’

education. Such participation enriches the educational program and makes the school financially

viable. More importantly, parent participation sends a strong and clear message to children that

education is a significant family value, making education seem relevant and important. The presence

of parents within the classroom also helps to smooth the transition between home and school.

The presence of parents influences the climate and direction of the school significantly. Therefore, it

is important for each parent to educate him/herself about child development, basic educational

philosophy and practices, and the demands of participating in a cooperative. Such self-education is

made possible by reading recommended books and articles, participating in the parent education

workshops sponsored by the school, and taking classes.

The Student’s Role

Education at Santa Barbara Charter School is child-centered. Our goal is to prepare each

student to be an active participant in a democratic society. Students strive and excel at Santa Barbara

Charter School because the whole child is nurtured. Students are active learners and teachers. They

are encouraged to take responsibility for their own learning as much as is developmentally

reasonable. Self-direction and self-motivation develop in children as they are given this

responsibility. Continuously reflecting upon their own work facilitates the students’ understanding of

themselves, and allows them to articulate their strengths, weaknesses, and needs as learners.
Students at SBCS are encouraged to build on their own strengths and pursue their own interests as

they participate in a predetermined curriculum. They develop respect for themselves and others by

participating in meaningful shared activities, individual conferences, and an anti-bias multicultural

program.

Children learn individually and in groups. They participate in decision making whenever it is

possible and appropriate. While such participation is valued and encouraged, children are also

guaranteed that boundaries will be provided, so that they can learn and grow at their own pace, in a

safe environment. Students develop inner self-discipline and citizenship skills.

Students are the focal point of the Santa Barbara Charter School community. They are vital group

members as well as individual learners. As group members, students have responsibility for helping

to create a beautiful learning environment as well as performing basic chores to maintain the

classrooms and site. Students also act as peer and cross-aged tutors and mediators. Students learn

conflict resolution skills in kindergarten through eighth grades. All are trained to be Peace Makers

during fifth grade.

The Community’s Role

Santa Barbara Charter School is an expression of commitment to the Santa Barbara

community, affirming support for public education by creating an alternative for

families who want to be actively involved in a non-traditional school setting.Community

service projects are an integral part of the core curriculum. Such projects help develop ethical literacy

and social participation skills. These projects help students learn to recognize the dignity of the

individual, understand that the ideas people profess affect their behavior, realize that concern for

ethics and human rights is universal, and develop the skills for actively participating in community

and political life.

Community resources are utilized for both core and enrichment activities. Frequent field trips allow

children to explore the Santa Barbara area. Grants and programs which strengthen the interaction

between SBCS and the community at large are sought and help vitalize the school.

Conclusion
Continuing research, articulation, and implementation keeps the Santa Barbara Charter School

Education Plan dynamic. The Charter framework gives parents and teachers a unique opportunity to

be partners in the educational program. This partnership has resulted in the creation of a non-

traditional program which is developmentally based. The curriculum, methodology, and

environment facilitate the development of excellent academic skills, while creativity, good decision-

making, communication, independent thinking, self-esteem, and a love of learning flourish.