letter of recommendation for student teacher in physical education

Impactful Letter of Recommendation for a Teacher [Examples]

By Status.net Editorial Team on September 8, 2023 — 13 minutes to read

• Purpose of a Letter of Recommendation for a Teacher Part 1
• Components of a Letter of Recommendation for a Teacher Part 2
• Steps to Writing a Letter of Recommendation for a Teacher Part 3
• Sample Phrases for a Letter of Recommendation for a Teacher Part 4
• Teacher Letter of Recommendation Template 1 Part 5
• Teacher Letter of Recommendation Template 2 Part 6
• Teacher Letter of Recommendation Template 3 Part 7
• Teacher Recommendation Letter Example From a Co-Worker Part 8
• Recommendation Letter Example From a Principal Part 9
• Template of a Character Reference Letter for a Teacher Part 10
• Mistakes to Avoid Part 11

A well-crafted letter of recommendation can make a world of difference for a teacher, showcasing their strengths and helping them land the perfect teaching job. Whether you’re a colleague, supervisor, or student, your insight into the teacher’s skills, character, and performance carries significant weight. By sharing this through a well-structured letter, you can contribute to their career development. This article will provide you with useful tips and examples that will help you convey the teacher’s capabilities in the best possible light.

Related: Best Teacher Cover Letter (Examples and Templates)

Part 1 Purpose of a Letter of Recommendation for a Teacher

Purpose of a letter.

A letter of recommendation for a teacher is written to showcase a teacher’s qualifications, skills, and achievements. It helps potential employers, such as schools and educational institutions, evaluate the candidate’s suitability for a teaching position. Often, they play a significant role in the hiring process, as they not only provide an insight into the teacher’s expertise but also their personality and teaching philosophy. It’s crucial for you, as the author of the letter, to be honest and objective while highlighting key strengths and instances of excellence.

Part 2 Components of a Letter of Recommendation for a Teacher

When writing a letter of recommendation for a teacher, there are specific components you should include to make it comprehensive and useful:

• Introduction : Start by identifying yourself and your relationship to the teacher. Provide context on how long you have known them and in which capacity.
• Teaching Skills : Describe the teacher’s prowess in their subject area and instructional methods. Mention their ability to create engaging lesson plans, adapt to students’ needs, and assess learning outcomes effectively.
• Classroom Management : Highlight the teacher’s capacity to maintain a well-organized and disciplined classroom environment while promoting a positive learning atmosphere.
• Interpersonal Skills : Discuss the teacher’s rapport with students, colleagues, and parents. Detail their ability to work collaboratively in a team, as well as their communication and listening skills.
• Achievements and Contributions : Provide specific examples of the teacher’s accomplishments, such as high test scores, successful school events, or innovative teaching initiatives they have spearheaded.
• Personal Traits : Describe the teacher’s character and work ethic. Talk about their dedication, motivation, professionalism, and ability to handle pressure.
• Closing Statement : Reiterate your endorsement, expressing confidence in the teacher’s capabilities, and offer your contact information for further queries.

Part 3 Steps to Writing a Letter of Recommendation for a Teacher

1. set the tone.

Start by addressing your letter to the appropriate person or committee. Use a formal salutation, such as “Dear Hiring Committee” or “To Whom It May Concern.” In the opening paragraph, mention your relationship with the teacher, including the length of time you have known them and in what capacity. This helps establish your credibility as a reference.

2. Discuss Qualifications and Provide Specific Examples

Next, talk about their education, certifications, and teaching experience. Mention any awards or special recognitions they have received. Highlight their strengths as an educator, such as strong communication skills, dedication to student success, or passion for innovative teaching techniques. Use descriptive language to paint a clear picture of what sets this teacher apart from others.

Support your assertions by providing specific examples of the teacher’s accomplishments and successes. Describe instances where they went above and beyond in their role or made a meaningful impact on a student’s life. This may include their ability to create engaging lesson plans, adapt to different learning styles, or foster a positive classroom environment. Incorporate details that showcase the teacher’s unique approach to education and their commitment to their students.

3. Closing Statement

In the last paragraph, reiterate your wholehearted recommendation of the teacher for the position they are seeking. Offer your contact information, including phone number and email address, in case the recipient has any questions or would like further information. Finish your letter with a respectful and professional closing, such as “Sincerely” or “Best regards,” followed by your signature and printed name.

Part 4 Sample Phrases for a Letter of Recommendation for a Teacher

Introduction.

• I am writing to recommend [teacher’s name] for [position].
• My name is [Your name], and I have had the pleasure of knowing [Teacher’s name] for [number of years] in my capacity as [relationship].
• As a former student of [Teacher’s name], I am honored to write this letter of recommendation.
• I am writing this letter on behalf of [Teacher’s name], who I have worked with for [number of years] as a colleague.
• It is my pleasure to recommend [Teacher’s name], whom I have known for [number of years] as a friend and fellow educator.
• I have had the privilege of knowing [Teacher’s name] for [number of years] in my capacity as [relationship], and I am confident in their abilities as an educator.
• It is my pleasure to write this letter of recommendation for [teacher’s name].

Qualifications and Specific Examples

• They have [number of years] of experience teaching [subject/grade level].
• [Teacher’s name] has received numerous awards and recognitions for their work in education.
• Their strengths as an educator include [list of strengths], which make them an exceptional candidate for [position].
• I have witnessed firsthand [teacher’s name]’s ability to [specific example].
• [Teacher’s name] has a talent for [specific skill], as demonstrated by [specific example].
• They have created a classroom environment that is [specific adjective], which has led to [specific result].
• [Teacher’s name] has made a significant impact on [specific student’s name] by [specific action].
• [Teacher’s name] has a unique talent for creating lesson plans that are both engaging and effective in promoting student learning.
• They are skilled at adapting their instructional methods to meet the diverse needs of their students, ensuring that everyone in the classroom is able to thrive.
• [Teacher’s name] has a keen eye for assessing learning outcomes, using data to inform their teaching practices and improve student achievement.
• [Teacher’s name] is highly skilled at maintaining a well-organized classroom environment that is conducive to learning.
• They are able to effectively manage student behavior, promoting a positive and respectful atmosphere in the classroom.
• [Teacher’s name] has a talent for creating a sense of community among their students, fostering a supportive learning environment that encourages collaboration and mutual respect.
• [Teacher’s name] has a natural rapport with their students, earning their trust and respect through their kindness and dedication.
• [Teacher’s name] is an excellent communicator, able to listen carefully to the needs of their students, colleagues, and parents, and respond with empathy and understanding.
• [Teacher’s name] has consistently achieved high test scores among their students, demonstrating their effectiveness as an educator.
• They have spearheaded several successful school events, such as [specific event], which have brought the school community together and promoted school spirit.
• [Teacher’s name] has been recognized for their innovative teaching initiatives, such as [specific initiative], which have had a positive impact on student learning.
• [Teacher’s name] is highly dedicated to their students and their profession, going above and beyond to ensure their success.

Closing Statement

• I highly recommend [teacher’s name] for [position].
• I wholeheartedly recommend [teacher’s name] for the position they are seeking and am confident they would be an asset to your organization.
• I am honored to recommend [teacher’s name] for this position and am certain they will excel in this role.
• Thank you for considering [teacher’s name] for this position. I am confident that they will exceed your expectations and make a positive impact on your organization.
• I hope you will give [teacher’s name] serious consideration for this position. They are an exceptional educator with a passion for teaching and a dedication to their students.
• Please do not hesitate to contact me if you require any further information.

Part 5 Teacher Letter of Recommendation Template 1

Dear [Recipient’s Name],

I am writing to highly recommend [Teacher’s Name] for the position of [Job Title] at [School or Institution]. [Teacher’s Name] has been a [Subject/Grade Level] teacher at [Current School] for [Number of Years]. During this time, I have had the pleasure of witnessing their dedication, enthusiasm, and expertise in teaching.

[Teacher’s Name] has demonstrated exceptional skills in lesson planning, classroom management, and student engagement. They consistently receive positive feedback from both students and parents. Furthermore, [Teacher’s Name] has shown a commitment to professional development and works effectively with colleagues.

I am confident that [Teacher’s Name] will be an incredible asset to your institution and will greatly contribute to the success of your students. Please do not hesitate to contact me if you require any further information.

[Your Name]

Part 6 Teacher Letter of Recommendation Template 2

I am pleased to offer my strong endorsement for [Teacher’s Name] as a candidate for the [Job Title] position at [School or Institution]. As [Your Title], I have had the opportunity to observe [Teacher’s Name] in various professional settings since they became a part of the [Subject/Grade Level] team at [Current School] in [Year].

[Teacher’s Name] has consistently demonstrated a high level of proficiency in instructional design and delivery, employing a variety of strategies to engage students and foster a growth mindset. They have also exhibited strong collaboration skills, actively participating in curriculum review and school-wide initiatives.

What truly sets [Teacher’s Name] apart, though, is their passion for teaching and unwavering commitment to helping each student reach their full potential. I am certain that the dedication and skill set that [Teacher’s Name] brings will make a significant impact on the academic achievement of your students.

If there is any additional information I can provide, please do not hesitate to reach out.

Best regards,

Part 7 Teacher Letter of Recommendation Template 3

I hope this letter finds you well. I am writing to express my wholehearted recommendation for [Teacher’s Name] as they seek the [Job Title] position at [School or Institution]. I have had the privilege of knowing [Teacher’s Name] personally for many years, and I can confidently attest to their outstanding qualities as an educator.

[Teacher’s Name] brings a unique combination of warmth, creativity, and patience to their teaching. They genuinely care about the well-being and success of each of their students, and they foster an environment of trust and mutual respect in their classroom. Their lesson plans are both engaging and thoughtfully tailored to the diverse needs of their students.

In conclusion, I believe that [Teacher’s Name] would be an exceptional addition to your faculty, inspiring a love of learning and making a lasting impact on the lives of your students. I am confident that you will find their passion and expertise invaluable. Please feel free to contact me for any additional information.

Warm regards,

Part 8 Teacher Recommendation Letter Example From a Co-Worker

Dear [Recipient’s Name], I am writing to recommend [Teacher’s Name] for the position of [Position]. As a co-worker for the past five years at [School Name], I have closely observed their teaching methods, commitment to the job, and growth over time. [Teacher’s Name] is a creative and lesson plan developer. They know how to engage students in a variety of subjects and deliver comprehensive material that caters to different learning styles. They are always looking for new ways to challenge their students. [Teacher’s Name] consistently demonstrates patience and understanding when working with students who struggle academically or behaviorally. They go above and beyond to provide support and tailored approaches to help students succeed. I wholeheartedly believe [Teacher’s Name] is an excellent choice for the position of [Position] at [Name of School or Institution]. Their passion for teaching and dedication to the profession is unparalleled, and I am confident they would be a valuable addition to your team. Sincerely, [Your Name] [Your Position] [Your Contact Information]

Part 9 Teacher Recommendation Letter Example From a Principal

Dear [Recipient’s Name], I am writing to endorse [Teacher’s Name] for the position of [Position]. As the principal of [School Name], I have had the pleasure of observing [Teacher’s Name] teach for the past six years. I can confidently affirm that they have made a significant impact on our students and school culture. [Teacher’s Name]’s classroom management skills are exceptional. They create a positive and respectful learning environment that results in increased student participation and achievement. Their dedication to inclusivity and social skills development has fostered a strong sense of community in the classroom. Not only is [Teacher’s Name] a highly skilled educator, but they are also an active contributor to our school body. They have played a pivotal role in organizing extracurricular activities, championing school improvement initiatives, and supporting their fellow teachers. I highly recommend [Teacher’s Name] for the position of [Position] at [Name of School or Institution]. I am confident they will bring the same level of passion, expertise, and commitment to your organization. Sincerely, [Your Name] [Your Position] [Your Contact Information] Part 10 Template of a Character Reference Letter for a Teacher Dear [Recipient], I am writing to enthusiastically endorse [Teacher’s Name] for the teaching position at [School Name]. As a colleague, I have been fortunate to witness [Teacher’s Name]’s exceptional dedication, kindness, and empathy towards students. [Teacher’s Name] excels in creating a warm and engaging learning environment. They are attentive to each student’s needs and always encourage their strengths. I remember a time when [Teacher’s Name] took extra hours to tutor a struggling student, ultimately helping them achieve remarkable improvement. In summary, [Teacher’s Name] embodies the qualities of a remarkable educator, and I wholeheartedly recommend them for the teaching position. Sincerely, [Your Name]

Part 11 Mistakes to Avoid

When writing a letter of recommendation for a teacher, there are certain mistakes you must avoid to ensure the letter is as effective as possible:

• Being too generic: Make sure to personalize the letter by highlighting the teacher’s unique skills, strengths, and accomplishments. If your recommendation letter is too broad and lacks specific examples, it may lose credibility and fail to impress the reader.
• Neglecting to proofread: Typos, grammar, and punctuation errors can undermine the professionalism and impact of a well-written letter of recommendation. Always proofread your work carefully before submitting it to ensure it is error-free and maintains a polished appearance.
• Focusing solely on the past: While it’s important to mention the teacher’s past achievements, also emphasize their potential for future success. Describe the skills and qualities that make them a valuable educator in their current role, as well as how they will contribute positively to future endeavors.
• Overlooking the format and structure: A well-organized and properly formatted letter demonstrates attention to detail and professionalism. Include all the necessary elements, such as the date, a salutation, an introductory paragraph, a body with specific examples, and a conclusion with a compelling endorsement. Also, make sure to be consistent with font, spacing, and style throughout.
• Making unverified claims: Avoid exaggerating the teacher’s abilities or fabricating achievements that can’t be verified, as this could damage their reputation and harm their chances of being considered seriously. Stick to genuine examples and honest assessments of their skills and accomplishments.

