Self-Assessment of Teacher Leader Qualities

Directions: For each element, rate yourself in one of the following three categories. Then provide examples of your experiences in the
leadership domain. Finally, identify areas within each domain where you are interested in growing as a teacher leader. On the last page,
summarize your strengths and areas of possible growth. Boxes will expand as needed.
• Exploring/Emerging (E/E) - a level of practice in which the teacher leader relies on ongoing assistance from more experienced
colleagues for support, guidance, and survival. The teacher leader is moving toward becoming more self-directed and independent in
her/his practice.
• Applying (A) - a level of practice in which the teacher leader is able to provide independent leadership and easily applies what s/he
has learned about leadership.
• Integrating/Innovating (I/I) - a level of development in which the teacher leader is fully skilled and confident. The
Integrating/Innovating teacher leader contributing to the broader educational community through staff development, research, or
publication in professional journals.

Domain 1: Fosters a Collaborative Culture to Support Educator Development and Student Learning E/E A I/I
a) Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions,
X
manage conflict, and promote meaningful change.
b) Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and
X
identifying the needs of self and others in order to advance shared goals and professional learning.
c) Employs facilitation skills to create trust among colleagues, develop collective wisdom, build ownership
X
and action that supports student learning.
d) Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges. X
e) Uses knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to
X
promote effective interactions among colleagues.
Three Examples of Domain 1 Experiences Areas of Interest in Growth
- b) identifying the needs of self and others in order to
advance shared goals and professional learning.
• I have voiced concerns over whether material is
relevant to our team during our Danielson PD’s. On
one instance I shared with our facilitator that
although we were able to take the material and
make modifications for our young students, the
material being shared was relevant to high school
students and/or working professionals not our
young learners. She was also spending a lot of time
The area within Domain 1 where I am interested in growing
discussing use of an app that administration did not
as a teacher leader is b) Models effective skills in listening,
approve this year. The next PD she facilitated for us
presenting ideas, leading discussions, clarifying, mediating,
had much more relevant information and strategies.
and identifying the needs of self and others in order to
• I expressed to my mentor teacher that I am a visual
advance shared goals and professional learning.
learner. I need to see something in practice. She has
been amazing about recording her lessons and
sharing them with me or co-teaching a lesson
together. I get to see her classroom management
style and the different strategies she uses.
-Our grade level process to work collaboratively on making
decisions regarding our curriculum is to rotate the subjects
for our lessons every other week. If we run into an issue
regarding the material or pacing, we lead a discussion on
how to move forward during our Friday meetings.

Domain 2: Accesses and Uses Research to Improve Practice and Student Learning E/E A I/I
a) Assists colleagues in accessing and using research in order to select appropriate strategies to improve
X
student learning.
b) Facilitates the analysis of student learning data, collaborative interpretation of results, and application
X
of findings to improve teaching and learning.
c) Supports colleagues in collaborating with the higher education institutions and other organizations
X
engaged in researching critical educational issues.
Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 1
 d) Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to
X
improve teaching and learning.
Three Examples of Domain 2 Experiences Areas of Interest in Growth
- Our grade level uses SIPPS and we collect and analyze data
every two weeks in order to reconsider placement of each
student.
- On Friday’s we complete a common data analysis for ELA
and Math. We interpret the results and complete an action The area within Domain 2 where I am interested in growing
plan analysis on what standards need to be retaught, why as a teacher leader is a) Assists colleagues in accessing and
students did not learn the concept, and our instructional using research in order to select appropriate strategies to
plan. improve student learning.
- I’ve shared GLAD strategies that I’ve learned from my
mentor teacher with other colleagues to improve student
learning. I have also shared my interest in attending GLAD
Training with administration.

