1. So, you’re gonna write a letter of recommendation? From the inside out: Lessons from admissions officers on “The How and The Why” of effective letters from teachers

4. Letters: Counselors vs. Teachers Counselor Summarizes the WHOLE Student A counselor focuses on personal setbacks, structural impediments that affected a student’s ability to take certain courses, and the student’s aspirations, hopes, dreams. The counselor describes the student within the whole community. ALL ENCOMPASSING Teacher Puts the Lens on the Student as Learner The teacher explains how the student makes an impact in the classroom, on them, on their peers, and how they react to challenges within the classroom. The teacher should focus specifically and explicitly on academics. SUBJECT-SPECIFIC

5. Letters: Counselors vs. Teachers Counselor Summarizes the WHOLE Student A counselor focuses on personal setbacks, structural impediments that affected a student’s ability to take certain courses, and the student’s aspirations, hopes, dreams. The counselor describes the student within the whole community. ALL ENCOMPASSING Teacher Puts the Lens on the Student as Learner The teacher explains how the student makes an impact in the classroom, on them, on their peers, and how they react to challenges within the classroom. The teacher should focus specifically and explicitly on academics. SUBJECT-SPECIFIC

8. What the counselor says… Cory’s academic record is NOT indicative of his intelligence and/or potential. Bright, creative, thoughtful, independent, and modest, Cory is a wonderfully interesting young man with a lot to offer VCU. While most students these days apply to 6-10 schools, Cory understands that college is a match to be made, and is putting all of his eggs in your basket and he is an ideal candidate for admission. Although a rite of passage, high school is not for everyone and especially not for Cory. Up until this year he had taken his education for granted, choosing to focus on his own independent learning and refusing to play the “grade game”. An artist at heart, with his own unique look, the “traditional high school” experience was not for him. Realizing the need to “get it done in the classroom”, Cory is finally taking only classes that interest him (with the exception of math) and meeting with great success. Passionate about music, art, and religious studies, he is excited to get started at VCU.

9. What the counselor says… Reading the Da Vinci Code was a life changing experience for Cory. It turned him on to religion and philosophy and has prompted him to read and read and read. He was truly captivated, for the first time, in both of these elective classes last year actively participated in class discussion and often offering additional insights discovered independently outside of school. Cory also enjoys creative writing but was disappointed by his curricular experience last year in Mr. Kane’s course. He believed that his writing and thoughts would be between him and the teacher and was not prepared to share them with the entire class. This year he is enjoying his Law In Action and government classes, while also growing his passion for music in the Music Composition class at the Fairfax Academy. Due to his need to travel everyday to another high school for this class, Cory was not able to take seven classes. To fill his time, Cory works as a student assistant in the guidance office. It is too bad that his required courses the past three years could not spark his interest the way what he is learning today does! Cory also enjoys listening to NPR (National Public Radio) and remains committed to staying abreast with both national and international news.

11. What the teacher says… Kimberly is respected by other students (and my peers) because they know that she finds satisfaction being challenged by the power of their thinking, whether that happens in small-group discussions or online dialogues. Kimberly loves to work a text and probe for connections – to examine big ideas and examine the values underlying the conclusions of her peers – and she does so in a manner that is respectful. Just this morning, she “popped up” and led a classroom discussion on the ethical issues surrounding graffiti artists – and those who comment on that destruction by intentionally marring the graffiti with other art over it. Kimberly refocused the discussion towards more challenging questions about the ownership of public art – and our examination of these ideas was more vibrant because of the frame she created through her moderation. When Kimberly is not in class, I notice it – and the students notice it – because we are missing the person who can throw a curveball into a discussion and take it to unexpected places.

12. What the teacher says… Kim is one of my most-valued classroom participants; she approaches projects and assessment with detailed focus and initiative. Kimberly is deeply concerned with analysis, both as a writer and as a contributor to our Socratic discussions. She is inquisitive and well-read, but she is also a highly reflective learner, one who learns about herself – and her academic interests – through introspection. Her IB-Extended Essay on History (and Japanese internment) reflects the variety of her interests: well-founded on primary and scholarly secondary materials, her examination of the treatment of Japanese- Americans, and the natural comparison to modern stereotypes of Americans of Middle Eastern descent, combines her love of law, history, and ethics – all subjects she is passionate about, even though they aren’t directly connected to her career goals.

15. The Dreaded Teacher Evaluation Chart

16. REALLY! (AS IN EVER!)

18. Help Students Tell Their Story Questions that Teachers must ask STUDENTS: What do you think you have demonstrated in my class that I should praise (contributions/performance/class discussion/presentations) and how have these contributions have made the class community better? How have you demonstrated independence, initiative, responsibility and maturity in my class? What is your experience in your intended field? Was anything in my class particularly challenging? Eye-opening? What was your favorite project / unit / topic that we discussed in class? Is there anything specific that you want me to address about you?

19. For Every Recommendation Qualify your adjectives Provide anecdotes that distinguish the student: “Michael is a good student.” “Michael is one of those rare students that asks questions to go one step further and derives ideas from the material, without being prompted.” Take time to write at least one page. Solicit information from student. Get permission to disclose very personal information (and be mindful)!

20. For Every Recommendation Understand why this student has asked YOU for a recommendation. Explain uniqueness of a class succinctly. You get two lines – and that’s it. Relay student involvement in class discussions and what role they play. Do they take them to the next level, play devil’s advocate, engage their peers? Share how the applicant stacks up in your class or in your teaching career.

21. Helpful Prompts for Teachers If the student is absent, how is the class or school different? What has ever surprised you about this student? What three adjectives come to mind when you think of him/her? How would peers describe them? What are the priorities of this student? Where do you envision this student ten years from now? What challenges has this student faced and how did he/she respond to the challenge?

22. A guide for Teachers and Students, based on materials presented at NACAC 2012 by: Melinda DeMaria, University of Georgia, Georgia Robyn A. Lady, Chantilly High School, Virginia Alice L. Robertson, Chantilly High School, Virginia