Frequently Asked Questions

What are the key elements to include in a teacher recommendation letter.

When writing a recommendation letter for a teacher, make sure to include their full name, your relationship with them, and their teaching position. Explain your teacher’s specific skills and strengths, and provide examples of their successes. Describe their dedication, work ethic, and collaboration with colleagues. Lastly, mention their impact on students’ growth and learning.

How can a parent write an effective letter of recommendation for a teacher?

As a parent, focus on the teacher’s impact on your child’s learning and development. Describe the teacher’s teaching methods, their ability to engage and motivate students, and their adaptability to different learning styles. Provide specific examples showing how the teacher went above and beyond their duties to help your child. Close the letter by expressing your gratitude and enthusiasm for the teacher’s work.

What does an ideal recommendation letter from a principal look like?

An effective principal recommendation highlights the teacher’s professionalism, collaboration, and impact on the school community. Start by introducing your role, your relationship to the teacher, and the teacher’s teaching position. Discuss their expertise, classroom management skills, and commitment to professional development. Share examples of how they have improved student outcomes and contributed to the school’s goals.

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How to Write a Recommendation From a Physical Education Teacher

David koenig.

A letter of recommendation supports a person in an application for a job or school. As a physical education teacher, you have observed students and learned their strengths and personal qualities. When a student asks you to write a recommendation, draw on your knowledge and personal experience of him in a way that's relevant to the application and casts him in the best possible light as a candidate for the position.

Explore this article

• Introduce yourself in the first paragraph
• Describe the student's and in the next paragraph or two
• Provide examples relevant to the application
• Refer specifically
• Mention athletic achievements

1 Introduce yourself in the first paragraph

Introduce yourself in the first paragraph, stating your role as a P.E. teacher, the name of the school and how you met the student. For example: "I am John Smith, Head of P.E. at St. James High School since 2002. I taught Jane Doe from 2004 to 2009."

2 Describe the student's and in the next paragraph or two

Describe the student's strengths and qualities in the next paragraph or two, providing concrete examples rather than simply making general statements. For example, instead of writing, "William picks up new skills quickly," write, "William had never played hockey when I met him, but he advanced to the position of team captain within six months."

3 Provide examples relevant to the application

Provide examples relevant to the application. For example, if the student is applying for vocational training as a social worker, share an experience that shows her people skills: "Jane devoted up to four hours a week to mentoring young swimmers. I trusted her with the task because she is a natural motivator."

Write about your personal relationship to the student, as this is information that only you can provide: "I looked forward to teaching Jane, as I knew she would give me her best efforts every time. Teaching her was often an inspiration and encouragement on an otherwise unremarkable day." Again, tie in these observations with specific examples.

5 Refer specifically

Refer specifically to the college and program in the recommendation, explaining why your student is a good candidate. Say why you think he will benefit from it and what benefits the college will receive in return.

6 Mention athletic achievements

Mention athletic achievements, such as awards and wins. Include details such as the number of other competitors or names of previous recipients if these facts help make the scale of the achievement clearer. For example: "Jane had to beat over 200 other contestants to win first place," or "William won the Player of the Year award, a feat previously achieved by Joe Blow, the Springfield Stars footballer."

• 1 University of Washington: Writing a Letter of Recommendation

About the Author

Dave Koenig has written professionally since 2005. His writing interests include the arts, film, religion and language. Koenig holds a Bachelor of Arts in Biblical-theological studies from Manchester University and a Postgraduate Certificate of Education in religious studies from Lancaster University.

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• FRONT MATTER

Sample Teaching Recommendation Letters

Two recommendation letters for students going into the teaching profession, which you can download by clicking on the link below, demonstrate the traits that employers seek in teachers. When students have done student teaching in schools, at least one of their recommendation letters is written by the faculty supervisor of their student teaching program.

In the first letter, kept efficient at one page, the writer makes it clear that she knows the student not as a teacher but as a performer in her class who has kept in touch with her outside of the classroom. She uplifts the student by tracing their two-year history, and noting that the student attended a fiction reading that she gave. Most importantly, she shows that she can comfortably view the student as a teacher, citing his resume: “And I see this same ideal—one that he wants to pass on to his future students—even in the careful wording of his career objective on his resume, where he speaks of helping students achieve their ‘academic, athletic, and social potential.’” This letter demonstrates that even a writer with limited knowledge of the student’s work can write an effective letter by partnering with the student on the process.

The second letter, more extensive at two pages, comes from the student teaching supervisor, who also taught a concurrent course and web-based portfolio workshop in which the student was enrolled. Therefore, the examples provided come directly from these relevant experiences, and they go into a good deal of depth—citing lesson design, scientific principles taught, direct interactions with students, and use of technology. The letter is also filled with affirmations about the student as a future teacher: “He is thoughtful, reflective, and committed to life-long learning and continued development as an educator.” One of the final sentences both recommends the student and reminds readers of the relationship that the letter writer had with the student: “After evaluating his work, observing his performance in class, and supervising his teaching, I feel confident that Mr. Lerner will make a significant contribution as an elementary educator.”

• Career Blog

5 Examples of Recommendation Letter for a Teacher

When it comes to seeking a new teaching job or advancing in the field of education, a recommendation letter can be a powerful tool. In this article, we will discuss five examples of recommendation letters for teachers, and the purpose behind each.

Overview of recommendation letters for teachers

Recommendation letters, also known as reference letters, are written by someone who can attest to a teacher’s skills, expertise, and qualifications. These letters are often requested by employers and institutions as a way to gain insight into a teacher’s character and work ethic. A recommendation letter should highlight the teacher’s strengths and qualifications, and provide context that demonstrates their ability to excel in their role.

Importance of recommendation letters

In the highly competitive field of education, a strong recommendation letter can make all the difference when it comes to securing a job or advancing in your career. A well-written letter can provide the credibility and validation needed to stand out amongst a pool of applicants. A recommendation letter can also illustrate the teacher’s potential for future growth and success, which can be a valuable asset when seeking leadership positions or pursuing advanced education roles.

What is a recommendation letter for a teacher?

A recommendation letter, also known as a reference letter, is a document that provides insight into the professional and personal qualities of a teacher. It is typically written by a colleague, supervisor, or principal who has worked closely with the teacher and can vouch for their skills, experience, and character.

A. Definition of a teacher recommendation letter

A teacher recommendation letter is a written document that provides an endorsement of a teacher’s suitability for a teaching role. It includes details about the teacher’s experience, skills, achievements, and character, as well as a recommendation for their employment or academic pursuits.

B. Types of teacher recommendation letters

There are several types of teacher recommendation letters that may be required for different purposes:

Job Application Letters: These letters are written when a teacher is applying for a new teaching position. They should highlight the teacher’s relevant experience, skills, and achievements, as well as their suitability for the role.

Graduate School Application Letters: These letters are written when a teacher is applying for a graduate degree program. They should focus on the teacher’s academic achievements and potential for future success in the field.

Promotion Letters: These letters are written when a teacher is seeking a promotion within their current school or district. They should highlight the teacher’s accomplishments, leadership abilities, and potential for further growth.

C. Who writes teacher recommendation letters?

Teacher recommendation letters are typically written by colleagues, supervisors, principals, or other educators who have worked closely with the teacher and can provide a detailed assessment of their skills, experience, and character. It is important to choose someone who can provide a strong endorsement of the teacher’s abilities and who has a positive relationship with them.

A teacher recommendation letter is a written document that provides an endorsement of a teacher’s skills, experience, and character. There are several types of teacher recommendation letters, and they are typically written by colleagues, supervisors, or other educators who have worked closely with the teacher.

How to write a recommendation letter for a teacher

When it comes to writing a recommendation letter for a teacher, there are certain tips to keep in mind to ensure that the letter is strong and effective in conveying the teacher’s capabilities and achievements.

A. Tips for writing a strong teacher recommendation letter

Start with a clear introduction: Begin the letter with a clear introduction that explains your relationship with the teacher and your qualifications for writing the recommendation letter.

Highlight the teacher’s strengths: Focus on the teacher’s strengths and accomplishments, giving specific examples to back up your claims. Explain why you believe the teacher is a good fit for whatever opportunity they are applying for.

Include personal anecdotes: Use personal anecdotes to illustrate the teacher’s character and qualities. Discuss moments where the teacher went above and beyond for their students, exhibiting an exceptional dedication to their work.

Be specific and relevant: Make sure that your letter is specific and relevant to the opportunity that the teacher is seeking. Tailor your letter to focus on the particular skills and experiences that are most relevant to the job or program.

Use a positive, professional tone: Keep your letter positive and professional in tone, avoiding any negative comments or criticisms.

B. What to include in a teacher recommendation letter

When writing a recommendation letter for a teacher, there are certain elements that you should include to ensure that the letter is comprehensive and effective.

Your relationship with the teacher: Begin the letter with an explanation of your relationship with the teacher, including how long you have known them and in what capacity.

The teacher’s accomplishments: Discuss the teacher’s accomplishments, highlighting their strengths and specific achievements.

The teacher’s skills and qualities: Discuss the teacher’s skills and qualities that contribute to their success in the classroom, such as their ability to inspire and motivate students or their expertise in a particular subject area.

Personal anecdotes: Use personal anecdotes to provide concrete examples of the teacher’s character and qualities.

A conclusion that strongly endorses the teacher: Close the letter with a strong endorsement of the teacher, expressing your confidence in their abilities and recommending them for the opportunity they are seeking.

C. Mistakes to avoid in a teacher recommendation letter

There are certain mistakes that you should avoid when writing a teacher recommendation letter.

Being too vague: Make sure that your statements are specific and grounded in evidence so that the letter carries real weight.

Focusing on weaknesses: Avoid discussing any weaknesses or shortcomings that the teacher may have, instead focusing on their accomplishments and strengths.

Making vague or unsubstantiated claims: Avoid making vague or unsupported claims about the teacher’s abilities or accomplishments.

Being overly negative or critical: Keep your tone positive and avoid any negative or critical comments about the teacher.

Sample Recommendation Letter for a Teacher

In this section, we will provide three sample recommendation letters for different types of teachers. Whether you are writing a letter for a new teacher, an experienced teacher or a substitute teacher, these samples will provide you with a good framework to follow.

A. Sample Recommendation Letter for a New Teacher

To Whom It May Concern,

I am writing to recommend [Name] for a position as a new teacher at [School Name]. I have had the pleasure of knowing [Name] for [insert number of years] years and can say, without hesitation, that they would make an excellent addition to your teaching staff.

[Name] graduated from [insert college/university] with a degree in [insert major/area of study]. During their studies, they consistently demonstrated a passion for education and a natural ability to connect with students. They completed several internships, in which they received high praise from their supervising teachers for their creativity, organization, and commitment to their students’ success.

[Name] has an engaging teaching style that fosters student curiosity and encourages students to participate and take ownership of their learning. They are patient, energetic, and committed to helping their students succeed. Outside of the classroom, [Name] is also involved in a range of extra-curricular activities, including after-school tutoring and mentoring programs.

I wholeheartedly recommend [Name] for any teaching position. They are confident, dedicated and will undoubtedly be an asset to your school. Please do not hesitate to contact me if you have any questions about my recommendation.

[Your Name and Title]

B. Sample Recommendation Letter for an Experienced Teacher

Dear [Hiring Manager],

I am writing this recommendation on behalf of [Name], who I have known for [insert number of years] years. [Name] has worked as a teacher in my department at [School Name] and has consistently demonstrated outstanding teaching skills and exceptional dedication to their students.

As an experienced teacher, [Name] has a wealth of knowledge and a deep understanding of their subject matter. They are able to create engaging lesson plans and provide clear explanations that help their students easily grasp complex concepts. Their personality, creativity, and enthusiasm contribute to their ability to foster a positive and dynamic learning environment.

[Name] has also taken an active role in coaching other teachers and providing mentorship to new teachers. They have a natural ability to effectively communicate and provide constructive feedback. I have no doubt that, with their wealth of experience, [Name] will make a valuable contribution to any school.

I strongly recommend [Name] for any teaching position they may apply for. If you have any questions, please do not hesitate to contact me.

C. Sample Recommendation Letter for a Substitute Teacher

I am writing this letter to recommend [Name] for a substitute teaching position.

[Name] has been working as a substitute teacher at [School Name] for the past [insert number of years], and I have had the pleasure of witnessing their exceptional teaching skills firsthand.

[Name] is highly reliable and adaptable, always stepping in with enthusiasm and professionalism whenever they are called upon. They have a strong ability to quickly establish rapport with students and create a positive classroom environment. Their effective classroom management skills ensure that learning continues seamlessly in the absence of the regular teacher.

I have received positive feedback from both students and staff regarding [Name]’s teaching abilities. They have a talent for delivering engaging and interactive lessons that keep students focused and motivated. [Name] also demonstrates patience, flexibility, and the ability to adjust their teaching style to accommodate different learning needs.

In addition to their teaching skills, [Name] is a great team player and is always willing to collaborate with other teachers and support staff. They actively participate in staff meetings and contribute valuable insights and suggestions.

I have full confidence in [Name]’s abilities as a substitute teacher and highly recommend them for any substitute teaching position. If you have any further questions or require additional information, please feel free to contact me.

D. Conclusion

Writing a recommendation letter is an important task that can greatly influence a teacher’s career prospects. Whether you are recommending a new teacher, an experienced teacher, or a substitute teacher, it is crucial to highlight their qualifications, teaching abilities, and dedication to their students. These sample recommendation letters can serve as a helpful guide in crafting a strong and compelling letter of recommendation.