Domain 3: Promotes Professional Learning for Continuous Improvement E/E A I/I

a) Collaborates with colleagues and school administrators to plan professional learning that is team-based,
job-embedded, sustained over time, aligned with content standards, and linked to school/district X
improvement goals.
b) Uses information about adult learning to respond to the diverse learning needs of colleagues by
X
identifying, promoting, and facilitating varied and differentiated professional learning.
c) Facilitates professional learning among colleagues. X
d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional
X
learning.
e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional
X
learning and its effect on teaching and student learning.
f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job-
X
embedded professional learning.
g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student
X
learning.
h) Uses information about emerging education, economic, and social trends in planning and facilitating
X
professional learning.
Three Examples of Domain 3 Experiences Areas of Interest in Growth
- Every year our grade level advocates for grade level
professional learning opportunities. We have attended the
SoCal Kindergarten Conference for the past three years.
- When we turned to distance learning last March, I showed
up to my colleagues Zoom class sessions. I wanted to observe
and learn best practices from them. They showed up to mine
too. It was a great opportunity to provide constructive
The area within Domain 3 where I am interested in growing
feedback as simple as ‘no, your writing wasn’t flipped’ (it
as a teacher leader is f) Advocates for sufficient preparation,
showed up that way on our screens).
time, and support for colleagues to work in teams to engage
- I have expressed to administration how excited and ready I
in job-embedded professional learning.
am to return to the classroom as soon as it is safe to do so.
However, I have also expressed my concern regarding the
drop in kindergarten enrollment and how next year it will be
very likely that we will have a significant number of first
graders with zero school experience. This will impact my
teaching next year and I am looking ahead to PD I may take
during the summer to address this concern.

Domain 4: Facilitates Improvements in Instruction and Student Learning E/E A I/I

a) Facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities
X
to improve curriculum, instruction, assessment, school organization, and school culture.
b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and
X
assessment data and helps make connections to research-based effective practices.
Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 2
 c) Supports colleagues’ individual and collective reflection and professional growth by serving in roles such
X
as mentor, coach, and content facilitator.
d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address
X
curricular expectations and student learning needs.
e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully
and appropriately navigate the universe of knowledge available on the Internet, use social media to X
promote collaborative learning, and connect with people and resources around the globe.
f) Promotes instructional strategies that address issues of diversity and equity in the classroom and
X
ensures that individual student learning needs remain the central focus of instruction.
Three Examples of Domain 4 Experiences Areas of Interest in Growth
- As a grade level we engage in reflective dialog based on
observation of instruction, student work, and assessment
data to help make connections to research-based effective
practices several times a week.
The area within Domain 4 where I am interested in growing
- Our Danielson PD sessions are a great example of engaging
as a teacher leader is f) Promotes instructional strategies that
in reflective dialog with colleagues based on observation of
address issues of diversity and equity in the classroom and
instruction, student work, and assessment data to help make
ensures that individual student learning needs remain the
connections to research-based effective practices.
central focus of instruction.
- The Science of Reading came up during one of our grade
level meetings. I have looked up research and signed up for a
couple of webinars. I am excited to learn more and if it will
benefit my students, apply it in my classroom.

Domain 5: Promotes the Use of Assessments and Data for School and District Improvement E/E A I/I
a) Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and
X
local standards.
b) Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data
X
to improve educational practice and student learning.
c) Creates a climate of trust and critical reflection in order to engage colleagues in challenging
X
conversations about student learning data that lead to solutions to identified issues.
d) Works with colleagues to use assessment and data findings to promote changes in instructional
X
practices or organizational structures to improve student learning.
Three Examples of Domain 5 Experiences Areas of Interest in Growth
- We meet to collaborate with colleagues in the design,
implementation, scoring, and interpretation of student data
to improve educational practice and student learning several
times a week.
- This year has been tough! Our students are academically
behind. I looped with this class from kinder to first grade and
remind my team that our curriculum only covered half of the
material before we had to switch to distance learning. Third
trimester in kindergarten is where we pick up the pace and
learn the other half of our curriculum. We covered this The area within Domain 5 where I am interested in growing
remotely in the Spring and our attendance was very low. It’s as a teacher leader is c) Creates a climate of trust and critical
hard not to feel defeated, but we engage in challenging reflection in order to engage colleagues in challenging
conversations about student learning data to find solutions. conversations about student learning data that lead to
- Our school has a process for what seems like everything. solutions to identified issues.
We use the CREW Writing format and this is expected to
start in kindergarten. As a grade level we understood the
importance of using one writing format that can be built
upon across grade levels. However, the expectations placed
on our kindergarten students regarding CREW were
unrealistic and not developmentally appropriate. We
presented our writing data to promote a change in the CREW
Writing expectations for our kindergarten students. The
kinder expectations now are to orally provide a claim and

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 3
 reason. At the end of the year students are working on
writing their claim and reason.

