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Guidelines for Writing
Teacher Recommendations
Thank you for agreeing to write a teacher recommendation for one (or more) applicants to Thomas
Jefferson High School for Science and Technology (TJHSST). Your recommendation will provide
important evidence and information that will assist us in our evaluation of the applicant.
The following guidelines are provided to give you a greater understanding of the information to best offer
a true picture of the admissions candidate and to answer many of the questions that may arise as you
begin the very important task of writing your recommendation. These Guidelines include:
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A brief overview of Thomas Jefferson High School for Science and Technology, its academic
program, and the TJ student;
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An explanation of the role the teacher recommendation plays in the admissions process; and
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Information to assist you in completing the online teacher recommendation form (new this year)
from the nuts-and-bolts of preparing the form to suggestions for writing an effective
recommendation for a student.
These Guidelines were developed primarily for teachers writing recommendations for applicants to the
freshman class at TJHSST (TJ Class of 2019). However, many of the comments and information
provided will prove helpful to high school teachers writing recommendations for applicants to the
sophomore and junior classes at TJHSST as well.
We thank you for the time and effort that you will put into this task in the next few weeks. Your thorough,
complete, and honest recommendations are paramount in our selection process. If you have any
questions, contact the TJ Admissions Office at tjadmissions@fcps.edu.
TJHSST Admissions Office
Phone: 571-423-3770
Email: tjadmissions@fcps.edu
www.tjadmissions.org
TJHSST – An Introduction
TJHSST Policy, Mission, and Core Beliefs
Thomas Jefferson High School for Science and Technology (TJHSST) is a unique Fairfax County public
school that offers a rigorous college preparatory program for selected students interested in an intensive,
challenging high school program in mathematics, science, and technology. A Virginia Regional
Governor’s School, TJHSST is open to Fairfax County students and to students in participating school
divisions (currently Arlington, Loudoun, and Prince William counties and Falls Church City).
FCPS Policy 3355.4 governs TJHSST and its admissions process. That policy states, in relevant part:
It shall be the policy of the Fairfax County School Board to operate a high school for science and
technology for qualified students in order to provide increased educational opportunities for those
who have demonstrated high achievement, aptitude, commitment, intellectual curiosity, and
creativity in mathematics, science, and technology.
The School Board recognizes the importance of preparing future leaders in mathematics, science,
and technology to address future complex societal and ethical issues. Diversity of the student
body enhances the robust exchange of ideas and is an important factor in developing leaders who
will be prepared to address future scientific and technological challenges. Diversity is broadly
defined to include a wide variety of factors, such as race, ethnicity, gender, English for speakers of
other languages (ESOL), geography, poverty, prior school and cultural experiences, and other
unique skills and experiences. . . .
For more information about TJHSST, please see www.tjhsst.edu.
The mission of Thomas Jefferson High School for Science and Technology:
“is to provide students a challenging learning environment focused on math, science, and
technology, to inspire joy at the prospect of discovery, and to foster a culture of innovation based
on ethical behavior and the shared interests of humanity.”
The core beliefs articulate what the school stands for, including: critical thinking and real world problem
solving; ethical problem solving; interdisciplinary and integrated learning; understanding the languages,
cultures, and systems of diverse cultures throughout the world; learning the methods of science;
conducting research; supporting the study of literature, music, and the arts; learning effective
communication; developing leadership and interpersonal skills; personal ethics; and enthusiasm for
lifelong learning.
TJHSST offers a challenging program that includes many of the same courses found in every Virginia
public high school as well as specialized, intensive courses in math, science, and technology, all taught at
the honors/gifted level or above. Two distinguishing characteristics of TJHSST are its integrated,
interdisciplinary courses required of all students and its specialized science and technology senior
research laboratories and off-campus mentorship program, all of which emphasize group work and
collaborative learning.
Students are selected to attend TJHSST through a competitive admissions process. The majority of
students are admitted to the freshman class each year.
Phone: 571-423-3770
Email: tjadmissions@fcps.edu
www.tjadmissions.org
The Academic Program at TJHSST
TJHSST students take seven academic courses every semester. The school day runs from 8:30 a.m. until
3:50 p.m., and is forty-five minutes longer than the traditional high school day. To maximize learning
experiences, all classes meet on Mondays and the remainder of the week operates on a block schedule.
The school day is long and the workload often can be heavy.
Good organizational skills and time management skills, as well as the ability to work in a collaborative
group, are essential. These skills are put to immediate use in the required freshman IBET – Integrated
Biology, English, and Technology, which uses a “process-oriented approach to help students establish
connections across the disciplines and attain the objectives of each course. Student groups learn to
collect data, conduct literature searches, and prepare publications and presentations through long-term
project collaborations with private and governmental agencies.” This integrated program is the foundation
for the TJHSST experience.