Example Recommendation Letter for a Teacher

When it comes to recommendation letters for teachers, there are several instances where they may be needed. In this section, we’ll provide three examples of recommendation letters for different purposes.

A. Example Recommendation Letter for a Teacher for College Admission

[Dear Admissions Committee,]

I am writing this letter to highly recommend [Teacher’s Name] for admission to [College’s Name]. As a former student of [Teacher’s Name], I can attest to the fact that [he/she] is an exceptional educator, mentor, and role model.

[Teacher’s Name] has always gone above and beyond to ensure that [his/her] students receive a top-notch education. [He/She] possesses an innate ability to connect with students of all backgrounds and learning styles, making [his/her] classroom a welcoming and inclusive environment.

Aside from [his/her] impressive teaching skills, [Teacher’s Name] is also a dedicated member of the community. [He/She] has helped to organize numerous volunteer projects and extracurricular activities for students, which have had a positive impact on everyone involved.

I have no doubt in my mind that [Teacher’s Name] would excel at [College’s Name] and be a valuable asset to the campus community. [His/Her] passion for education and commitment to helping students achieve their full potential make [him/her] an exceptional candidate for admission.

[Your Name]

B. Example Recommendation Letter for a Teacher for a Job Application

[To Whom It May Concern,]

I am writing to express my enthusiasm for [Teacher’s Name] as a candidate for the [Job Position] at [Company’s Name]. As a former colleague of [Teacher’s Name] at [School’s Name], I can attest to [his/her] exceptional skills as an educator and leader.

[Teacher’s Name] is a natural leader who has always had a positive impact on [his/her] colleagues and students. [He/She] possesses excellent communication skills, which enable [him/her] to effectively collaborate with others, both within and outside of the classroom.

Aside from [his/her] teaching skills, [Teacher’s Name] is also an excellent problem-solver and critical thinker. [He/She] has a great talent for finding creative solutions to complex issues and inspiring others to do the same.

I have no doubt that [Teacher’s Name] would be a valuable asset to [Company’s Name]. [He/She] possesses all the qualities necessary to succeed in the [Job Position] and make significant contributions to the organization.

C. Example Recommendation Letter for a Teacher for a Scholarship

[Dear Scholarship Committee,]

I am writing this letter to recommend [Teacher’s Name] for the [Name of Scholarship] scholarship.

[Teacher’s Name] is an outstanding educator who has made a significant impact on the lives of [his/her] students. [He/She] is highly deserving of this scholarship due to [his/her] dedication to education and commitment to helping students succeed.

As a teacher, [Teacher’s Name] goes above and beyond to create a stimulating and inclusive learning environment. [He/She] tailors lessons to accommodate diverse learning styles and ensures that every student has the opportunity to excel. [His/Her] passion for teaching is evident in [his/her] ability to inspire and motivate students to reach their full potential.

Beyond the classroom, [Teacher’s Name] is actively involved in extracurricular activities and community engagement. [He/She] has initiated various projects that have positively impacted both students and the community at large. [His/Her] leadership skills, creativity, and dedication to service make [him/her] an exceptional candidate for this scholarship.

I wholeheartedly support [Teacher’s Name]’s application for the [Name of Scholarship] scholarship. [His/Her] unwavering commitment to education and the betterment of students’ lives make [him/her] a deserving recipient. Please feel free to contact me if you require any further information or have any questions.

Recommendation letters play a vital role in highlighting the qualities and accomplishments of teachers in various contexts. Whether it’s for college admission, job applications, or scholarships, these examples provide a framework for crafting compelling recommendation letters that emphasize the teacher’s exceptional abilities, dedication to students, and positive impact on the learning environment.

Tips for getting a strong teacher recommendation letter

Getting a strong teacher recommendation letter can be an essential part of your journey to academic or professional success, and there are a few tips to make the process more manageable.

A. How to ask for a recommendation letter

The key to asking for a recommendation letter is to give your teacher enough time to write it and provide them with sufficient information about yourself. Consider following these tips when asking:

Don’t wait until the last minute: Ideally, you should ask for a recommendation letter at least four weeks before you need it.

Choose the right teacher: Select a teacher who knows you well, or someone you have had a positive educational experience with.

Provide information: Give your teacher an idea of what you want the letter to convey about you, and provide them with information about yourself, such as why you want the recommendation and the context of the application.

Offer to make it easy: Suggest providing them with materials such as a resume, personal statement or any other relevant information that may help them in writing the letter.

B. How to follow-up on a recommendation letter

Your teachers are busy people, so it’s essential to follow up with them after asking for a recommendation letter. Here are some tips to make the follow-up process less daunting:

Send reminders: Send polite reminders about a week before the deadline, in case your teacher forgot to write your letter.

Express Gratitude: Use the opportunity to express gratitude and appreciation for their time and effort in writing a recommendation letter for you.

Provide updates: If you receive any updates relevant to the letter, make sure to inform your teacher, so they can adjust the content accordingly.

C. How to thank a teacher for writing a recommendation letter

After your teacher has written the recommendation letter, it’s vital to show gratitude and appreciation for their work. Here are some tips on thanking your teacher:

Consider writing a thank-you note: a handwritten note is a thoughtful gesture that shows gratitude and appreciation.

Send an email: Send an email thanking your teacher for their time, and informing them of your progress is another way to show that you value their effort.

Stay in touch: Keep your teacher updated on your progress and any milestones you achieve. It shows that you appreciate their effort and support.

By following these tips, you can improve your chances of getting a strong teacher recommendation letter and demonstrating to your teacher that you value their support.

Commonly asked questions about teacher recommendation letters

A. can a student write a recommendation letter for a teacher.

While it is not common practice for a student to write a recommendation letter for a teacher, there may be certain occasions where the student’s insight can be valuable. For example, in a personal letter of recommendation where a student wishes to express their admiration for a teacher, their advice can be included as a testimonial. However, it is important to keep in mind that the recommendation letter must primarily come from the teacher themselves, as they are the subject matter expert in providing an unbiased and professional opinion.

B. How many recommendation letters should a teacher have?

The number of recommendation letters a teacher should have is subjective and depends on the institution or program’s requirements. For example, some universities may request at least three recommendation letters, while others may only require one. Therefore, it is important to carefully review the application requirements to ensure that you are submitting the right amount of recommendation letters. Additionally, it is also important to choose your recommenders wisely, as quality is more important than quantity.

C. What happens if a teacher declines to write a recommendation letter?

It is important to respect a teacher’s decision if they decline to write a recommendation letter. Teachers may decline to write a letter due to a variety of reasons, such as not having enough personal experience with the student, lack of time, or an ethical conflict of interest. In such cases, it is important to communicate the situation promptly to the institution or program that requested the letter and find an alternative solution to meet their requirements.

Recommendation letters are an important part of the teacher’s professional portfolio and can provide valuable insight into the teacher’s character, skills, and experience. Students, therefore, should carefully consider who to ask for a recommendation and how to ask them in a professional and respectful manner. By doing so, they can increase their chances of standing out in the application process and receiving an acceptance letter.

Importance of a Strong Teacher Recommendation Letter

As a teacher, you understand how valuable a recommendation letter can be to your students. A strong letter of recommendation can make all the difference in a student’s future. Not only does it provide insight into the student’s academic performance, but it also highlights their personal attributes, leadership qualities, and potential for success. Here are some key points on how a strong teacher recommendation letter can impact a student’s future:

A. How a Strong Teacher Recommendation Letter Can Impact a Student’s Future

Helps students stand out: With increased competition for admission to colleges and universities, a well-written letter of recommendation can help set your students apart from the rest. It can demonstrate their unique qualities and strengths, making them a more desirable candidate for admission.

Enhances scholarship applications: Many scholarship opportunities require letters of recommendation. With a strong endorsement from a teacher, a student is more likely to receive the funding they need to pursue their education.

Opens doors to career opportunities: Letters of recommendation from teachers can also help students secure employment opportunities. Prospective employers look for traits like leadership, communication, and teamwork skills that are reflected in a strong recommendation letter.

A strong recommendation letter can be a powerful tool in helping a student achieve their academic and professional goals.

B. How a Strong Teacher Recommendation Letter Can Benefit a Teacher’s Career

Not only does a strong teacher recommendation letter have a positive impact on a student’s future, but it can also benefit a teacher’s career. Here are some ways that writing solid recommendation letters can increase your professional standing:

Builds a professional network: By writing strong letters of recommendation, you are demonstrating your expertise and forming connections with colleagues and administrators. This can enhance your reputation as an educator and increase your opportunities for professional growth.

Encourages trust and respect: Writing strong recommendation letters can be seen as an added responsibility to your job. However, it can be a significant way to earn the trust and respect of your students, colleagues, and administrators.

Demonstrates your teaching abilities: Writing a letter of recommendation is a chance to showcase your understanding of your student’s strengths, goals, and achievements. It is a testament to your ability to guide and inspire your students.

C. Real-Life Examples of the Impact of a Strong Teacher Recommendation Letter

A strong recommendation letter can be life-changing for a student. Here are some real-life examples of how a strong recommendation letter helped students achieve their goals:

Scholarships: Jennifer was a bright student, but her family struggled financially. Her teacher wrote a compelling recommendation letter that highlighted her academic abilities and her involvement in the community. The scholarship board was impressed and awarded Jennifer a full scholarship to attend college.

Graduate School: Michael wanted to pursue a career in law. He reached out to his former professor for a recommendation letter. Impressed by Michael’s dedication and exceptional performance in class, the professor wrote a compelling recommendation letter highlighting his analytical skills, strong work ethic, and passion for justice. As a result, Michael gained admission to a prestigious law school and was able to pursue his dream career.

Job Placement: Sarah, a recent graduate, was seeking employment in the competitive field of marketing. Her professor, who had closely observed her creativity, strategic thinking, and strong interpersonal skills, wrote a glowing recommendation letter. This helped Sarah stand out among other candidates and secure a coveted position at a leading marketing agency.

These real-life examples demonstrate the tangible impact that a strong teacher recommendation letter can have on a student’s future. It can open doors, provide opportunities, and set them on a path to success.

In conclusion, a strong teacher recommendation letter holds immense significance for both students and teachers. It can greatly influence a student’s chances of admission, scholarship opportunities, and career prospects. Additionally, writing solid recommendation letters can enhance a teacher’s professional standing and foster trust and respect within the educational community. By understanding the importance of a well-crafted recommendation letter and harnessing its power, teachers can make a lasting impact on their students’ futures.

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Educator FI

Financial Independence For Educators

Write a Powerful Letter of Recommendation for a Teacher

posted on September 21, 2020

You’ve been asked to write another letter of recommendation for a teacher colleague. You want to be supportive but are already behind on so many other things. Fortunately, you can write a great letter of recommendation for a teacher (or other educator) quickly. Let me show you how.

It’s no exaggeration to say that I’ve written hundreds of letters of recommendation during my time in education. As a teacher and principal, I’ve written letters for students searching for jobs or applying for colleges and scholarships. As an administrator, I write letters of recommendation for student teachers and other educators looking to move to another school .

Having worked in education for almost 20 years, I’ve built quite a network of people who ask for new and updated letters. I’m always glad to support good people on their next steps, but it can become quite overwhelming at certain times of the year. 

To stay sane, I’ve developed a template and process to quickly write high-impact letters of recommendation. I’ll describe it below and you can download the template near the end of the post.

Ways you can use this template and process:

• Teacher writing a letter of recommendation for a student
• Writing a letter of recommendation for a student teacher
• School principal writing a letter of reference for a teacher
• Teacher writing a letter of recommendation for a colleague
• Writing a letter of recommendation for administrators
• (I actually think this works for most job types, but I focus on education!)

I hope this helps you and those you are recommending!

Table of contents

Your relationship to the candidate, keep it tight / structured, focus on important qualities, specific examples, writing letters for friends, general descriptions without examples, writing a letter for candidates you don’t believe in, 1. preparation – before you start.

• 2. Establish Authority As A Reference

3. Most Important Quality

4. repeat with qualities 2 and 3, 5. summary close, putting it all together – an effective letter of recommendation for a teacher, keys to writing an effective letter of recommendation for a teacher / student.

 In addition to writing a lot of letters, I’ve read thousands more for administrative, teacher, and paraeducator positions. I thought I’d mention what works well, and what doesn’t based on both my personal preferences and those I’ve seen from other readers.

Here are some things to keep in mind while writing your letter. 

State how long you’ve known the person and in what capacity. It’s best if you’ve worked directly with them.

I’m a big believer in the 1-page letter. It doesn’t matter how many amazing things you have to say if you lose the reader. Most are skimming anyway.

One page. Broken into short paragraphs with what you want your reader to remember in the first sentence. 

This will be enough for those who read carefully. It also allows skimmers to form the impression you want.

Three. That’s my number. Pick the three most important things you want a reader to know about the person you’re writing the letter for. If these align with something specific the hiring team is looking for – even better. 

When someone requests that I write a letter, I often ask “Is there anything specific you’d like me to consider highlighting?” Often, this will give me 1 – 2 of the focus qualities and my experience can give me the others.

Give specific, work-based, examples of how the candidate demonstrates the focus quality. Don’t just say they “form strong relationships.” Describe an example or be specific about how. 

What To Avoid

Don’t write a letter for someone in a professional situation unless you’ve actually worked with them. Most hiring teams won’t be convinced by a friend’s recommendation, and some will actively discount the candidate for submitting such a letter.

If you’re friends in a professional context, and you’re willing to tell your friend where they need to improve – then go for it. If not, just pass. 

