What Makes a Teacher Stand Out? The 4 Traits Schools Actually Look For

At HARKE, we see hundreds of teaching applications every month — from early-career graduates to experienced educators looking for their next opportunity.

After placing teachers across Queensland, New South Wales, Victoria, and the Northern Territory, we've identified clear patterns in what makes one candidate stand out from the rest.

It's rarely about having the most impressive qualifications or the longest resume. The teachers who secure roles quickly — and thrive in them — share four core traits that schools consistently value.

Here's what we've learned:

1. Adaptability: The Non-Negotiable

Why it matters:

Australian schools are constantly evolving. Curriculums change. Year levels shift. Student demographics fluctuate. Technology advances. Teachers who can roll with these changes — without losing effectiveness or enthusiasm — are gold.

Schools aren't looking for teachers who do one thing exceptionally well in one specific context. They're looking for educators who can pivot when circumstances change.

What adaptability looks like in practice:

• A Year 3 teacher who can confidently take on Year 5 if needed
• An English teacher who's willing to pick up History when the school is short-staffed
• A metro teacher considering regional opportunities for career growth
• An educator who embraces new pedagogical approaches instead of saying "but we've always done it this way"
• Someone who can teach online or hybrid when required without panic

How to demonstrate adaptability:

In your CV, highlight instances where you've:

• Taught across multiple year levels or subject areas
• Adapted teaching methods for different student cohorts
• Implemented new curriculum changes successfully
• Relocated or worked in diverse school settings
• Embraced technology or new teaching tools

Example: Instead of: "Taught Year 4 English for three years" Try: "Taught English across Years 3-6, adapting resources and pedagogy to meet diverse learning needs and curriculum requirements"

In interviews, tell stories about:

• A time you had to change your lesson plan on the fly
• How you adjusted your teaching when you realised students weren't engaging
• Your experience learning a new skill or approach that initially felt uncomfortable

What schools are really asking: When principals ask about adaptability, they're trying to determine:

• Can you handle the unexpected without falling apart?
• Will you complain constantly if things change, or will you find solutions?
• Are you willing to step outside your comfort zone for the benefit of students?

Red flag responses:

• "I only teach Year 6 — I wouldn't be comfortable with any other year level"
• "I prefer to stick with what I know works"
• "I don't really use technology in my teaching"

Schools need team players who can be flexible when staffing challenges arise or when student needs shift. Teachers who dig their heels in and refuse to adapt become staffroom problems, not staffroom assets.

2. Communication Skills: Beyond the Classroom

Why it matters:

Teaching isn't just about what happens between you and your students. It's about how you communicate with parents, colleagues, leadership, and the broader school community.

Strong communicators build trust. They de-escalate conflicts. They collaborate effectively. They advocate for their students clearly and professionally.

Schools know that a teacher with excellent communication skills will:

• Handle difficult parent conversations with diplomacy
• Contribute constructively in staff meetings
• Work collaboratively with support staff and specialists
• Document student progress clearly
• Represent the school professionally

What communication skills look like in practice:

Written communication:

• Clear, professional emails (no text-speak or overly casual language)
• Well-structured reports that parents can actually understand
• Documentation that's thorough but not excessive
• The ability to explain complex educational concepts in plain language

Verbal communication:

• Confident interview presence (you can articulate your teaching philosophy without rambling)
• Active listening in parent-teacher meetings
• Clear instructions in the classroom
• Constructive feedback delivery to students
• Professional tone in difficult conversations

Non-verbal communication:

• Body language that conveys confidence and approachability
• Appropriate eye contact and facial expressions
• Punctuality (showing up on time is communication)
• Professional presentation in interviews and at work

How to demonstrate communication skills:

In your application:

• Your CV and cover letter are your first communication sample — make them count
• Use clear, concise language (avoid educational jargon unless necessary)
• Proofread everything (typos and grammatical errors signal carelessness)
• Tailor your cover letter to the specific school (generic letters show you're not really listening)

In interviews:

• Answer questions directly before elaborating (don't ramble)
• Use specific examples with clear structure (situation, action, result)
• Ask thoughtful questions about the school (this shows you're listening and engaged)
• Follow up with a thank-you email within 24 hours

Red flag responses:

• Overly vague answers: "I just really love working with kids"
• Speaking negatively about previous schools or colleagues
• Interrupting the interviewer or talking over them
• Using excessive educational jargon to sound impressive
• Not asking any questions (it signals lack of genuine interest)

Real-world example:

We recently had two candidates interviewing for the same position:

Candidate A submitted a generic cover letter with three typos and arrived to the video interview five minutes late without acknowledging it. When asked about a challenging parent interaction, they said, "Yeah, some parents are just difficult. You can't win with everyone."