The academic requirements at TJHSST are rigorous. All TJHSST students must earn the Thomas
Jefferson Diploma, which requires that every TJ student earn 26 credits for graduation (27 including
Algebra I, which must be earned prior to enrollment). The credits required for the TJHSST Diploma are
the following:
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4 credits in Mathematics (in addition to a previously-earned credit for Algebra I, which students
must complete prior to entering TJHSST, all TJHSST students must take mathematics at least
through AP Calculus);
4 credits in Science (Biology, Chemistry, Physics, and Geosystems);
4 credits in English;
4 credits in Social Studies;
3 credits in Technology (including required Computer Science and the required senior research
lab);
3 credits in a single World Language;
2 credits in Physical Education/Health;
1 credit in Design & Tech; and
1 credit in Personal Finance
All courses at TJHSST are taught at the gifted, honors, advanced placement (AP), or post-AP level. Many
upper-level classes are only offered as AP courses or post-AP courses.
In addition to their seven academic courses, TJHSST students also participate in a required 8th period
activity program three days a week. Eighth period activities include clubs, outreach programs, tutoring,
lab work, student service/leadership activities, performing arts, relaxation, fun, and building a better
community. There are over 185 extracurricular and athletic clubs at TJHSST.
The TJHSST Student
TJHSST students are highly motivated young women and men who have demonstrated over an extended
period of time academic responsibility and an aptitude and genuine interest in the biological, physical,
mathematical, and computer sciences and related fields. TJHSST students are creative problem
solvers and abstract thinkers, not rote learners. They embrace the unique environment provided to them
at this specialized high school and draw from it, sharing what they learn with their peers. TJHSST students
(and TJHSST alumni/ae) excel in the classroom, in their school, on the playing fields, in the workplace, in
their communities, and throughout the world.
Phone: 571-423-3770
Email: tjadmissions@fcps.edu
www.tjadmissions.org
The TJ Admissions Office, therefore, is looking for highly motivated students with diverse backgrounds,
talents, and skills, who demonstrate:
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High ability, aptitude, and interest in math, science, and technology.
Intellectual curiosity and self-motivation to pursue scientific research.
A desire to be challenged with an extensive curriculum focused in math, science, and technology.
The highest academic and personal integrity.
An aspiration to become a member of a community of learners, explorers, mentors, and leaders.
The capability to become citizens and leaders of the 21st century.
For more information regarding TJHSST, see www.tjhsst.edu.
Role of Teacher Recommendation
All applicants to the freshman class who, by virtue of test scores and grade point average, qualified as
semifinalists in the admissions process must obtain two teacher recommendations as part of their
application packets. The recommendations must come from:
(1) A 7th or 8th grade math or science teacher, and
(2) A second 7th or 8th grade teacher of the student’s choice.
Your recommendation is reviewed by readers trained in the use of a specially-designed rubric developed
to evaluate applicants. Each recommendation is evaluated individually and is considered with the following
additional materials to determine the Class of 2019:
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Math and verbal test scores on the TJ Admissions Test;
Evaluation of student-authored information sheet and essay;
GPA (7th grade final and first quarter 8th grade marks for math, science, English, social studies, and
world language if taken for high school credit); and
Math and science GPA (7th grade final and first and second quarter 8th grade marks in math and
science)
480 students will be admitted based on the strength of their final evaluation of all of these components.
Phone: 571-423-3770
Email: tjadmissions@fcps.edu
www.tjadmissions.org
Nuts and Bolts Regarding the Teacher Recommendation
Being Selected to Write a Teacher Recommendation
Each semifinalist will ask you to complete either 1) the math/science recommendation or 2) the “other”
recommendation. Please note that a semifinalist may ask you to write the “other” recommendation
even if you are their math or science teacher.
When a student asks you to write the recommendation, they are required to collect the following
information:
• Your full name
• Work email address
• Work phone number
If the semifinalist applied online, they will enter this information into the TJ Admissions online
application system. Paper applicants will give this information to their TJ Liaison Counselor, who will
enter the information into the online system. Once they have done so, you will then receive an email to
the address you provided that includes instructions on how to log into the TJ admissions online system
and access the teacher recommendation.
All semifinalists have been told that there is no particular benefit in having two math or science teachers
(or a combination of the two) write their teacher recommendations. It is far more important to have two
teachers write recommendations who can answer all of the items on the form (including providing a
narrative response on page three of the form) and who knows you well and can speak well about the
student.
Completing the Teacher Recommendation Form
All teacher recommendations will be completed and submitted online. No paper or PDF
recommendations will be provided or accepted. You will need to use the TJ Admissions online system
in order to access the form. As with previous versions of the teacher recommendation, you can save
your work as you complete the form.
