a. Arranging the classroom - seating, use of space, etc.
a. Arranging the classroom - seating, use of space, etc. 1. Very Important

a. Arranging the classroom - seating, use of space, etc. 2.

a. Arranging the classroom - seating, use of space, etc. 3.

a. Arranging the classroom - seating, use of space, etc. 4.

a. Arranging the classroom - seating, use of space, etc. 5. Not Important

b. Communicating with students
b. Communicating with students 1. Very Important

b. Communicating with students 2.

b. Communicating with students 3.

b. Communicating with students 4.

b. Communicating with students 5. Not Important

c. Dealing with diversity
c. Dealing with diversity 1. Very Important

c. Dealing with diversity 2.

c. Dealing with diversity 3.

c. Dealing with diversity 4.

c. Dealing with diversity 5. Not Important

d. Dealing with inclusion - working with special needs students
d. Dealing with inclusion - working with special needs students 1. Very Important

d. Dealing with inclusion - working with special needs students 2.

d. Dealing with inclusion - working with special needs students 3.

d. Dealing with inclusion - working with special needs students 4.

d. Dealing with inclusion - working with special needs students 5. Not Important

e. Establishing classroom rules, procedures and routines
e. Establishing classroom rules, procedures and routines 1. Very Important

e. Establishing classroom rules, procedures and routines 2.

e. Establishing classroom rules, procedures and routines 3.

e. Establishing classroom rules, procedures and routines 4.

e. Establishing classroom rules, procedures and routines 5. Not Important

f. Establishing positive teacher-parent relationships
f. Establishing positive teacher-parent relationships 1. Very Important

f. Establishing positive teacher-parent relationships 2.

f. Establishing positive teacher-parent relationships 3.

f. Establishing positive teacher-parent relationships 4.

f. Establishing positive teacher-parent relationships 5. Not Important

g. Establishing positive teacher-student relationships - connecting with students
g. Establishing positive teacher-student relationships - connecting with students 1. Very Important

g. Establishing positive teacher-student relationships - connecting with students 2.

g. Establishing positive teacher-student relationships - connecting with students 3.

g. Establishing positive teacher-student relationships - connecting with students 4.

g. Establishing positive teacher-student relationships - connecting with students 5. Not Important

h. Incorporating specialists in the classroom
h. Incorporating specialists in the classroom 1. Very Important

h. Incorporating specialists in the classroom 2.

h. Incorporating specialists in the classroom 3.

h. Incorporating specialists in the classroom 4.

h. Incorporating specialists in the classroom 5. Not Important

i. Integrating technology in the classroom
i. Integrating technology in the classroom 1. Very Important

i. Integrating technology in the classroom 2.

i. Integrating technology in the classroom 3.

i. Integrating technology in the classroom 4.

i. Integrating technology in the classroom 5. Not Important

j. Keeping parents informed
j. Keeping parents informed 1. Very Important

j. Keeping parents informed 2.

j. Keeping parents informed 3.

j. Keeping parents informed 4.

j. Keeping parents informed 5. Not Important

k. Maintaining records
k. Maintaining records 1. Very Important

k. Maintaining records 2.

k. Maintaining records 3.

k. Maintaining records 4.

k. Maintaining records 5. Not Important

l. Maintaining students' attention and focus - keeping students on task
l. Maintaining students' attention and focus - keeping students on task 1. Very Important

l. Maintaining students' attention and focus - keeping students on task 2.

l. Maintaining students' attention and focus - keeping students on task 3.

l. Maintaining students' attention and focus - keeping students on task 4.

l. Maintaining students' attention and focus - keeping students on task 5. Not Important

m. Managing student behavior - discipline
m. Managing student behavior - discipline 1. Very Important

m. Managing student behavior - discipline 2.

m. Managing student behavior - discipline 3.

m. Managing student behavior - discipline 4.

m. Managing student behavior - discipline 5. Not Important

n. Managing student work
n. Managing student work 1. Very Important

n. Managing student work 2.

n. Managing student work 3.

n. Managing student work 4.

n. Managing student work 5. Not Important

o. Managing time
o. Managing time 1. Very Important

o. Managing time 2.

o. Managing time 3.

o. Managing time 4.

o. Managing time 5. Not Important

p. Managing transitions - subject-to-subject or class-to-class
p. Managing transitions - subject-to-subject or class-to-class 1. Very Important

p. Managing transitions - subject-to-subject or class-to-class 2.

p. Managing transitions - subject-to-subject or class-to-class 3.

p. Managing transitions - subject-to-subject or class-to-class 4.

p. Managing transitions - subject-to-subject or class-to-class 5. Not Important

q. Monitoring & documenting student progress/learning
q. Monitoring & documenting student progress/learning 1. Very Important

q. Monitoring & documenting student progress/learning 2.

q. Monitoring & documenting student progress/learning 3.

q. Monitoring & documenting student progress/learning 4.

q. Monitoring & documenting student progress/learning 5. Not Important

r. Motivating students to learn
r. Motivating students to learn 1. Very Important

r. Motivating students to learn 2.

r. Motivating students to learn 3.

r. Motivating students to learn 4.

r. Motivating students to learn 5. Not Important

s. Organizing teacher materials and supplies
s. Organizing teacher materials and supplies 1. Very Important

s. Organizing teacher materials and supplies 2.

s. Organizing teacher materials and supplies 3.

s. Organizing teacher materials and supplies 4.

s. Organizing teacher materials and supplies 5. Not Important

t. Planning and preparation of lessons
t. Planning and preparation of lessons 1. Very Important

t. Planning and preparation of lessons 2.

t. Planning and preparation of lessons 3.

t. Planning and preparation of lessons 4.

t. Planning and preparation of lessons 5. Not Important

u. Recognizing individual student's needs - differentiated instruction
u. Recognizing individual student's needs - differentiated instruction 1. Very Important

u. Recognizing individual student's needs - differentiated instruction 2.

u. Recognizing individual student's needs - differentiated instruction 3.

u. Recognizing individual student's needs - differentiated instruction 4.

u. Recognizing individual student's needs - differentiated instruction 5. Not Important

v. Setting clear goals and expectations for students
v. Setting clear goals and expectations for students 1. Very Important

v. Setting clear goals and expectations for students 2.

v. Setting clear goals and expectations for students 3.

v. Setting clear goals and expectations for students 4.

v. Setting clear goals and expectations for students 5. Not Important