Candidate B sent a tailored cover letter referencing specific programs the school ran. They arrived early to test their tech setup. When asked the same question, they said, "I had a parent who was frustrated about their child's reading progress. I scheduled a meeting, brought data showing what we'd been working on, and created a home-support plan we could implement together. The relationship improved significantly, and so did the student's confidence."

Guess who got the job?

3. Commitment to Students: More Than Just Talk

Why it matters:

Every teacher will say they care about students. But schools can tell the difference between someone who genuinely prioritises student outcomes and someone who's just going through the motions.

Principals aren't looking for martyrs who work 70-hour weeks and burn out by Christmas. They're looking for teachers who demonstrate thoughtful, sustainable commitment to student growth and wellbeing.

What genuine commitment looks like:

• You talk about student outcomes, not just what you taught
• You reflect on what worked and what didn't, then adjust
• You seek feedback to improve your practice
• You build relationships with students beyond just academic performance
• You advocate for students who need additional support
• You celebrate small wins, not just big achievements

How to demonstrate student-focused commitment:

In your CV:

• Highlight student outcomes, not just your responsibilities
• Include examples of differentiation and inclusive practices
• Mention initiatives you've led that benefited students
• Showcase pastoral care or mentoring roles

Example: Instead of: "Responsible for teaching Year 10 Mathematics" Try: "Taught Year 10 Mathematics with focus on differentiation strategies, resulting in improved engagement from students performing below grade level. Implemented small-group intervention sessions and saw 80% of targeted students demonstrate measurable progress."

In interviews:

When asked about a successful teaching moment, focus on:

• What the student learned or achieved (not what you did)
• How you identified their needs
• How you adapted your approach
• The outcome for the student

Strong answer structure: "I had a Year 8 student who was disengaged in Science. I noticed they loved drawing, so I allowed them to demonstrate understanding through annotated diagrams instead of written responses. Their confidence grew, participation increased, and by term's end, they were volunteering answers in class discussions."

What schools are really asking:

When principals probe your student commitment, they want to know:

• Do you see students as individuals, or just as a class to manage?
• Can you identify when a student is struggling (academically, socially, emotionally)?
• Will you go the extra mile when needed, without resenting it?
• Do you understand that teaching is about growth, not perfection?

Red flags:

• Only talking about curriculum delivery without mentioning actual students
• Blaming students or parents for lack of progress
• Focusing solely on high-achievers while ignoring struggling learners
• Describing students as "problems" rather than individuals with needs
• No examples of building relationships or understanding student contexts

The subtle difference:

It's not about claiming you "love kids" or working yourself into exhaustion. It's about demonstrating reflective practice centered on student growth.

Schools can tell when a teacher views students as real people with unique needs versus viewing them as obstacles to delivering content.

4. Professional Presentation: The Details Matter

Why it matters:

Professionalism isn't about being stuffy or overly formal. It's about showing respect — for the school, for the process, and for the opportunity.

Small details signal bigger things. A candidate who shows up late to an interview without apology might also show up late to playground duty. A CV full of typos suggests a lack of attention to detail that could carry into classroom planning or report writing.

Schools notice these things because they predict future behaviour.

What professional presentation looks like:

Your application materials:

• CV is well-formatted, easy to read, and error-free
• Cover letter is tailored to the specific school and role
• Documents are saved with professional file names (not "CV_FINAL_V3_UPDATED.docx")
• Referees are pre-warned and provide current contact details
• All required documents are submitted on time

Your interview presence:

• You arrive on time (or early for in-person, logged in early for virtual)
• You're dressed appropriately for the school context
• You've done basic research on the school beforehand
• You're prepared with questions and examples
• You follow up professionally afterward

Your communication:

• Emails are polite, clear, and timely
• Phone manner is professional and friendly
• You respond to queries within a reasonable timeframe (24-48 hours)
• You're honest about your availability and circumstances

How to demonstrate professionalism:

Before applying:

• Research the school (website, social media, news articles)
• Understand their values and what makes them unique
• Check if there are specific application instructions (and follow them)

In your application:

• Use a professional email address (firstname.lastname@email.com, not partygirl2000@...)
• Save documents as "[YourName]_CV" and "[YourName]_CoverLetter"
• Use consistent formatting and fonts
• Include all requested information

During the interview:

• Test your tech setup beforehand (for virtual interviews)
• Have a professional background and good lighting
• Bring copies of relevant documents
• Take notes during the conversation
• Thank the panel for their time

After the interview:

• Send a brief thank-you email within 24 hours
• Respond promptly if they request additional information
• Be gracious whether you get the role or not (education is a small world)

Common professionalism mistakes:

❌ Submitting applications at 11:58pm on the closing date

❌ Using casual language in cover letters ("Hey! I'd love to work at your school!")

