1. My colleagues and I find ways to make it obvious to all students that we wish them success every day, both in school and outside of school.
2. My colleagues and I find ways to make it obvious to all students that we want them to become better, more virtuous people (in ways consistent with our school’s stated purposes and projected outcomes for our graduates).
3. My colleagues and I set clearly articulated standards for student academic performance.
4. My colleagues and I set reasonable, defensible standards for student behavior.
5. My colleagues and I are continually alert to the threat of bullying between and among our students.
6. In confrontations with students, my colleagues and I conduct ourselves in ways that leave students’ dignity intact regardless of the nature of the issue or infraction.
7. My colleagues and I individually and collectively demonstrate believably high levels of enthusiasm for teaching/learning and for the content of our studies.
8. My colleagues and I demonstrate through words and actions a genuine, believable commitment to the school, its purposes, its leadership, and each other.
9. My colleagues and I are glad to arrive at school and to see our students each day.
10. My colleagues and I create predictable tests (not to be confused either with “simple” tests or with “easy” tests); our students can rely on the test preparation we offer them.
11. My colleagues and I provide fair, reliable, understandable grade/reward structures for our students; our students are led to understand why they receive the grades they receive – good or bad – and thereby to see how improvement, if they will seek it, might be possible.
12. My colleagues and I enforce our rules, including the dress code, justly, fairly, and consistently.
13. My colleagues and I are able to present ourselves each day in ways that will be seen by our students as consistent and reliable (i.e., unaffected by outside-of-school problems).
14. I trust my Lower School colleagues.
15. My colleagues and I individually and collectively pursue career-long professional development as a foremost priority.
16. My colleagues and I have mastered at least one pedagogical approach – not necessarily the same one for all of us – that is supported by reliable, contemporary research outcomes.
17. When my colleagues and I are in casual conversations with each other, those conversations tend to be constructive, upbeat and professional.
18. My colleagues and I routinely “address issues from a Christian perspective and allow students the opportunity to begin to understand themselves and the world around them from a Christian worldview,” as stated in our mission statement.
19. I respect Mrs. Gallagher as Head of Lower School.
20. Mrs. Gallagher, as Head of Lower School, is supportive of each faculty member.
21. Mrs. Gallagher, as Head of Lower School, is supportive of each student.
22. Mrs. Gallagher, as Head of Lower School, is supportive of parents.
23. It is demonstrated by Mrs. Gallagher, as Head of Lower School, that setting the highest attainable academic (and other) standards for students is essential.