Saying someone is a “good guy” is of course a waste of everyone’s time. I’d argue that saying someone is “good with kids” an “effective teacher” or “passionate about equity” are equal wastes if you don’t include specific examples that show they are those things.

If you can’t provide specific examples, you aren’t helping.

This is a tricky one. There can be a lot of politics and pressure around references. Remember though – any reference you provide is connected directly to your professional credibility.

I think of letter requests in three tiers. 

Those I’m fully confident in and thrilled to write a letter for. Done!

Those I’m lukewarm on. In some cases you can avoid these, in others it’s probably wise to recommend. I’ll discuss later how I navigate this.

Those I don’t believe are qualified or ready for the position. Do not write letters of recommendation in these cases. Just don’t. 

But, you should be fair – be honest with the requestor about why and what they’d need to change. Example phrases I’ve used (all honest in the circumstances):

• I’m sorry. I don’t have enough knowledge of your practice. I’d be glad to schedule an observation to see if I can offer my recommendation.
• I believe teachers need to build strong supportive relationships with students. I’ve seen you use shame often as a management tool. I can’t offer a recommendation until that changes.
• This scholarship asks for demonstrated commitment to service. I’ll have to decline because I’m not aware of your involvement in anything beyond athletics. If I’m wrong, let me know and I’d be glad to reconsider.

Writing the Letter of Recommendation

Here’s the formula I follow to complete quick and effective letters of recommendation for teachers from a principal. It’s five simple parts, and it works for just about any letter. Even better, once you get comfortable, you can quickly tailor it to be personal and powerful for any candidate.

I’m going to assume you know to date, open with a greeting, and close with a signature. They’re in the template, too.

Before you start writing, take a moment to identify the three most important things you want to say about the person. If they’ve provided you suggestions, you can review and select or reject those for inclusion.

If you are struggling to find three, here are some ways to think about and identify three things:

• job-related characteristics (examples – talented instructor, skilled with data analysis, experienced organizer)
• specific areas of knowledge (examples – trained in a specific curriculum, worked in a PBIS school, uses an evidenced-based practice)
• professional characteristics (examples – committed to equity, driven to improve student outcomes, avid reader of research, inclusive in decision-making)

After you identify the three, make sure you have specific examples to back each. Then, rank them in order of importance. Your first characteristic should be the candidate’s strong point OR something that is incredibly important to the position for which they are applying. If both – great!

Now you’ve got all you need to write this letter.

2. Establish Authority As A Reference

You want the reader to believe you are qualified to offer a reference on the candidate. You can quickly prove this in two ways.

First, use your school/district letterhead if possible. You’ll want to check your school policy on the use of letterhead. If you can use it – do it. It’s a quick simple step that tells a reader at a glance that you are legit.

Second, your first paragraph should clearly establish that you know what the person is applying for, and that you’ve got enough knowledge to serve as a reference.

In the first paragraph, name the position, or at least job type. 

It’s my pleasure to offer a reference for <Candidate Name> as a middle school social studies teacher.

I’m thrilled to write this letter of recommendation for <Candidate Name> as a district administrator.

Then, describe your relationship. Name the time you’ve known the candidate and in what capacity.

I’ve had the pleasure of working with <Candidate> for the past seven years. During that time, he taught 3rd grade and I was the building principal.

I’ve watched <Student> standout in the math department for the past three years. I had the pleasure of teaching her in three advanced math classes.

This paragraph can be boring, but it provides critical information that some reviewers expect to know immediately. You can liven it up by adjusting your descriptions, but always include position sought when possible, time known, and relationship. 

After the opening paragraph, lead with an impactful sentence naming the candidate’s most important quality. This sentence is probably the most critical in the whole letter. EVERY reader will see this sentence, even the skimmers.

Ms. XYZ has the greatest impact on student achievement of any teacher I’ve ever supervised.

Jazmin is the most driven student I’ve ever had the pleasure of teaching.

I’ve never worked with a principal who connects with families as frequently and authentically as Principal LMNOP.

Once you’ve hit the opening sentence, then follow-up with 2 – 3 more backing it up. It could be a specific anecdote, or more detail on how the individual demonstrates the characteristic.

Her students increase their average reading level by two full years in the time they’re with her. She assesses constantly, provides ongoing support, and makes them believe they are readers. It’s truly incredible.

In every class, she gives her all. For example, she once missed a week of calculus due to a family illness. During that time, she independently located and read online sources about the subject the class was studying. Then, when she returned she made up every assignment and helped tutor another student who was struggling with the concept.

Then close with the result of this quality if it wasn’t included in the descriptor.

Related Post: Teacher Interview Questions

Do the same thing with each of the two remaining qualities you’ve identified. Opening sentence names the quality, then 2 – 3 sentences with specifics. Close with result.

These are separate paragraphs, contained capsules of information, that add to the visual flow and support skimmers.

You’ll find a flow that works for you. I prefer to lead with the most important job-specific quality, then discuss specific knowledge, and finish up with a bigger picture personal characteristic of aspiration. 

Do what works for you. Just keep it short and tight.

In the closing paragraph, I do two things. I tie it all together while reiterating my points. Then, I offer my recommendation again, while providing contact information. 

Tying it all together looks like this:

<Candidate Name> is <quality 1>, <quality 2>, <quality 3>. These will serve her well as <position and location.> 

Ms. James is a skilled reading teacher, strong communicator, and committed to ensuring all students achieve. These qualities will serve her well as the reading specialist at Johnson elementary school.

Then, I close by reiterating my recommendation and providing contact information. The basic format looks like this:

Raymond has my highest recommendation. If I can provide more information, you can reach me at <phone number> and <email.>

 Here is where I differentiate a little bit, and provide a subtle signal to readers. Remember those three levels of confidence I expressed earlier? 

If I’m fully confident and passionate about the recommendation, I use words like “highest” and “unreserved” recommendation. I want this person to get this job. 

If I’m less confident, but still willing to write the letter I simply say “has my recommendation.”

As I said before, avoid writing a letter for someone you aren’t confident in. That said, sometimes it happens or needs to be done politically. In that case, I leave out the statement of recommendation, but provide the contact information. Be aware though, that it’s unfair and potentially dangerous, to tell a candidate you are recommending them and then contradict yourself in a follow-up. It is far better to be honest and transparent up front.

Here’s a visual representation of those five steps.

If you’d like a blank template that lets you easily follow the five steps and include all available information, you can download it here:

By using this approach, you’ll write high-quality letters of reference that are efficient and help those you’re supporting be selected for the next steps.

Time efficiency and supporting others? Exactly what we educators need!

Other Posts to Check Out:

Reader interactions.

September 21, 2020 at 8:37 am

That’s great advice. I have run into friends who I did work with asking me to write letters like that. Its easy when they were top notch performers but I’ve also had friends who were great buddies to do stuff with but were slackers at the office. That’s a very tough situation. I went ahead and wrote one for a guy that was kind of on the bubble performance wise and I did not write one for another who really had a lazy streak, it does strain a friendship to refuse the request. I guess that’s just a risk of having friends in a work environment?

September 22, 2020 at 5:53 pm

Those are the most challenging requests. I try to walk a similar line and avoid writing for people who’s future performance will reflect badly on me and my references. I don’t want it to cost someone great a job opportunity down the road.

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Letter of recommendation for teacher

Trying to write a letter of recommendation to a educator? Benefit this teacher recommendation letter template till put your thoughts in order furthermore your valuable information nearly the person you’re referring. Tailor this sample toward fit your feedback on so specific person.

A blank page may are scary as him have a lot to say – show does you start? What’s the words and tone that will make the superior impression? To help you figure like out, we created a small guide on wie to note a teacher message by recommendation along with a template and example yourself able use toward flesh from your own letter. The Lecturer and Physical Activity Program Coordinator position in Kinesiology and Health Promotion is responsible for classes 9 credit hours per session Fall & Spring (18 hours annually) concerning basic online as assigned; directing IMPACT sessions; advising because needed, press serving as and physical active program coordinator.

This guide can be used if you’re writing a letter to urge an teaches or whenever you’re a teacher who wants till recommend a grad. His own template concentrates on the foremost case, but her can easily apply the same principle on diverse recommended letters .

How to writers a message of recommendation in a tutor

The process is straightforward:

• Ask about the purpose of this letter.
• Get your experiences both public on the person asking the recommendation.
• Modify our template to fit your own story.

1. Note the purpose

Front you start thinking about what you should write inbound your reference letter for a teacher, spend some time on the why; like intention determine the method him need to take. Is the teacher asking for recommendation applying for a new job at one school? Might, a university? Or do they want at record ampere alumna scheme or a voluntary teaching assignment at some other country? Lecturer & Physical Activity Program Coordinators

The answers to these ask will help you inclusive aforementioned just information. For demo, if this teacher has applied since a Master’s program by special education, it’d be helpful to mention their job at your with special needs (if applicable). With they desire to go to another heimatland at teach young growing, thou could mention their your skills, work because immigrant children and inclusive condition in the classroom.

If her don’t have this information, consider asking this teacher for more details. If they could provide you with the job application for the occupation they’re applying in, even better. Otherwise, choose further global examples that spoken to their professional skills and personal qualities and talents.

2. Recall examples from your interactions with that teacher

It’s useful to refresh our memory on this person’s work or your own events with them. If you has their supervisor at one school (e.g. their principal), you can consulting your notes oder their employed records for accuracy. In broad, try to answer these queries to prep for a your recommendation: proposal letter

• What was my working relationship with this teacher?
• What kinds did they school under my direction? Whats projects were they involved in (e.g. organizations volunteering activities for students, directing the school tape, conducting research etc.)
• Can I recall two examples to good teach skills or exemplary behavior to students demonstrated according that person?
• What are two otherwise three special which teacher has as an educator plus as ampere people?
• Is there anything that’s particularly impressive over aforementioned master, their knowledge or their experience?

Answers to these answer will help you shape get letter of testimonial for a faculty.

3. Work switch our template in flesh from your owned teacher advice letter

Now the thee know what in include in general, amend our teacher get letter template:

Dear [insert name],

I a writing to recommend [teacher_name]. [He/She/They] worked with me at [education_institution_name] for [time_period] as a [teaching_capacity]. I was the [your_title].

As a colleague, [teacher_name] was always [insert quality]. During [his/her/their] point with used, [he/she/they] managed to [insert example].

I’ve anytime position a option switch [insert quality] among our faculty and [teacher_name] never failed to ship. Into example was wenn [insert example].

[Teacher_name] is a delight to work with and I wouldn’t hesitate to work over [him/her/them] again.

Should you have unlimited read questions about [him/her/them], feel free to get me at [phone number].

[Your name and signature]

Feel free to tweaking save sample as needed. It’s important go use insert own voice and include authentic view when writing adenine teacher recommendation letter. To offer you a better idea of what it could look like, see is teacher recommendation letter example written by a fictional School Principal, Sam Lavis:

Dear Principal Sarah Carlin,

I am writing to recommend Richard Lowe available a teaching position at your school. He worked with me at Acme High School while a history teacher and reported to myself in my position the principal of one school.

For a colleague, Richard was always reliable also organize – he was always the first to working up his syllabus the find the correct teaching methods for each of his classes at the beginning to which year. His moreover readily led our volunteered my, including participation in reforestation exertion of nearby related.

Richards was one of our best educators, firm but always decision ways to engage students. One example is an history competition he organize prompting teams academics to write and reenact dialogues between two importance historical figures during a historical event. Students loved this and learned an lot about various times of our history. His classes initiated getting exceptionally high markers in history after he joined our school.

Also, I’ve always put one premium with integrity or genuineness and Richard never failed to deliver on bot fronts. An example became wie he handled a proffered bribe from an parent of a senior high school study who wanted their juvenile to get one mark they didn’t deserve. Richard was discreet additionally polite in the parent, but he timely declined the offer.

All in all, Richard is an delight to work with – a dedicated educator using a positive attitude. I wouldn’t hesitate to work with him again if the opportunity arose.

Shouldn you have any further matters, feel loose to reach e at +10000000.

School Principal, Acme High School

These sample letter of recommendation for a tutors imparts you an idea of how you could shape to customize letter of recommendation for a teacher. No matter the context for your letter, our template will make the process faster additionally will help yours include all key information.

See next: Teacher interview questions

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Teaching Recommendation Letter

A teaching recommendation letter request always seems to 📆 pop up at the busiest time of the school year.

General education, colleagues, special, education, teachers, student teachers, and even instructional assistance or paraprofessionals need teacher recommendation letters.

They all start looking for new opportunities at the same time during the school year.

As an educator who’s worked in the field for over 20 years, it’s pretty common for me to get requests from other teachers for a teaching recommendation letter.

Of course, I’m 😀 happy to help and give my honest opinion of a person reaching out about the teaching recommendation letter.

But pausing everything to write a letter can be a bit challenging, especially when I have a week of a half a dozen IEP‘s that are due.

So let me share a little secret about how I got the last recommendation letter for a colleague typed up in less than 10 minutes. 💻

Teaching Recommendation Letter Template

I’m 🍀 lucky enough that only teachers that I’ve worked with closely have asked me for letters of recommendation recently.

Because of this, the letters have all reflected stellar teachers who care about students and want to do well in the teaching profession.

So, I was able to create myself a template that I can modify for each teacher. 📝

Because I am a special education teacher I get request from both General Ed and SPED teaching staff for letters of recommendation.

I truly do love helping my fellow teachers out, but I despise hours of paperwork.

I knew that I needed to come up with a way to make genuine teacher, recommendation letters and get them done quickly as possible.

Next, I set out to make a template that I could modify for all types of recommendation letters.

