High School Teachers' Ethical Standards in Writing College Recommendation Letters

As a seasoned teacher with nearly 50 recommendation letters under my belt, I can confidently state that teachers have a sense of duty and ethics when it comes to writing these letters. Writing a positive recommendation for a student is both a privilege and a responsibility, which entails a careful balance of honesty and diplomacy.

The Importance of Authenticity and Positivity

Over 30 years of teaching has shown me that teachers value authenticity and positivity in their letters. Despite the time and effort required, teachers rarely waste their time on negative or inaccurate recommendations. According to my experience, teachers recognize that not only can negative feedback harm a student's prospects, but it can also reflect poorly on the teacher and the institution. In my case, I have only refused to write a recommendation if I felt the letter would not be strong enough or if I had reservations about the student's character. Twice, I have declined to write a letter when I believed another teacher would be a more suitable choice for that student.

In essence, a teacher who cannot write a positive and unbiased letter for a student should consider declining the request. Teachers are educators and mentors, and their recommendations serve as a testimony to the student's growth and potential. With this in mind, the ethical approach is to write with integrity and positivity.

A Strategic Approach to Letters of Recommendation

As a college professor, I have also worked closely with high school students in preparing them for their transition to higher education. One effective strategy is to have the student draft the letter and then review and revise it. This process allows the student to reflect on their academic and personal journey, ensuring accurate and impactful content. It also helps prevent any inaccuracies or biases that the student might inadvertently include in their draft.

Code Words and Phrasing in Negative Situations

Occasionally, teachers face the challenge of writing about students who have significant weaknesses but no redeeming qualities. In such cases, the art of positive phrasing is indispensable. For example, when writing about a student like Darren, who has struggled with punctuality and attendance yet has shown signs of improvement:

- "We commend Darren's assertiveness, enthusiasm, and energy. Despite occasional struggles with punctuality, he is actively working to improve his attendance and punctuality. There has been a notable improvement in his ability to meet deadlines, as he has submitted two assignments on time this year. With continued effort, he can certainly achieve a pass grade."

At first glance, this passage might seem positive, but underlying it is the reality of a student who has faced behavioral and academic challenges. The key is in the choice of words and the emphasis on progression and improvement.

Concluding Thoughts on Ethical Recommendations

Overall, high school teachers adhere to a strong ethical standard in writing college recommendations. While positive feedback is the norm, the nuance comes into play when addressing areas of weakness. Code words and strategic phrasing ensure that negative aspects are included without casting undue shadows on a student's prospects. The ultimate goal is to provide a truthful and balanced assessment that supports the student's journey towards college and beyond.