Once you have logged into the online system, select the Teacher Recommendation Request List tab.
There, you will see a list of students who have requested you write recommendations on their behalf.
Select Agree or Deny for each student. Next, click on the Teacher Recommendation Applicant Page.
Click on the applicant ID to access each student’s teacher recommendation form.
At the top of page 1 of the recommendation, you will mark the type of recommendation you have been
asked to write by the semifinalist as well as when you taught the student.
The remainder of page 1 and page 2 ask for you to select the most appropriate answers for each
question. You must make a selection for each question in order to move to the next page. Page 3
requires you to complete a narrative responding to a prompt. The top of page 4 is your opportunity to
add any additional information about the applicant. Please remember to save your work often.
To submit the recommendation, check the box to affirm your responses and click “Submit.” Print a
copy of the completed recommendations for your files.
Phone: 571-423-3770
Email: tjadmissions@fcps.edu
www.tjadmissions.org
The Recommendation
Questions and Rating Scales (Pages One and Two)
The questions and rating scales on page one and page two of the teacher recommendation are
used to identify whether an applicant demonstrates traits that are important to the mission and
goals of, and to student success at, TJHSST. Please answer all questions.
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Evaluate the student as you see him/her in your class and/or activity, not based on what
others may have observed and shared.
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Please fill out this section completely. A failure to check an appropriate box for each trait will
be read as “Rarely.”
Comments (Pages Three and Four)
Page three and four of the teacher recommendation includes two questions. The first question
(required) is as follows:
“The School Board recognizes the importance of preparing future leaders in mathematics,
science, and technology to address future complex societal and ethical issues. Diversity
of the student body enhances the robust exchange of ideas and is an important factor in
developing leaders who will be prepared to address future scientific and technological
challenges. Diversity is broadly defined to include a wide variety of factors, such as race,
ethnicity, gender, English for speakers of other languages (ESOL), geography, poverty,
prior school and cultural experiences, and other unique skills and experiences. . . .
(Fairfax County Public Schools Policy 3355.4)
In your recommendation, please assess (1) the student’s intellectual ability/achievements,
and (2) his/her commitment to STEM studies and (3) whether and how this student’s
background, individual skills, and/or past experiences contribute to the diversity of
TJHSST’s community of learners. Please keep in mind that diversity is broadly defined as
noted above. Please be sure your recommendation addresses all three of these topics.”
Page 4 is an optional question that states as follows:
“Is there any additional information you would like to provide about this student?”
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Use this section of the form to further elaborate on your first required response or to include
information that is relevant, but not directly addressed in the first question.
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A response to this second question is optional. There is no penalty to the applicant if you
choose not to provide information in this section.
All teacher recommendations must be completed and submitted by Tuesday, February 10, 2015.
Phone: 571-423-3770
Email: tjadmissions@fcps.edu
www.tjadmissions.org
Advice for Writing an Effective Teacher Recommendation
Keep these things in mind
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Be specific and concrete.
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Keep the policy and mission statement for TJHSST in mind (see page 2) as you complete the
form. Remember that TJHSST is looking for students who demonstrate both high academic
achievement and a genuine interest in, and passion for, science, mathematics, and/or
technology.
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Use anecdotes. Help the reviewers see the student. Is this a student who has a passion for
science, math, and/or technology? Does he/she have any special talents or abilities that would
offer a unique contribution to the community of learners at TJHSST? Has the student overcome
any personal challenges? Is the student a leader among his/her peers?
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Try to set the student apart. Tell us something that we would not know from the student’s test
scores or from the marks in school. Ask yourself: What will this student bring to TJ that might set
him or her apart from their peers? Is the student “the best I’ve ever taught”? Does the student
have a passion for science or math that really stands out to you? Has the student spoken with
you about career aspirations that are STEM-related?
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If the applicant is a student who you believe is extraordinary, make sure that your narrative
response communicates your feelings and includes examples to support your feelings. The
admissions process must differentiate between a pool of very high achieving students to narrow
down an already select pool of over 1,500 students to the 480 who will be admitted. Your
recommendation makes a difference.
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Remember that diversity is broadly defined. While race and ethnicity are part of the FCPS School
Board’s definition, they are not the only factors. Each student’s background and experiences are
unique to them. How can those unique characteristics contribute to the group of learners at TJ?
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If you cannot provide a response to some of the questions, you may not be the best person to
write the teacher recommendation for the student. If this is the case, suggest that the student ask
another teacher to complete the form as soon as possible.
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Be honest!
Things to Avoid
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Do not leave any required sections blank. You must complete all sections on page 1 and the first
question on page 2.