General Education Colleague Recommendation Letter

A General Education teacher Colleague Recommendation Letter should be a detailed and comprehensive review of a colleague’s professional experience, performance, and qualifications.

The letter should include pertinent information about the individual’s educational background, teaching experience, and accomplishments in the classroom.

Next, it should also include a detailed description of the individual’s teaching style and their ability to effectively communicate with students and colleagues. 👩‍🏫

The letter should also provide an honest assessment of the individual’s ability to build relationships with students, parents, and other faculty members.

Finally, the letter should provide an honest assessment of the individual’s dedication to their profession, their commitment to their students, and their overall professional character.

A general education teacher colleague recommendation letter should be thoughtful, detailed, and demonstrate the highest level of respect for the individual being recommended. 🏫

Special Education Teaching Recommendation Letter

A special education colleague teaching recommendation letter should highlight the individual’s strengths as a teacher, providing specific examples of their effectiveness in the classroom.

It should emphasize their knowledge and understanding of special education and the skill they have in creating a safe and inclusive learning environment. 📝

The letter should also demonstrate their dedication to their students, providing evidence of their ability to individualize instruction and create meaningful learning experiences.

Additionally, the letter should note the teacher’s commitment to collaboration with other staff and their willingness to go above and beyond to ensure positive outcomes for their students.

Lastly, it should speak to the teacher’s professional demeanor, emphasizing their character and integrity. 🚌

Teaching Recommendation Letter for Student Teachers

When writing a letter of recommendation for a student teacher, it is important to include specific examples of their work, highlighting their strengths and successes. 💪

It should also provide an overall positive assessment of their performance and potential, noting any challenges they faced and how they overcame them.

Additionally, the letter should mention any specific qualifications the student teacher has that make them a great candidate, as well as any relevant experience they possess.

It should also provide a summary of the student teacher’s relationship with their students and colleagues, and discuss how they interacted with both. 🧑‍🎓

Finally, the letter should be written in a professional tone and should express confidence in the student teacher’s abilities.

Highly Rated

A highly rated student teacher letter of recommendation should include the student teacher’s strongest skills and achievements, such as their classroom management strategies and their ability to engage students in learning.

It should also include concrete examples of their successful projects or activities and highlight their ability to foster a positive learning environment. 🏆

The letter should focus on the student teacher’s unique qualities, such as creativity, enthusiasm, or strong relationship skills.

A well rated student teacher letter of recommendation should focus on the student teacher’s strengths, such as their ability to collaborate with colleagues and their demonstrated knowledge of their subject matter.

It should also include specific examples of their success in the classroom and any awards or recognitions they have received. 🥈

An average or below student teacher letter of recommendation should focus on the student teacher’s commitment to their work and their ability to work with colleagues and students.

Average or Below

When writing a student teacher letter of recommendation for a student who was average or below average as a teacher, it is important to focus on the student’s strengths. 🥉

It may be useful to mention any positive feedback the student received from peers and/or supervisors, as well as any efforts the student made to improve.

Additionally, it is important to highlight the student’s willingness to take on new challenges and any creative approaches they employed in their teaching.

It is also important to note that the student was able to work well with others, even in difficult or challenging situations.

Finally, it is important to emphasize that the student was always eager to learn and grow as a teacher. 📈

By focusing on the student’s strengths, it is possible to create a well-rounded picture of the student’s abilities and to provide a positive assessment of their overall teaching experience.

Have a Teaching Recommendation Letter Collection

Editable teaching recommendation letter templates provide teachers with the necessary tools to write powerful, personalized letters of recommendation. 🗂

With a little bit of tweaking a teacher can use the template to write a teaching letter of recommendation in about 5 minutes.

This goes for writing letters for colleagues in general and special education, student teachers, and instructional assistants or paraprofessionals. 

With a range of professional, user-friendly designs, these templates enable teachers to quickly create compelling letters that help their recommendees reach their potential. 

These templates are an essential tool for any teacher looking to provide a detailed and effective recommendation letter. 🧰

Use the template to quickly edit, save, and print or copy and paste the edited text into required template from an employer or university.

The templates provide a framework for teachers to easily and quickly craft a compelling letter of recommendation that accurately reflects their assessment of the individual. 

All templates are formatted to make it easier for teachers to customize the letter with the specific details of each case. 💻

With this bundle, teachers save time and energy when writing a teaching recommendation letter and ensure that each one is written in a professional and effective manner.

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Letter of Recommendation Samples for Students

How to Request a Recommendation Letter

How to write a recommendation letter, what to include in a recommendation letter for a student, how to use letter examples and templates, student recommendation letter example, character references and personal recommendations, character reference letter example, how to create a reference list, frequently asked questions (faqs).

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Students may need a letter of recommendation to land a job, secure an internship, or earn a spot in a competitive academic program. But to make a good impression on the recipient, a letter of recommendation must be more than just an enthusiastic endorsement—it must follow a specific format.

Whether you are a student who needs a letter of recommendation for an application, or you're writing an academic reference, here’s how to format your letter and what to include in the document. Plus, you’ll find a few samples to help guide your writing.

Key Takeaways

• Students can request recommendation letters from teachers, professors, and employers.
• Character references provide an endorsement of a student’s positive personal qualities, such as their work ethic, dependability, and enthusiasm.
• When requesting a recommendation letter, offer to provide a copy of your CV or resume, as well as a job description or program overview.

When you request a letter of recommendation (sometimes also called a letter of reference), be sure to give potential writers information on why you need the letter, and let them know why you think they are a good person to recommend you. For example, if you performed well in your professor's class and are asking them to write a recommendation for graduate school, tell them you enjoyed their course and felt your performance demonstrated your commitment to pursuing another degree program.

You might also provide the person with your most up-to-date resume or CV. These details will make it easier for them to write a personalized and targeted reference letter.

You should also provide all the information the person needs regarding how to submit the letter, what to include (if there are any requirements), and when it is due.

When writing a reference letter , be sure to explain how you know the student, and describe some of the qualities that make him or her a good candidate for the job or school. Use specific examples to demonstrate how the person has shown those qualities.

Focus on the specific job or school the person is applying for. Try to include qualities and examples that will help them get that position or get into that school.

Feel free to ask the person for whom you are writing the letter for more information. You might ask to see the job listing, their resume, or a list of their related coursework.

Contact Information If you’re writing a formal printed letter, include your contact information, as well as the recipient’s information, at the top of the letter.

Greeting If you are writing a personal recommendation letter, include a salutation to start your letter (Dear Dr. Smith, or Dear Ms. Jones, for example).

Paragraph 1: Introduction Explain why you're writing and how you are connected to the person you are recommending, including how you know them and for how long.

Paragraph 2/3: Why You're Writing Share information on the person you are writing about, including why they are qualified and what they have to offer. It's fine to include more than one paragraph to provide details of the student's academic and work performance. Including examples of how they have excelled is a good way to show how the person is qualified.

Paragraph 4: Summary Write a brief summary of why you are recommending the person. Mention that you "highly recommend" the person, that you "recommend without reservation," or something similar.

Paragraph 5: Conclusion Offer to share more information and let the reader know how to contact you (phone, email, etc.) for a follow-up conversation.

Letter Closing End your letter with a formal letter closing and your name and title. If you are mailing a printed letter, include your signature underneath your typed name: 

Signature (for hard copy letter)

If you’re sending an email, include your contact information in your signature. 

It is a good idea to review recommendation letter examples and templates before you write a recommendation letter or a request for a letter. They can help you decide what kind of content you should include in your document.

A letter template also helps you with the layout of your letter, such as how many paragraphs to include, how to sign the letter, and what elements you need to include (your contact information, for example).

While recommendation letter examples, templates, and guidelines are a great starting point, always tailor a letter to fit the particular situation

Download the recommendation letter template (compatible with Google Docs and Word Online) or see below for more examples.

The Balance

Recommendation Letter Example (Text Version)

Brian Smith 123 Main Street Anytown, CA 12345 555-555-5555 brian.smith@collegemail.edu

March 9, 2024

Emma Johnson Owner Café Bistro 72 Dock Street Pacifica, Oregon 97233

Dear Ms. Johnson,

Daniel Williams worked as a server and manager at Central College’s student café under my supervision for seven semesters, beginning in Spring 2019.

Over that time, I was consistently impressed with his customer service and people management skills, as well as his dedication and good humor. I've often said that if I could clone Daniel, I'd never have to worry about staffing problems again. He's a truly gifted server, fast on his feet, and able to remember complicated orders without using an order pad.

He’s also an innovator. Thanks to his suggestions, we revamped the café menu last year to focus on the most popular dishes and dropped some expensive, time-consuming menu items. The result was a 10% increase in profits.

Our customers love him. More than one has suggested that Daniel become a “super senior,” so that he can stay with us next year. Alas, he’s graduating on schedule, with highest honors and a boatload of references to attest to his skill, hard work, and talent. I’m honored to be one of them.

I enthusiastically recommend Daniel for the position of server/manager in your café. If you have any specific questions about Daniel’s experience and skills, I’m happy to help. Please call me at 555-555-5555.

Brian Smith

Student Coordinator

Central College Café

A character reference is a recommendation written by someone who can attest to one’s character. These letters may be needed for people applying to join an association or purchase a property.

They can be used as an alternative to a professional reference for someone who doesn't have work experience, and they may also be required for jobs that require a high level of trustworthiness.

Who to Ask for a Character Reference

If you have limited work experience (or worry you will get a negative reference from your former employer), you might ask someone to write you a character reference. This might help balance out a negative employer reference.

Consider asking a friend, neighbor, club leader, colleague, or someone else who may never have employed you but can speak to who you are as a person.

What to Include in a Character Reference

If you are asked to write a character reference, focus on the person’s character traits and abilities. You can provide examples from personal interactions with that individual.

Download the character reference letter template (compatible with Google Docs and Word Online) or see below for more examples.

Character Reference Letter Example (Text Version)

Jane Lee 330 Chestnut Street Kerry Springs, Massachusetts 01006

February 3, 2024

Sandra Gomez Program Director Kids at Play, Inc. Centertown, New Hampshire 03225

Dear Ms. Gomez,

Before I had the pleasure of working with Liz Dwyer on our neighborhood cleanup committee, I was her next-door neighbor for 10 years. It didn’t surprise me at all when she was the youngest person to show up for our initial organizational meeting or when she volunteered to take notes and spearheaded the playground project. 

Liz is a very special young person, the kind that gives you hope for the future. It’s not just that she’s organized and dependable, although she is. It’s that she has passion, drive, and a deep optimism for what’s possible. I’ve seen firsthand how she uses that optimism to inspire others and help them see the possibilities in an empty lot or rundown corner. 

I’ve also been impressed with Liz’s growth as an artist. Since she started at Eastern College, her talent has grown. She has used her new skills to improve our neighborhood, rallying the local kids to help her make a mosaic wall for the new playground. 

I know she would be a bright light in your arts program, inspiring and guiding the kids in your care just as she has the kids on our block. I enthusiastically recommend her for the job. Please feel free to reach out to me at jane.lee@email.com or (413)555-6078 with any questions. 

Best regards,

Jane Lee Director, Chestnut Street Block Association

A reference list is a page with a list of your references and their contact information. Send this letter as part of your job application if it is requested. Employers who ask for a reference list might call or email the people on that list and ask them for more information about you.

When creating your reference list, be sure to first ask permission from each person on your list. Not only is this polite, but this will give each person time to prepare a response for the employer. Make sure you provide all the necessary contact information for each person.

What should a student’s letter of recommendation include?

A letter of recommendation for a student should describe their positive qualities, including their academic achievements, interpersonal skills, work ethic, and character. To be effective, the letter should focus on skills and qualifications that are most valuable in the job or program for which the student is applying. 

How long should a recommendation letter be?

A recommendation letter should be at least a few paragraphs long, typically a page or two in length. It should contain specifics that illustrate why the subject is a good candidate for the job or position they’re seeking. The recommender should unreservedly endorse the subject of the letter. 

Georgetown University Center for Research and Fellowships. " Do's and Don'ts of Writing Recommendation Letters ."

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Sat / act prep online guides and tips, 4 amazing recommendation letter samples for students.

Letters of Recommendation

How important are recommendation letters in a college application? According to William Fitzsimmons, dean of admissions and financial aid at Harvard, they are "extremely important."

If you're a student, examples of great letters of recommendation can help you understand how to get strong letters yourself from your teachers. If you're a teacher, the examples in this guide will inspire you to support your students strongly as they apply to college. Keep reading for four excellent letters from teachers that will get anyone into college , along with expert analysis on why they're so strong.

Important Note: Are you looking for job recommendation letters? If so, check out my great post here!

First, let's understand the role of recommendation letters in your application.

Why are Recommendation Letters Important?

The majority of admissions officers at four-year colleges, especially private schools, emphasize that their process is holistic . They seek to gain a sense of the student as a "whole person," rather than focusing on pieces of who she is based solely on grades and test scores. Since they rarely meet the student in person, the recommendation letters, along with the student's own personal essay, play a huge role in illuminating her intellectual and personal qualities.

That's why recommendation letters from teachers, especially those who know their students well, carry a great deal of weight in applications. A letter that expresses a strong vote of support, as well as highlights a student's impressive academic and personal strengths , can have a powerful effect on that student's chances of admission.

Let's look at some samples of strong recommendation letters, one from an English teacher, another from a physics teacher, the third from a history teacher, and the final one from a math teacher. Then we'll break down exactly why these letters of recommendation are effective.

The first example recommends Sara, a senior who loves to write and read poetry.