❌ Not proofreading (grammar and spelling errors are avoidable)

❌ Badmouthing previous employers during interviews

❌ Being vague about availability or giving last-minute notice about conflicts

❌ Not preparing questions to ask the interview panel

❌ Ghosting recruiters or schools after applying

❌ Sharing inappropriate content on public social media accounts

Why this matters more than you think:

Principals make quick judgments. If your application looks sloppy, they assume your classroom management will be too. If you arrive late to an interview, they wonder if you'll arrive late to school events.

Fair or not, these small details carry weight in hiring decisions — especially when multiple candidates have similar qualifications.

What This Looks Like in Practice:

Example 1: The Adaptable Graduate

Sarah was a recent graduate with limited classroom experience. But in her interview for a regional NSW primary position, she highlighted:

• Her prac placements across three different year levels
• A time she had to completely restructure a lesson when the interactive whiteboard broke
• Her willingness to relocate for the right opportunity
• Her eagerness to learn from experienced colleagues

Result: The principal saw someone who wouldn't panic when things went sideways. Sarah got the job and thrived.

Example 2: The Strong Communicator

James applied for a secondary role in a multicultural school in Melbourne. His cover letter specifically addressed:

• How his experience teaching ESL students prepared him for diverse classrooms
• A successful parent engagement strategy he'd implemented
• His collaborative approach to working with learning support staff

In the interview, he asked thoughtful questions about the school's communication protocols with families and how the wellbeing team operated.

Result: The school recognised someone who understood that teaching is a team sport. James was hired and quickly became a valued colleague.

Example 3: The Student-Focused Educator

Emma interviewed for a role in a remote NT community school. Instead of just listing her qualifications, she:

• Shared stories about individual students she'd supported
• Discussed how she adapted her teaching for students with trauma backgrounds
• Asked questions about community engagement and cultural protocols
• Expressed genuine curiosity about the community she'd be joining

Result: The principal saw someone who understood that remote teaching requires relationship-building and cultural humility. Emma got the role and reports it's the most meaningful work she's ever done.

Example 4: The Professional Presentation

Two candidates applied for the same Catholic school position in Brisbane:

Candidate A:

• Submitted application 30 minutes before the deadline
• Cover letter had three typos and was addressed to a different school
• Showed up to the interview in jeans and a t-shirt
• Hadn't looked at the school website

Candidate B:

• Applied a week before the deadline
• Tailored cover letter referenced the school's charism and recent initiatives
• Dressed professionally for the interview
• Asked informed questions about the school's faith formation program

Both had similar teaching experience and qualifications. Candidate B got the job.

Common Questions

"What if I don't have much experience yet?"

Early-career teachers can still demonstrate these traits:

• Adaptability: Talk about your diverse prac placements or casual teaching experiences
• Communication: Your application materials and interview performance are your evidence
• Student commitment: Share specific examples from your pracs about individual students
• Professionalism: This is entirely within your control regardless of experience level

"I'm an experienced teacher — do these things still matter?"

Absolutely. In fact, experienced teachers are held to even higher standards. Schools expect you to demonstrate:

• How you've adapted over the years as education has changed
• Your refined communication skills from years of parent and colleague interactions
• Deep commitment to students evidenced through outcomes and initiatives
• Professional maturity and reliability

"What if I'm applying for regional or remote roles?"

These traits matter even more in regional contexts:

• Adaptability is essential (you might teach multiple year levels or subjects)
• Communication skills help you integrate into small communities
• Student commitment is visible when you're part of a close-knit school
• Professionalism builds trust with community members who are cautious about outsiders

Final Word: It's Not About Being Perfect

Here's what schools actually want: a teacher they can rely on.

Someone who:

• Won't fall apart when plans change
• Can communicate clearly with all stakeholders
• Genuinely cares about student growth
• Shows up professionally and consistently

You don't need to be the most experienced teacher. You don't need to have every qualification under the sun. You don't need to be a perfect interview performer.

You just need to demonstrate that you possess these four core traits — and that you're willing to continue developing them throughout your career.

At HARKE, we see it every week: the candidates who embody adaptability, communication skills, student commitment, and professionalism are the ones who progress quickly through the recruitment process. They're also the ones who build successful, sustainable teaching careers.

It's not about being the "perfect" teacher. It's about being the kind of teacher schools can count on — and the kind of teacher students deserve.

Ready to explore teaching opportunities across QLD, NSW, VIC, and the NT?

If you're a teacher who demonstrates these traits and you're ready to find a role that values what you bring, we'd love to support your journey.

Visit www.harke.com.au or get in touch with our team.

We're here to help you find not just any teaching role — but the right teaching role for you.

Register with HARKE