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When one of her colleagues goes home suddenly because of illness, the teacher pretends to have a meeting so that she won’t have to share in the coverage responsibilities.

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The teacher notices a student struggling in his class and sends a quick email to the counselor. When he doesn’t get a response, he assumes the problem has been taken care of.

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The teacher notices some speech delays in a few of her young students; she calls in the speech therapist to do a few sessions in her classroom and provide feedback on further steps.

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When the district adopts a new Web-based grading program, the teacher learns it inside and out so that she will be able to assist her colleagues with its implementation.

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When a young teacher has trouble understanding directions from the principal, she immediately goes to a more seasoned teacher—who, she knows, can be relied on for expert advice and complete discretion.

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The teacher endures the principal’s annual observations in her classroom, knowing that if she waits long enough, the principal will eventually leave and she will be able to simply discard the feedback form.

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The teacher politely attends district workshops and professional development days but doesn’t make much use of the materials received.

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The teacher eagerly attends the district’s optional summer workshops, knowing they provide a wealth of instructional strategies he’ll be able to use during the school year.

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The teacher joins a science education partnership and finds that it provides him access to resources for his classroom that truly benefit his students.

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The teacher is working on a particular instructional strategy and asks his colleagues to observe in his classroom in order to provide objective feedback on his progress.

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The teacher does not attend any school functions after the dismissal bell

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The teacher contributes to the district literacy committee only when requested to do so by the principal.

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The teacher has decided to take some free MIT courses online and to share his learning with colleagues.

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The teacher leads the district wellness committee, and involves healthcare and nutrition specialists from the community

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The teacher hosts a book study group that meets monthly; he guides the book choices so that the group can focus on topics that will enhance their skills.

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A parent says, “I received the district pamphlet on the reading program, but I wonder how it’s being taught in my child’s class.”

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A parent says, “I emailed the teacher about my child’s struggles with math, but all I got back was a note saying that he’s doing fine.”

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The teacher creates a monthly progress report, which is sent home for each student.

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The teacher sends a weekly newsletter home to families that describes current class activities, community and/or school projects, field trips, etc.

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Each student’s daily reflection log describes what she or he is learning, and the log goes home each week for review by a parent or guardian.

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The teacher says, “I misplaced the writing samples for my class, but it doesn’t matter—I know what the students would have scored.”

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On the morning of the field trip, the teacher frantically searches all the drawers in the desk looking for the permission slips and finds them just before the bell rings.

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The teacher creates a spreadsheet for tracking which students have paid for their school pictures.

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On the class website, the teacher creates a link that students can access to check on any missing assignments.

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When asked about her progress in a class, a student proudly shows her portfolio of work and can explain how the documents indicate her progress toward learning goals.

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Despite evidence to the contrary, the teacher says, “My students did great on that lesson!”

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At the end of the lesson, the teacher says, “I guess that went okay.”

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The teacher says, “I wasn’t pleased with the level of engagement of the students.”

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In conversation with colleagues, the teacher considers strategies for grouping students differently to improve a lesson.

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The teacher says, “I think that lesson worked pretty well, although I was disappointed in how the group at the back table performed.”

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The teacher’s gradebook records student progress toward learning goals.