Sample Letter #1: Sara the Poet

Dear Admissions Committee, I had the pleasure of teaching Sara in her 11th grade honors English class at Mark Twain High School. From the first day of class, Sara impressed me with her ability to be articulate about difficult concepts and texts, her sensitivity to the nuances within literature, and her passion for reading, writing, and creative expression- both in and out of the classroom. Sara is a talented literary critic and poet, and she has my highest recommendation as a student and writer. Sara is talented at considering the subtleties within literature and the purpose behind authors' works. She produced an extraordinary year-long thesis paper on creative identity development, in which she compared works from three different time periods and synthesized cultural and historical perspectives to inform her analysis. When called upon to give her thesis defense in front of her peers, Sara spoke clearly and eloquently about her conclusions and responded to questions in a thoughtful way. Outside of the classroom, Sara is dedicated to her literary pursuits, especially to poetry. She publishes her poetry in our school's literary magazine, as well as in online magazines. She is an insightful, sensitive, and deeply self-aware individual driven to explore art, writing, and a deeper understanding of the human condition. Throughout the year Sara was an active participant in our discussions, and she always supported her peers. Her caring nature and personality allow her to work well with others in a team setting, as she always respects others' opinions even when they differ from her own. When we held a class debate about gun laws, Sara opted to speak for the side opposite her own views. She explained her choice as motivated by a desire to put herself in other people's shoes, view the issues from a new perspective, and gain a clearer sense of the issue from all angles. Throughout the year, Sara demonstrated this openness to and empathy for the opinions, feelings, and perspectives of others, along with shrewd powers of observation, all qualities that makes her outstanding as a student of literature and burgeoning writer. I am certain that Sara is going to continue to do great and creative things in her future. I highly recommend her for admission to your undergraduate program. She is talented, caring, intuitive, dedicated, and focused in her pursuits. Sara consistently seeks out constructive feedback so she can improve her writing skills, which is a rare and impressive quality in a high school student. Sara is truly a stand-out individual who will impress everyone she meets. Please feel free to contact me if you have any questions at [email protected]. Sincerely, Ms. Scribe English Teacher Mark Twain High School

This is a thorough, glowing recommendation for a student that Ms. Scribe clearly knows well. What other features make it stand out as a strong letter of rec?

The Breakdown

Ms. Scribe has a high opinion of Sara and her skills at writing and literary analysis. One way that she expresses this is by using powerful and specific language. She doesn't merely say Sara is a good writer. She says she's articulate about difficult concepts and sensitive to the nuances within literature. She calls her insightful and self-aware with shrewd powers of observation.

These descriptors don't happen by accident. Ms. Scribe took the time to choose her words carefully , and that effort paid off with a strong letter that captures Sara's special qualities.

Ms. Scribe also supports her characterization of Sara with examples . She describes her thesis paper and how she responded to questions thoughtfully under the pressured situation of her thesis defense. She gives the example of the debate on gun laws to illustrate Sara's openness to many different points of view.

In addition to illuminating her intellectual and personal strengths and supporting them with specific examples, Ms. Scribe speaks to Sara's goals for the future. She points out that she is talented at writing, poetry specifically, and that she is committed to continuing to improve as a writer in her future.

This letter, by virtue of its wording, length, and specificity, shows that Ms. Scribe took the time and effort to recommend Sara thoughtfully and with conviction. The fact that she knows Sara well and is committed to helping her application succeed with a thoughtful letter further adds weight to her assessment.

This letter would be a boon to Sara's application, especially if she's applying to study writing or English. She clearly impressed her English teacher and, in return, got a memorable, complimentary letter of recommendation for her college application.

This next example is similarly enthusiastic and detailed. It's for a student applying to an engineering program.

Sample Letter #2: Stacy the Engineer

Dear Admissions Committee, It is a great pleasure to recommend Stacy for admission to your engineering program. She is one of the most exceptional students I have encountered in my 15 years of teaching. I taught Stacy in my 11th grade honors physics class and advised her in Robotics Club. I am not surprised to find out she is now ranked at the top of an extraordinarily capable class of seniors. She has a keen interest in and talent for physics, math, and scientific inquiry. Her advanced skills and passion for the subject make her an ideal fit for your rigorous engineering program. Stacy is a perceptive, sharp, quick individual with a high aptitude for math and science. She is driven to understand how things work, whether they be the old computer hard drives in the school library or the forces that hold our universe together. Her final project in class was especially impressive, an investigation of frequency-dependent sound absorption, an idea that she said was sparked by not wanting to bother her parents with her hours of guitar practice at home. She's been a strong leader in Robotics Club, eager to share her knowledge with others and learn new skills. I have the students in the club prepare lessons and take turns leading our after-school meetings. When it was Stacy's turn, she showed up prepared with a fascinating lecture on lunar nautics and fun activities that got everyone moving and talking. She was our only student teacher to be met with much deserved applause at the end of her lesson. Stacy's personal strengths are as impressive as her intellectual accomplishments. She's an active, outgoing presence in class with a great sense of humor. Stacy's the perfect person to get a group project rolling, but she also knows how to sit back and let others take the lead. Her cheerful nature and openness to feedback means she's always learning and growing as a learner, an impressive strength that will continue to serve her well in college and beyond. Stacy is just the kind of driven, engaging, and curious student that helped make our classroom a lively environment and safe place to take intellectual risks. Stacy has my highest recommendation for admission to your engineering program. She has demonstrated excellence in all that she puts her mind to, whether it's designing an experiment, collaborating with others, or teaching herself to play classical and electrical guitar. Stacy's endless curiosity, combined with her willingness to take risks, leads me to believe there will be no limit to her growth and achievements in college and beyond. Please don't hesitate to contact me at [email protected] if you have any questions. Sincerely, Ms. Randall Physics Teacher Marie Curie High School

Ms. Randall is clearly as much of a fan of Stacy as she is of Mileva Marić. How does she communicate her recommendation?

Ms. Randall plugs for Stacy right off the bat with a statement of outstanding ranking : Stacy is one of the most exceptional students she's had in 15 years of teaching. A statement like this is pretty extraordinary and will make an impact in the mind of its readers. Stacy sounds like a special student, and she chose her recommender well.

Like in the last example, this letter uses strong, specific language , calling Stacy a perceptive and sharp person who has the confidence and good humor to take intellectual risks. Through its accurate and expressive language, this letter helps Stacy come to life in the mind of the reader.

Beyond the evaluation, Ms. Randall gives specific examples of Stacy's academic and personal strengths. She talks about her successful teaching in Robotics Club, her leadership in group projects, and her dedicated practice to teaching herself to play the guitar.

Rather than spreading the letter too thin, Ms. Randall highlights a few core themes. She connects Stacy's love of music with her passion for physics by talking about the frequency-dependent sound absorption project. All the threads tie together in a nice, memorable bow.

This letter is a strong vote of support for Stacy's application to an engineering program. Her physics teacher admires Stacy's skills and goals, and she made it clear that Stacy had her highest recommendation in this letter.

This next example also comes from a teacher who's extremely impressed with his student. It focuses on the student's performance in class and his volunteer work outside the classroom.

Sample Letter #3: William the History Buff and Social Organizer

Dear Admissions Committee, It is hard to overstate the meaningful contributions that William has made to our school and surrounding community. As both his 10th and 11th grade History teacher, I've had the pleasure of seeing William make profound contributions both in and out of the classroom. His school and community service is motivated by a strong sense of social justice, which he informs through a nuanced and sophisticated understanding of historical trends and events. I can say with confidence that William is one of the most caring and driven students I've ever taught in my fifteen years at the school. As a child of immigrant parents, William is especially drawn to understand the immigrant experience. He produced an extraordinary semester-long research paper on the treatment of Japanese-Americans in the U.S. during WWII, in which he went beyond all expectations to conduct Skype interviews with relatives of his featured subjects to incorporate into his paper. William has a great capacity to draw connections between past and present and to ground his understanding of current issues in the context of historical events. He never retreats to a simple answer or explanation, but is comfortable dealing with ambiguity. William's fascination with U.S. and World History and skill for deep analysis have him an exemplary scholar, as a well as a motivated activist driven to promote civil rights and work towards social equity. In sophomore year, William noticed that the college planning seminars students attended included little information for first generation or immigrant students. Always thinking about how institutions can better serve people, William spoke with counselors and ESL teachers about his ideas to better support all students. He helped collect resources and design a college planning curriculum for immigrant and undocumented students to enhance their college access. He further helped organize a group that connected ESL students with native English speakers, stating his mission to be helping ELLs improve their English and increasing multicultural awareness and social cohesion at the school as a whole. William identified a need and worked with students and faculty alike to meet it in an extremely effective and beneficial way. Ever the history scholar, he did plenty of research to back up his ideas. William believes passionately in social progress and working for the common good. His own personal experiences, along with his profound grasp on social history, drive his advocacy work. He is a talented, intelligent student with the charisma, confidence, strong values, and respect for others to make a huge difference in the world around him. I'm looking forward to seeing all the good that William continues to do for his fellow humanity in college and beyond, as well as the excellent work that he will produce at the college level. William has my highest recommendation. If you have any questions, please contact me at [email protected]. Sincerely, Mr. Jackson History Teacher Martin Luther King, Jr. High School

Mr. Jackson's letter makes William sound like a pretty amazing student and person. How does he go about expressing his admiration for William in this rec letter?

Like Ms. Randall did in her letter, Mr. Jackson provides a statement of outstanding ranking for William, calling him one of the most caring and driven students he's ever taught. Considering his long teaching career of 15 years, this says a lot about William as a student and a person.

Also like in the last example, Mr. Jackson focuses on a few core aspects of William's character. He talks about his love of history and how it informs his social activism. He comments on his exceptional historical scholarship, as well as his personal qualities of caring for those around him and working for the social good.

Mr. Jackson also gives insight into William's personal life , explaining how he has a personal connection to his projects and volunteer work as the child of immigrant parents. This letter reveals that William is a thoughtful, motivated individual who connects his own experiences with his learning and desire to contribute to his community.

The letter also showcases William's exceptional accomplishments by giving specific examples of William's research paper and his work supporting the academic and personal needs of ELL students. Mr. Jackson expresses his enthusiastic recommendation while illuminating William's love of learning and strength of character. This letter would be both impressive and memorable to admissions officers considering William for admission to their school.

This next example comes from a math teacher. Let's see what Mr. Wiles has to say about Joe.

Sample Letter #4: Joe the Hard Worker

Dear Admissions Committee, It is my pleasure to recommend Joe, who I taught in my 11th grade math class. Joe demonstrated tremendous effort and growth throughout the year and brought a great energy to class. He has that combination of a positive attitude and the belief that he can always improve that's rare in a high school student, but so essential to the learning process. I am confident that he will continue to display the same commitment and diligence in everything he does. I highly recommend Joe for admission to your school. Joe would not describe himself as a math person. He's told me on several occasions that all the numbers and variables make his mind go fuzzy. Joe did, in fact, struggle to comprehend the material at the beginning of the year, but his response to this is what really struck me. Where so many others have given up, Joe took on this class as a welcome challenge. He stayed after school for extra help, got extra tutoring at the nearby college, and asked questions in and out of class. Due to all his hard work, Joe not only raised his grades, but he also inspired some of his classmates to stay after for extra help, as well. Joe truly demonstrated a growth mindset, and he inspired his peers to adopt that valuable perspective, too. Joe helped contribute to our classroom environment as one where all students can feel supported and able to ask questions. Joe's strong belief in his ability to acquire new skills and improve through practice was likely shaped by his years as a baseball player. He's played all through high school and is one of the team's most valuable players. In his final for our class, Joe designed an impressive project calculating and analyzing batting averages. While he initially described himself as not a math person, Joe reaped the benefits of his tremendous effort and found a way to make the subject come alive for him in a way that he was personally invested in. As a teacher, it is incredibly fulfilling to witness a student make this kind of academic and personal progress. Joe is a trustworthy, reliable, good-humored student and friend who supports others in and out of the classroom. He was a pleasure to have in class, and his positive attitude and belief in himself, even in the face of difficulty, is an immensely admirable asset. I'm confident that he will continue to demonstrate the same diligence, perseverance, and optimism that he showed myself and his peers. I highly recommend Joe for admission to your undergraduate program. Please feel free to contact me with any further questions at [email protected]. Sincerely, Mr. Wiles Math Teacher Euclid High School

While the students featured in the first three examples were top of their class or demonstrated leadership in the school, Joe isn't a top achiever in the traditional sense. However, this recommendation is still a strong one, even if it says he struggled in the teacher's class. What does Mr. Wiles focus on to recommend Joe?

Mr. Wiles writes a strong letter for Joe, with the same kind of enthusiasm and specific examples as the other three letters. Even though Joe may not have gotten the strongest grades in his math class, he found an enthusiastic recommender in his math teacher. Mr. Wiles was extremely impressed with Joe's attitude, effort, and growth mindset , which he demonstrated throughout the year and inspired in his fellow classmates.

Mr. Wiles focuses on Joe's substantial personal strengths, ones that would likely be impressive to his future educators. Even in a subject that may not come naturally to him, Joe is diligent and committed. He's not self-conscious about asking questions or seeking extra help, and he retains a strong belief in himself that he can continuously learn, improve, and acquire new skills.

This letter, like the others, is effective because it is focused, supportive, and backed up with examples. As you can tell from these examples, recommendations can communicate a great deal about a student. Because of this, they can have a powerful impact on a student's chances of admission. So what can teachers and students do to make sure they are sending a strong recommendation letter that will help their chances?

Enthusiasm is key.

How to Get a Strong Recommendation Letter

While these letters are about different students with different interests, they share certain fundamental features. One, they sound excited and enthusiastic. The teachers clearly communicate that they are impressed by these students and eager to help them get into college.

