What Reviewers Look For in the Common App Teacher Evaluation Letter
This rubric looks for a clear, firsthand account of the student in the writer’s classroom or other stated setting. It emphasizes specific examples of the student’s actions, growth, and effect on classmates, so colleges can understand the student beyond transcripts, activities lists, and broad praise.
What We Check
Whether the letter establishes the classroom vantage - what the writer taught the student, when and for how long, and in what setting - and whether every judged quality stays inside it.
Whether each quality the letter claims is proven by a described moment in which the student's own action is visible.
Whether the letter does the job the form assigns it: "a short evaluation (1000 words or less) that will help colleges differentiate this student from others" (Common App Teacher Evaluation form).
Whether the letter shows the student changing across the time the writer taught them, and whether it is honest about what is still developing.
Whether the letter shows the student's effect on the people around them - classmates, discussions, group work, the class itself.
Mistakes We Flag
- Leaving out the relationship context
- Readers need to know what the writer taught the student, when, for how long, and in what setting. Claims should stay grounded in what the writer personally observed or clearly identify another source.
- Using praise without an example
- Words such as hardworking, mature, or a joy to teach carry little weight on their own. Show a moment where the student did something that supports the quality you describe.
- Repeating information colleges already have
- Grades, awards, course details, rankings, and activity titles do not replace the writer’s own judgment and observations. Use the letter’s space to explain what the student did and why it mattered.
- Making the letter interchangeable
- Broad statements such as “one of the best” or “destined for great things” can fit many applicants. Include details and a closing that connect directly to this student’s actions and development.
- Ignoring growth or classroom impact
- A strong letter can show how the student responded to difficulty, revision, or an unfinished skill. It should also show how the student affected classmates, discussions, group work, or the class environment.
References
Frequently Asked Questions
How long can this evaluation be?
The attached evaluation is limited to 1,000 words or fewer. Effective teacher letters typically run about 400 to 800 words.
What should I say about how I know the student?
State what you taught the student, when and for how long, and in what setting. Build your observations around what you saw in that context.
Do I need anecdotes?
Yes. Specific, brief stories in which the student’s own actions are visible are more useful than a list of positive adjectives or routine duties.
Can I address the letter to one college?
No. The same submitted letter goes to every college the student assigns it to, so it should not address or praise one named college.
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