Domain 6: Improves Outreach and Collaboration with Families and Community E/E A I/I
a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in
the school community to promote effective interactions among colleagues, families, and the larger X
community.
b) Models and teaches effective communication and collaboration skills with families and other
stakeholders focused on attaining equitable achievement for students of all backgrounds and X
circumstances.
c) Facilitates colleagues’ self-examination of their own understandings of community culture and diversity
and how they can develop culturally responsive strategies to enrich the educational experiences of X
students and achieve high levels of learning for all students.
d) Develops a shared understanding among colleagues of the diverse educational needs of families and the
X
community.
e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address
X
the diverse educational needs of families and the community.
Three Examples of Domain 6 Experiences Areas of Interest in Growth
- I have shared with my colleague’s resources I provide my
families to collaborate in attaining academic success for their
student. My favorite resource to share with families is a set
of illustrated alphabet cards in Spanish. Regardless of home
language, families are encouraged to read and practice the
alphabet in their home language with their student.
- I unknowingly facilitated colleagues’ self-examination of
their own understandings of our students’ cultures and
diversity by pronouncing students’ names with an ‘accent’.
During my first year teaching a couple of teachers The area within Domain 6 where I am interested in growing
commented that I was pronouncing some student’s names as a teacher leader is d) Develops a shared understanding
with an accent and I shared that that’s how their families among colleagues of the diverse educational needs of
pronounce their names. Since then, I’ve had teachers ask me families and the community.
how to pronounce the name of some of my students who are
in their SIPPS groups.
- Our staff collaborates across all grade levesl to develop
strategies to address the diverse educational needs of
students. For example, our CREW Writing format is used
across all grade levels. In kindergarten, students share their
claim and reason orally and this builds across grade levels
until third grade and above where students are expected to
write using this format.

Domain 7: Advocates for Student Learning and the Profession E/E A I/I
a) Shares information with colleagues within and/or beyond the district regarding how local, state, and
X
national trends and policies can impact classroom practices and expectations for student learning.
b) Works with colleagues to identify and use research to advocate for teaching and learning processes that
X
meet the needs of all students.
c) Collaborates with colleagues to select appropriate opportunities to advocate for the rights and/or needs
of students, to secure additional resources within the building or district that support student learning, X
and to communicate effectively with targeted audiences such as parents and community members.
d) Advocates for access to professional resources, including financial support and human and other
material resources, that allow colleagues to spend significant time learning about effective practices and X
developing a professional learning community focused on school improvement goals.
e) Represents and advocates for the profession in contexts outside of the classroom. X
Three Examples of Domain 7 Experiences Areas of Interest in Growth

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 4
 - I am becoming very aware of and sharing the state and local
trends in the drop of kindergarten enrollment due to the
pandemic and how that will impact next year’s practices and
expectations for student learning in first grade.
- Our staff is constantly coming together to secure additional
resources to support student learning. We handout Wi-Fi The area within Domain 7 where I am interested in growing
hotspots like candy to overcome one of the many hurdles as a teacher leader is d) Advocates for access to professional
that may prevent a student from attending distance learning. resources, including financial support and human and other
Our grade level has advocated for the purchase of Boom material resources, that allow colleagues to spend significant
Card accounts and resources on TPT. time learning about effective practices and developing a
- After my first two years teaching, I felt that I had professional learning community focused on school
demonstrated my commitment and eagerness to grow improvement goals.
professionally. That gave me the confidence to advocate for
financial support to complete the Teacher Induction
Program. Administration approved it and this year
implemented an Education Expense Reimbursement Policy
for all staff.

Summary of Strengths and Areas of Possible Growth

My area of strength is in Domain 1: Fosters a Collaborative Culture to Support Educator Development and Student Learning.
Collaborating with my colleagues is absolutely necessary! I have learned so much from the experiences they’ve shared and
the observations I make. I would like to keep growing in Domain 7: Advocating for Student Learning and the Profession.

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 5