At the same time, the letters don't go overboard because they have examples to back up their assessments. Specific examples and stories are key for backing up the assessment. Plus, they make a letter more interesting and memorable. Rather than just another engineering applicant, Stacy is the student who researched sound-absorption to spare her parents from hours of guitar scales.

Finally, the teachers all discuss their students' personal strengths , along with their academic strengths. They present the holistic view that admissions officers are looking for, along with their strong vote of confidence in the students' future success.

Teachers should incorporate all these features into their letters, and students should help provide them with the raw material to write about. While students should choose a teacher who knows them well and has stories and observations to share, they should also give their teachers a detailed "brag sheet" and let them know what would go into their ideal letter. That way it can be even more personalized and complement the story the student is telling in the rest of her application.

While recommenders may or may not share their letters with students, there should still be open, two-way communication when the student makes her request . That way students and teachers can work together to produce an insightful, enthusiastic, and specific letter of recommendation to send to colleges.

What's Next?

Are you a teacher writing recommendations for your students? Read all about how to write an outstanding recommendation letter for your students , along with what not to include.

Are you or a student you work with applying to a selective school, like Harvard? Learn about what kind of letter she should get for the Ivy League.

Now that you've read these examples of strong teacher recommendation letters, check out these examples of bad ones . Warning: rec letters may appear better than they actually are.

Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT.

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Educating the Student Body: Taking Physical Activity and Physical Education to School (2013)

Chapter: 8 recommendations.

Recommendations

T his chapter presents the committee’s recommendations for strengthening and improving programs and policies for physical activity and physical education in the school environment, including before, during, and after school. These recommendations were developed in accordance with the guiding principles outlined in Chapter 1 , which included recognizing the benefits of instilling lifelong physical activity habits in children, the value of applying systems thinking in efforts to improve physical activity and physical education in the school environment, current disparities in opportunities and the need to achieve equity in physical activity and physical education, the importance of considering all types of school environments, the need to consider the diversity of students in developing recommendations, the importance of taking into account the practicality of implementation and the challenges and barriers faced by stakeholders, and the need for recommendations to be based on the best-available scientific evidence and promising approaches. The consensus recommendations presented in this chapter are a result of the committee’s deliberations on the existing evidence and on the need for additional evidence.

In making its recommendations, the committee also recognized that, although schools can play a major role in improving physical activity among the nation’s children, schools alone cannot implement the changes across systems that will be required to foster a healthy and educated future generation. The involvement of many more institutional players and supports will be necessary to make and sustain the needed changes. The committee applied systems thinking to delineate the elements of the overall system of policies and regulations at multiple levels that can influ-

ence physical activity and physical education in the school environment. To frame its deliberations, the committee drew on its conceptual framework (see Figure 1-4 in Chapter 1 ) and closely examined the evidence base (see Appendix B for additional detail on the study methods).

RECOMMENDATIONS

The committee formulated recommendations in six areas: taking a whole-of-school approach, considering physical activity in all school-related policy decisions, designating physical education as a core subject, monitoring physical education and opportunities for physical activity in schools, providing preservice training and professional development for teachers, and ensuring equity in access to physical activity and physical education.

Taking a Whole-of-School Approach

Recommendation 1: District and school administrators, teachers, and parents should advocate for and create a whole-of-school approach to physical activity that fosters and provides access in the school environment to at least 60 minutes per day of vigorous- or moderate-intensity physical activity more than half (>50 percent) of which should be accomplished during regular school hours.

• School districts should provide high-quality curricular physical education during which students should spend at least half (>50 percent) of the class time engaged in vigorous- or moderate-intensity physical activity. All elementary school students should spend an average of 30 minutes per day and all middle and high school students an average of 45 minutes per day in physical education class. To allow for flexibility in curriculum scheduling, this recommendation is equivalent to 150 minutes per week for elementary school students and 225 minutes per week for middle and high school students.
• Students should engage in additional vigorous- or moderate-intensity physical activity throughout the school day through recess, dedicated classroom physical activity time, and other opportunities.
• Additional opportunities for physical activity before and after school hours, including but not limited to active transport, before- and after-school programming, and intramural and extramural sports, should be made accessible to all students.

Because the vast majority of youth are in school for many hours, because schools have important infrastructure for physical activity and are critical to the education and health of children and adolescents, and because physical activity promotes health and learning, it follows that physical activity should be a priority for all schools, particularly if there is an opportunity to improve academic achievement. As discussed in Chapter 1 , schools have for years been the center for other key health-related programming, including screenings, immunizations, and nutrition and substance abuse programs. Unfortunately, school-related physical activity has been fragmented and varies greatly across the United States, within states, within districts, and even within schools. Physical education typically has been relied on to provide physical activity as well as curricular instruction for youth; however, even the best-quality physical education curriculum will not allow children to meet the guideline of at least 60 minutes per day of vigorous- or moderate-intensity physical activity. Interscholastic and intramural sports are another traditional opportunity for physical activity, but they are unavailable to a sizable proportion of youth. Schools are being underutilized in the ways in which they provide opportunities for physical activity for children and adolescents. A whole-of-school approach that makes the school a resource to enable each child to attain the recommended 60 minutes or more per day of vigorous- or moderate-intensity physical activity can change this situation.

The committee therefore recommends a whole-of-school approach to increasing physical activity for children and adolescents. Under such an approach, all of a school’s components and resources operate in a coordinated and dynamic manner to provide access, encouragement, and programs that enable all students to engage in vigorous- or moderate-intensity physical activity 60 minutes or more each day. A whole-of-school approach encompasses all segments of the school day, including travel to and from school, school-sponsored before- and after-school activities, recess and lunchtime breaks, physical education, and classroom instructional time. Beyond the resources devoted to quality daily physical education for all students, other school resources, such as classroom teachers, staff, administrators, and aspects of the physical environment, are oriented toward physical activity. Intramural and extramural sports programs are available to all who wish to participate, active transport is used by substantial numbers of children to move from home to school and back again, recess and other types of breaks offer additional opportunities for physical activity, and lesson plans integrate physical activity as an experiential approach to instruction.

A whole-of-school approach encompasses all people involved in the day-to-day functioning of the school, including students, faculty, staff,

and parents. It creates an atmosphere in which physical activity is appreciated, encouraged, and rewarded by all these groups. Similarly, inactivity is discouraged and minimized. School buildings, outdoor grounds and playgrounds, indoor and outdoor equipment, and streets and pathways leading to the school from the surrounding neighborhood encourage and enable all persons to be more physically active. Moreover, the school is part of a larger system that encompasses community partnerships to help these goals be realized.

Potential Actions

For state legislatures and state departments of education, potential actions to implement this recommendation include

• adopting and/or strengthening physical education and recess policies so they align with existing national recommendations for total number of weekly minutes of physical education, as well as requiring students to spend at least half (≥50 percent) of the class time engaged in vigorous- or moderate-intensity physical activity while maintaining an appropriate emphasis on skills development;
• adopting and/or strengthening policies on before- and after-school programs so they align with national recommendations for physical activity;
• adopting school siting policies that encourage locating schools within residential neighborhoods; and
• working with national- and state-level parent-teacher organizations to mobilize and create engagement in this effort.

For school districts and schools, potential actions include

• continuing to strengthen policies by requiring time for physical education and recess that aligns with national recommendations;
• increasing the amount of time youth spend in physical activity by providing brief classroom breaks or incorporating physical activity directly into academic sessions;
• offering intramural sports and physical activity clubs before or after school and helping make such programs accessible to all students;
• adopting joint- or shared-use agreements allowing school facilities to be used for physical activity programs during nonschool hours;
• identifying key champions in schools to lead efforts to increase physical activity; and
• working with parent groups and parent-teacher associations to create a demand for and mobilize efforts to increase physical activity.

For municipalities, local governments, and urban planners, potential actions include

• considering renovating schools already located in existing neighborhoods rather than building new schools away from where students live;
• incorporating strategies for traffic calming (e.g., lower speed limits, speed humps or tables, sidewalks with buffers, medians) and traffic control (e.g., marked crosswalks, traffic lights with pedestrian signals) into community planning to ensure safe active travel routes for students; and
• adopting school policies that encourage locating schools within residential neighborhoods.

Considering Physical Activity in All School-Related Policy Decisions

Recommendation 2: Federal and state governments, school systems at all levels (state, district, and local), city governments and city planners, and parent-teacher organizations should systematically consider access to and provision of physical activity in all policy decisions related to the school environment as a contributing factor to improving academic performance, health, and development for all children.

Many examples exist of effective and promising strategies for increasing vigorous- and moderate-intensity physical activity in schools. The most thorough yet often most difficult to implement are multicomponent interventions based on a systems approach that encompasses both school and community strategies. For strategies with a singular focus, the evidence is most robust for interventions involving physical education. Quality physical education curricula increase overall physical activity, increase the intensity of physical activity, and potentially influence body mass index (BMI)/weight status in youth. However, the lack of consistent monitoring of physical activity levels during physical education classes in schools (especially elementary and middle schools) impedes monitoring and evaluation of progress toward increasing physical activity during physical education in schools across the nation (see Recommendation 4).

Beyond physical education, opportunities for increasing physical activity are present in the classroom and, for elementary and middle schools, during recess. Classroom physical activity and strategies to reduce seden-

tary time in the school setting hold promise for increasing overall physical activity among children and adolescents, yet isolating the impact of these strategies is complex, and they are often met with resistance from key stakeholders. With respect to recess, its use to increase physical activity is a nationally recommended strategy, and there is evidence that participating in recess can increase physical activity and improve classroom behavior. However, implementation of recess across school districts and states is not currently at a sufficient level to increase physical activity.

Effective and promising strategies beyond the school day include after-school programming and sports, as well as active transport to and from school. After-school programming and participation in sports are important physical activity opportunities in the school setting, but implementation of and access to these opportunities vary greatly. Moreover, formal policies adopting physical activity standards for after-school programs are needed. Finally, evidence shows that children who walk or bike to school are more physically active than those who do not. Successful active transport interventions address policy and infrastructure barriers.

Also associated with the school environment are agreements between schools and communities to share facilities as places to be physically active. Although this is a relatively new research topic, these joint-use agreements can be a way to give youth additional opportunities for physical activity outside of school. Further research is needed on the utilization of facilities due to these agreements and their impact on physical activity.

For states, school districts, schools, and school wellness committees, potential actions to implement this recommendation include

• designating individuals or committees specifically responsible for physical activity–related opportunities and programs (an emphasis on physical activity is important and new enough that these individuals should not also be responsible for programs directed at worthy but already well-established health-related behaviors such as nutrition or drug abuse);
• specifying objectives for vigorous- and moderate-intensity physical activity during all segments of the school day (e.g., physical education, recess, classroom, transport to and from school, before- and after-school programs); and
• working with leading professional organizations across disciplines to emphasize the importance of physical activity and encourage them to embed this priority into their national recommendations or position statements.

Designating Physical Education as a Core Subject

Recommendation 3: Because physical education is foundational for lifelong health and learning, the U.S. Department of Education should designate physical education as a core subject.

Physical education in school is the only sure opportunity for all school-aged children to access health-enhancing physical activity and the only school subject area that provides education to ensure that students develop the knowledge, skills, and motivation to engage in health-enhancing physical activity for life. Yet states vary greatly in their mandates with respect to time allocated for and access to physical education. Nearly half (44 percent) of school administrators report having cut significant time from physical education and recess to increase time devoted to reading and mathematics since the No Child Left Behind Act became law, which made federal funding dependent on schools’ making adequate progress in the latter subject areas. Moreover, disparities have been documented in access to physical education for students of Hispanic ethnicity and lower socioeconomic status.

Currently, despite growing concern about the negative consequences of physical inactivity, physical education is not considered or treated as a core subject. Several national studies and reports have pointed to the importance of implementing state laws and regulations mandating both time requirements for physical education and monitoring of compliance with those requirements. Although a number of national governmental, nongovernmental, private industry, and public health organizations and agencies have offered specific recommendations for the number of days and minutes per day of physical education, no standardized state policy has emerged. As a core academic subject, physical education would receive much-needed policy attention that would enhance its overall quality in terms of content offerings, instruction, and accountability. The enactment of this recommendation also would likely result in downstream accountability that would assist in policy implementation.

For the U.S. Department of Education and federal and state public health agencies, potential actions to implement this recommendation include

• finding innovative applications of physical education as a core subject in sample states or districts to highlight and measure outcomes.

For nongovernmental organizations, potential actions include

• developing advocacy materials and planning dissemination of these materials to key stakeholders.

Monitoring Physical Education and Opportunities for Physical Activity in Schools

Recommendation 4: Education and public health agencies at all government levels (federal, state, and local) should develop and systematically deploy data systems to monitor policies and behaviors pertaining to physical activity and physical education in the school setting so as to provide a foundation for policy and program planning, development, implementation, and assessment.

The intent of this recommendation is to give citizens and officials concerned with the education of children in the United States—including parents and teachers as well as education and public health officials at the local, state, and federal levels—the information they need to make decisions about future actions. Principals, teachers, and parents who know that regular vigorous- and moderate-intensity physical activity is an essential part of the health and potentially the academic performance of students and who have adopted a whole-of-school approach to physical activity will want and need this information. This information also is important to support the development of strategies for accountability for strengthening physical activity and physical education in schools.

Aside from a few good one-time surveys of physical activity during physical education classes, remarkably little information is available on the physical activity behaviors of students during school hours or school-related activities. Even the best public health monitoring systems do not obtain this information. This dearth of information is surprising given that school-related physical activity accounts for such a large portion of the overall volume of physical activity among youth and that vigorous- and moderate-intensity physical activity is vital to students’ healthy growth and development and may also influence academic performance and classroom behavior.