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Do not comment on any activities of the student you have not personally observed. We do not
need you to provide the applicant’s résumé. The applicant has the opportunity to do so on the
student authored information sheet.
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Do not provide long descriptions of your class or the activity you supervise. Focus on the student.
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Do not use a template (e.g., “Juan is 3rd in a class of 24 in my Algebra 1 class;” “Anna is 23rd in
my class of 24 in my Algebra 1 class;” etc.).
Phone: 571-423-3770
Email: tjadmissions@fcps.edu
www.tjadmissions.org
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Do not use boilerplate (the same words for all students). Generic comments do not give a picture
of the individual applicant and, therefore, do not allow an applicant to stand out.
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Do not comment on anyone (e.g., parent, sibling) other than the applicant unless such comments
are relevant in your discussion of the student’s background, individual skills, and/or past
experiences. The reviewers are evaluating the student, not anyone else, so focus in on including
information on what he or she is doing, or has done.
What Does A Good Recommendation Look Like?
Strong recommendations avoid basic responses and provide additional information that helps reviewers
develop a clear picture of the student.
BASIC
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Tiffany is one of our best math team participants.
INSTEAD
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Tiffany is one of our best math team participants because she always looks for the
alternative method and creates enthusiasm that fosters perfect attendance by all team
members. For example, . . .
* * * * * * *
BASIC
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Dwayne’s drive takes him beyond the required work.
INSTEAD
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Dwayne’s drive takes him beyond the required work. He constantly brings in articles from Science
World and PC Magazine and incorporates the content into the class discussions. His class project
on . . .
* * * * * * *
BASIC
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Min is a gifted student.
INSTEAD
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Min is a gifted student who excels in problem solving. She often helps other students with difficult
work and seems to really enjoy mathematics. This past quarter, she was asked to help tutor
seventh graders who were having difficulty in Math 7 and she eagerly agreed do so, giving up
many lunch breaks with friends to help out younger students. . .
Phone: 571-423-3770
Email: tjadmissions@fcps.edu
www.tjadmissions.org
Additional Examples
Below are excerpts from quality recommendations written by seventh and eighth grade teachers across
various subjects. They provide an overview of the student, their commitment to STEM, and how they
may contribute to TJ’s diverse group of learners.
“
is motivated in understanding the deeper meanings of scientific investigations he undergoes.
Details fascinate him and he manages to see the importance and significance of his detailed
observations connecting them to prior knowledge and moving him to probe further for answers. He
leads and aligns himself with others . . . to continue satisfying his intellectual curiosity, always striving
for a more thorough and perfect answer. His comparative essay on how a lab on
showed his
extensive knowledge and ability to weave incredible details. . .”
“
_ is a very intelligent individual who consistently excels in math. She not only assimilates
information quickly, but really enjoys being presented with difficult problems. Without any prior
instruction, I gave
an assignment requiring her to solve for given variables in complex formulas.
She successfully completed this task with a high degree of accuracy. Her depth of thinking was
demonstrated in her evaluation of the computer program
_, which the students used for
an algebra assignment. . . . Besides being a gifted student, she is also a person of high moral values
who is well respected by adults and peers. . .
will flourish in the challenging academic
environment of Thomas Jefferson and also will be an asset to your school.”
“…..During our unit on ecosystems,
took the role of team leader and provided guidance to
members who were struggling to understand the concepts. He has an easygoing attitude that fits into
any cooperative learning situation. Always focused,
relishes the opportunity to generate a
solution to any challenge.
_ is the kind of student that will truly shine in the type of environment
that TJHSST has to offer.”
“
_ was my English student last year and was constantly writing stories that she was not asked to
write, such as about her radio experiences. ….. Last year we worked across the curriculum with
science building an eco-friendly house from the ground up as an English research project to be
presented as a news broadcast show. Everyone was enthralled by
_'s knowledge of wind,
solar, and hydro-electric energy. Hands down, she led a group of 14 students with her no-nonsense,
yet friendly demeanor and with her well of knowledge - for weeks. During the presentation, it was
who enthralled us with her engineering expertise. It is clear she is a budding engineer.”
“
_ came to our school in the 7th grade and quickly became a successful member of the class,
when other students of her age routinely struggle to find their place. In my historical figure research
project, rather than selecting one person, she chose to compare two people, Thomas Edison and
Nikola Tesla. Her attention to detail was only matched by her clear fascination with science. Her
presentation was spectacular and her understanding of electricity was clear. I learned things I did not
know! She knew that her approach would be more work.
saw it as a challenge and went for
it.”
Phone: 571-423-3770
Email: tjadmissions@fcps.edu
www.tjadmissions.org