Evidence is emerging that laws and policies at the state and district levels can have important influence on the physical activity behaviors of large numbers of children and adolescents. Also emerging is evidence of a gap between the intent and implementation of school physical activity– related policies, so that their final impact is commonly less, sometimes

appreciably so, than expected. While the factors that create an effective policy are still being elucidated, policies that entail required reporting of outcomes, provision of adequate funding, and easing of competing priorities appear to be more likely to be implemented and effective. Further evaluation of physical activity and physical education policies is needed to fully understand their impact in changing health behavior.

Monitoring of state and district laws and policies has improved over the past decade. In general, the number of states and districts with laws and policies pertaining to physical education has increased, although many such policies remain weak. For example, most states and districts have policies regarding physical education, but few require that it be provided daily or for a minimum number of minutes per week. Those that do have such requirements rarely have an accountability system in place. Although some comprehensive national guidelines exist, more are needed to define quality standards for policies on school-based physical activity and create more uniform programs and practices across states, school districts, and ultimately schools.

The few existing monitoring systems for school-related physical activity behaviors need to be augmented. Information is needed not only on the amount of vigorous- or moderate-intensity physical activity in which youth are engaged but also on its distribution across segments of the school day (i.e., physical education, recess, classroom, travel to and from school, school-related before- and after-school activities). Existing national surveys are not designed to provide local or even state estimates of these student behaviors. State departments of education, local school districts, and state and local health departments will need to collaborate to provide adequate monitoring. Also needed is augmented monitoring of physical activity–related guidelines, policies, and practices at the federal, state, and local levels.

For the U.S. Departments of Education and Health and Human Services, potential actions to implement this recommendation include

• collaborating to ensure the availability and publication of information about school physical activity– and physical education–related policies and students’ physical activity behaviors and
• facilitating collaboration among state and district departments of education and state and local health departments to obtain and publicize such information.

For federal agencies, specifically the Centers for Disease Control and Prevention (CDC), potential actions include

• continuing to improve the Youth Risk Factor Behavior Surveillance System (YRBSS) and the National Health and Nutrition Examination Survey (NHANES) to capture more completely students’ school-related physical activity behaviors;
• developing tools suitable for use by schools and school districts for monitoring students’ physical activity behaviors throughout the school day; and
• providing training for state and local health departments and state and district school systems as they endeavor to improve the monitoring of school-related physical activity behaviors and student achievement.

For local school districts and schools, in coordination with local health departments, state departments of education, and state departments of public health, potential actions include

• regularly assessing student achievement of physical education standards and the physical activity behaviors of students during all segments of the school day;
• developing systems to collect and publicize the information collected by local schools;
• augmenting existing monitoring systems for students’ physical fitness to include school-related physical activity behaviors and student achievement;
• utilizing current systems for collecting educational information within schools and districts to monitor the quality of physical education and the usual dose of physical activity for students during school hours, while going to and from school, and at school-related functions, and involving teachers in developing the most efficient ways to collect and provide the data needed for monitoring; and
• involving wellness committee members and parents in the monitoring of opportunities for students to be physically active during physical education, recess, classroom activities, travel to and from school, and at school-related events before and after school.

Providing Preservice Training and Professional Development for Teachers

Recommendation 5: Colleges and universities and continuing education programs should provide preservice training and ongoing professional development opportunities for K-12 classroom and physical education teachers to enable them to embrace and promote physical activity across the curriculum.

Teaching physical education effectively and safely requires specific knowledge about physical/mental development, body composition (morphology) and functions (physiology and biomechanics), and motor skills development and acquisition. Teaching physical education also requires substantial knowledge and skill in pedagogy, the science and art of teaching, which is required for any subject. In addition, because health is associated with academic performance, priority should be given to educating both classroom and physical education teachers regarding the importance of physical activity for the present and future physical and mental health of children.

The current wave of effort to curb childhood physical inactivity has begun to influence teacher education programs. Data appear to suggest that training programs for physical education teachers are beginning to evolve from a traditionally sport- and skills-centered model to a more comprehensive physical activity– and health-centered model. However, education programs for physical education teachers are facing a dramatic decrease in the number of kinesiology doctoral programs offering training to future teacher educators, in the number of doctoral students receiving this training, and in the number of professors (including part-time) offering the training. Additional data suggest a shortage of educators in higher education institutions equipped to train future physical education teachers. With unfilled positions, these teacher education programs are subject to assuming a marginal status in higher education and even to being eliminated.

Professional development—including credit and noncredit courses, classroom and online venues, workshops, seminars, teleconferences, and webinars—improves classroom instruction and student achievement, and data suggest a strong link among professional development, teacher learning and practice, and student achievement. The most impactful statement of government policy on the preparation and professional development of teachers was the 2002 reauthorization of the Elementary and Secondary Education Act. Although Title I of the act places highly qualified teachers in the classroom, Title II addresses the same goal by funding professional development for teachers. According to the No Child Left Behind Act, professional development should be offered to improve teachers’ knowledge of the subject matter they teach, strengthen their classroom management skills, advance their understanding and implementation of effective teaching strategies, and build their capabilities to address disparities in education. This professional development should be extended to include physical education instructors as well.

For the U.S. Department of Education and local school districts, potential actions to implement this recommendation include

• identifying exemplary training programs and highlighting best practices and
• establishing requirements for competencies in physical education and physical activity for preservice and continuing education for all teachers and school administrators.

Ensuring Equity in Access to Physical Activity and Physical Education

Recommendation 6: Federal, state, district, and local education administrators should ensure that programs and policies at all levels address existing disparities in physical activity and that all students at all schools have equal access to appropriate facilities and opportunities for physical activity and quality physical education.

All children should engage in physical education and meet the recommendation of at least 60 minutes per day of vigorous- or moderate-intensity physical activity regardless of their region, school attended, grade level, or individual characteristics. However, a number of studies have documented social disparities in access to physical education and other opportunities for physical activity by race/ethnicity, socioeconomic status, gender, and immigrant generation. Moreover, because not every child has the means or opportunity to participate in before- and after-school activities and intramural/extramural sports, curriculum-based physical education programs often provide the only opportunity for all school-aged children to access health-enhancing physical activity.

For the U.S. Department of Education, state departments of education, and school boards, potential actions to implement this recommendation include

• conducting an inventory of facilities for physical activity, including type, condition, safety, and availability and opportunities for physcial activity across schools and districts to provide insight on where improvements can be made to address disparities.

For local school districts, school wellness committees, and other relevant local entities, potential actions include

• thoroughly reviewing existing physical activity opportunities and reducing barriers to access for all students, including but not limited to creation and maintenance of physical facilities and safety of their use.

FUTURE RESEARCH NEEDS AND AREAS FOR ADDITIONAL INVESTIGATION

Even though much is known about physical activity in youth, more knowledge is needed. In addition to developing recommendations for action to strengthen and improve programs and policies for physical activity and physical education in the school environment, the committee was asked to identify major gaps in knowledge and recommend key topic areas in need of research. These gaps are acknowledged in the discussion of the evidence in each chapter of this report. They are also highlighted here to emphasize the importance of continuing to refine the research base on which future recommendations can be made for advancing the health and academic achievement of children and youth through physical education and physical activity in schools.

The committee identified a number of broad future research needs and areas for additional investigation:

• What are the effects of various doses of physical activity and the settings in which those doses occur on measures of academic achievement?
• How can the whole-of-school approach be expanded to include opportunities for community-based promotion of physical activity?
• What are the short- and long-term health, developmental, and academic impacts of physical education on children and adolescents?
• What are the acute and long-term health, developmental, and academic effects of daily sedentary behavior in school?
• What specific features of the built environment in schools influence participation in physical activity?
• What is the effect of increasing school-based physical activity on physical activity outside of school?
• What are the specific behavioral, environmental, and policy-related barriers to increasing physical activity in schools?
• What innovations can improve the effectiveness of physical education for children and adolescents?

  More specifically:

• In the area of the brain, cognition, and academic achievement, future research is needed on

— the effects of physical activity and increases in aerobic fitness on basic measures of brain health, cognition, and learning;

— the dose-response relationship between physical activity and academic performance;

— the daily school schedule and how best to integrate physical education classes as well as recess and classroom physical activity breaks, given that little is known about the effects of time of day and the timing of delivery of physical activity bouts in relation to the demands of cognitive tasks;

— the effects of different physical activity types, such as aerobic, motor skills oriented, or perceptual-motor, on academic performance;

— the relative effects of different settings within the school in increasing physical activity; and

— the multifaceted nature of the relationship between physical activity and cognitive and brain health, including the degree to which these effects can be attributed to a break from academic time and what portion is a direct result of engagement in physical activity.

• In the area of physical health and development, future research is needed on

— the limitations of previous research, to address and facilitate a deeper level of understanding of the relationship between motor competence and physical activity—more specifically, longitudinal data to permit a full understanding of the relationship between motor skills and participation in physical activity across the life span, as well as experimental studies in which skill levels can be manipulated (positively or negatively) to determine how participation in physical activity changes;

— motor skills and participation in physical activity; and

— the effects of intermittent versus sustained physical activity on disease risk factors.

• In the area of monitoring, future research is needed on

— physical activity and physical fitness in youth and their effects on academic performance;

— effective strategies for developing and employing systems to track the quality and frequency of physical education and physical activity opportunities across the curriculum;

— effective implementation of systems with which to monitor school-related laws, policies, and practices that may enable or impede physical activity and physical education;

— baseline estimates of the physical activity behaviors of children and adolescents at school across all age groups and grade levels; racial/ethnic, socioeconomic, and geographic groups; and all segments of the school day (including transport to and from school, physical education, recess, classroom time, and before-and after-school activities); and

— standardized, national-level data on the offering of and participation in physical education, as well as student performance of and engagement in vigorous- or moderate-intensity physical activity during physical education.

• In the area of policy and programming, future research is needed to examine systematically the personal, curricular, and policy barriers to successful physical education in schools.

• In the area of equity, future research is needed on

— a reexamination of opportunities for physical activity in school-based intramural and extramural sports and active transport to school to address disparities based on race/ethnicity, socioeconomic status, school location and resources, and students’ disabilities or cultural/religious barriers;

— the effectiveness of physical education, recess, classroom physical activity, and strategies for reducing sedentary time in increasing physical activity across subgroups based on race/ethnicity and immigrant and socioeconomic status, including the differential effects of these approaches among those subgroups;

— the benefits of tailoring school-based physical education and physical activity interventions to the wide social and physical variations among schools; and

— disparities in the built environment among schools and whether they contribute to disparities in physical activity across racial/ethnic and socioeconomic subgroups.

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Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic.

The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents.

Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed.

This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.

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Physical Education Teacher Cover Letter Example

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Physical Education Teacher Cover Letter Example (Full Text Version)

Emma Summers

Dear Hiring Manager,

As a Physical Education Teacher with 10 years of teaching experience in private and public schools, I apply with enthusiasm for this opportunity.

Mirroring your requirements, in my current role as Physical Education Teacher at Elite Academy in Dresden I work closely with the Head of Department on curriculum, assessment, teaching, and learning matters. As well as collaborating in the whole school strategic planning process for sports in alignment with the curriculum, I create and promote events for the after-school sports program, which create a sense of school spirit and community between teachers, students, and parents. I also oversee the scheduling, planning, hosting, and promotion of home and away sports events, including monitoring coaches and teams and coordinating equipment and venues. 

In addition to my professional experience, I hold a Master of Education, a Bachelor of Exercise Science, and a Level 2 First Aid with CPR qualification. In my spare time, I am actively involved in a wide range of sporting activities such as football, skydiving, fencing, skiing, and marathons.

I have enjoyed my time at Elite Academy immensely. As the school has decided to teach online this year due to the global pandemic, my role is no longer active. I am therefore seeking a stimulating opportunity with your excellent school where I can make a similarly positive impact.

Please find attached my résumé for your consideration. Thank you very much for your time. I look forward to hearing from you regarding next steps.

Yours faithfully,

Milan Šaržík, CPRW

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The role of pre-service physical education teachers in physical education - A bibliometric and systematic review

Affiliation.

• 1 Department of Physical Education, Korea University, Seoul, 02841, Republic of Korea.
• PMID: 38596074
• PMCID: PMC11002606
• DOI: 10.1016/j.heliyon.2024.e28702

Pre-service physical education teachers (PSPTs) have long been an important area of specific development in physical education and have become a significant force in the field of physical education and research over the past two decades. However, exploratory research on pre-service teachers remains relatively scarce, and lack a comprehensive scientific exploration of the scope of their role. Therefore, this study provides a comprehensive overview of pre-service physical education teacher education (PETE) from both a broad and specific perspective. Specifically, it includes the current state of PETE, the most influential authors, countries, journals, and literature, as well as specific research topics and future directions within PETE. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, a total of 340 articles were included, with 84 of them being empirical studies. The findings reveal that teacher training, diversity, equity, and inclusion in education, educational attitudes and beliefs, educational quality, educational methods and technology, career motivation, teaching models and strategies, and teacher assessment and reflection are major research themes. Visual analysis of the application of pre-service physical education teacher research highlights teacher training, diversity, equity, and inclusion in education, as well as instructional technology, as key areas of future focus. These insights contribute to the reasonable application of bibliometrics in the field of pre-service physical education teacher research.

Keywords: Bibliometrics; Instructional technology; Pre-service physical education teachers; Social career development; teacher inclusivity.

© 2024 The Author.