‭Self-Assessment of Teacher Leader Qualities‬

‭ irections:‬
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‭●‬ ‭Save this file as LastFirstName_TLQInitial.docx (KnowlesBeyonce_TLQInitial.docx)‬
‭●‬ ‭For each element, rate yourself in one of the following three categories (E/A/I). Be honest. This is an‬
‭opportunity to document growth‬
‭●‬ ‭Provide examples of your experiences in the leadership domain‬
‭●‬ ‭Identify areas within each domain where you are interested in growing as a teacher leader.‬
‭●‬ ‭Summarize your strengths and areas of possible growth.‬
‭●‬ ‭Boxes will expand as needed.‬
‭Exploring/Emerging (E) ‬‭- a level of practice in which‬‭the 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. ​‬

‭ pplying‬‭‬‭(A)‬‭- a level of practice in which the teacher‬‭leader is able to provide independent‬

A
‭leadership and easily applies what s/he has learned about leadership.‬

I‭ ntegrating/Innovating (I) ‭-‬ a level of development‬‭in 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. ​‬

‭ omain 1: Fosters a Collaborative Culture to Support Educator Development and Student‬

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‭E‬ ‭A‬ ‭I‬
‭Learning‬
‭a.‬ U ‭ tilizes group processes to help colleagues work collaboratively to solve problems,‬
‭X‬
‭make decisions, manage conflict, and promote meaningful change.‬
‭b.‬ ‭Models effective skills in listening, presenting ideas, leading discussions, clarifying,‬
‭mediating, and identifying the needs of self and others in order to advance shared‬ ‭X‬
‭goals and professional learning.‬
‭c.‬ ‭Employs facilitation skills to create trust among colleagues, develop collective‬ ‭X‬
‭wisdom, build ownership and action that supports student learning.‬
‭d.‬ ‭Strives to create an inclusive culture where diverse perspectives are welcomed in‬ ‭X‬
‭addressing challenges.‬
‭e.‬ ‭Uses knowledge and understanding of different backgrounds, ethnicities, cultures,‬ ‭X‬
‭and languages to promote effective interactions among colleagues.‬
T‭ hree Examples of Domain 1 Experiences‬ ‭ reas of Interest in Growth‬
A
‭1a) My 4th grade colleagues meet as a grade level team‬ ‭1a‬
‭every Wed. to promote meaningful change.‬
‭1d) I promote an inclusive culture by staying out of‬
‭gossip and being open to different perspectives.‬
‭1e) As a Spanish speaker I support and encourage‬
‭people from other backgrounds/ethnicities.‬

‭Domain 2: Accesses and Uses Research to Improve Practice and Student Learning‬ ‭E‬ ‭‬
A ‭I‬
‭a.‬ A ‭ ssists colleagues in accessing and using research in order to select appropriate‬ ‭X‬
‭strategies to improve student learning.‬
‭b.‬ ‭Facilitates the analysis of student learning data, collaborative interpretation of‬ ‭X‬
‭results, and application of findings to improve teaching and learning.‬
‭c.‬ ‭Supports colleagues in collaborating with the higher education institutions and other‬ ‭X‬
‭organizations engaged in researching critical educational issues.‬

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‭Self-Assessment of Teacher Leader Qualities‬
 ‭d.‬ T
‭ eaches and supports colleagues to collect, analyze, and communicate data from‬ ‭X‬
‭their classrooms to improve teaching and learning.‬
T‭ hree Examples of Domain 2 Experiences‬ ‭ reas of Interest in Growth‬
A
‭2a) Shared research on reading comprehension with‬ ‭1c‬
‭colleagues.‬
‭2b) As a grade level team we analyze our iReady data to‬
‭improve teaching and learning.‬
‭2b) I analyze my math test scores to improve teaching‬
‭and learning.‬

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

‭a.‬ C
‭ ollaborates with colleagues and school administrators to plan professional learning‬ ‭X‬
t‭hat is team-based, job-embedded, sustained over time, aligned with content‬
‭standards, and linked to school/district improvement goals.‬
‭b.‬ ‭Uses information about adult learning to respond to the diverse learning needs of‬ ‭‬
X
‭colleagues by 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 ‭X‬
‭differentiated professional learning.‬
‭e.‬ ‭Works with colleagues to collect, analyze, and disseminate data related to the quality‬ ‭X‬
‭of professional learning and its effect on teaching and student learning.‬
‭f.‬ ‭Advocates for sufficient preparation, time, and support for colleagues to work in‬ ‭X‬
‭teams to engage in job-embedded professional learning.‬
‭g.‬ ‭Provides constructive feedback to colleagues to strengthen teaching practice and‬ ‭X‬
‭improve student learning.‬
‭h.‬ ‭Uses information about emerging education, economic, and social trends in planning‬ ‭X‬
‭and facilitating professional learning.‬
T‭ hree Examples of Domain 3 Experiences‬ ‭ reas of Interest in Growth‬
A
‭3f) Supplied feedback to the district after a district wide‬ ‭3a, 3f & 3h‬
‭PD.‬
‭3g) Provided constructive feedback during a recent‬
‭GATE class about a lesson with GATE strategies.‬
‭3g) My 4th grade team provides each other with‬
‭feedback regularly on our teaching practices.‬

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

‭a.‬ F ‭ acilitates the collection, analysis, and use of classroom and school-based data to‬ ‭X‬
‭identify opportunities to improve curriculum, instruction, assessment, school‬
‭organization, and school culture.‬
‭b.‬ ‭Engages in reflective dialog with colleagues based on observation of instruction,‬ ‭X‬
‭student work, and assessment data and helps make connections to research-based‬
‭effective practices.‬
‭c.‬ ‭Supports colleagues’ individual and collective reflection and professional growth by‬ ‭X‬
‭serving in roles such as mentor, coach, and content facilitator.‬
‭d.‬ ‭Serves as a team leader to harness the skills, expertise, and knowledge of colleagues‬ ‭X‬
‭to address curricular expectations and student learning needs.‬
‭e.‬ ‭Uses knowledge of existing and emerging technologies to guide colleagues in‬ ‭X‬
‭helping students skillfully and appropriately navigate the universe of knowledge‬

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‭Self-Assessment of Teacher Leader Qualities‬
 a‭ vailable on the Internet, use social media to 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 ‭X‬
‭classroom and ensures that individual student learning needs remain the central‬
‭focus of instruction.‬
T‭ hree Examples of Domain 4 Experiences‬ ‭ reas of Interest in Growth‬
A
‭4b) My 4th grade team engages in reflective dialogue at‬ ‭4d‬
‭every grade level meeting.‬
‭4e) Because I have an MS in Ed Technology, I guide my‬
‭colleagues in the use and implementation of different‬
‭tech tools.‬

‭Domain 5: Promotes the Use of Assessments and Data for School and District Improvement‬ ‭E‬ ‭‬
A ‭I‬
‭a.‬ I‭ ncreases the capacity of colleagues to identify and use multiple assessment tools‬ ‭X‬
‭aligned to state and local standards.‬
‭b.‬ ‭Collaborates with colleagues in the design, implementation, scoring, and‬ ‭X‬
‭interpretation of student data to improve educational practice and student learning.‬
‭c.‬ ‭Creates a climate of trust and critical reflection in order to engage colleagues in‬ ‭X‬
‭challenging 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 ‭X‬
‭instructional practices or organizational structures to improve student learning.‬
T‭ hree Examples of Domain 5 Experiences‬ ‭ reas of Interest in Growth‬
A
‭5b) As the 4th grade science leader, I collaborate with‬ ‭5a‬
‭5th grade teachers to get them ready for the CAST test.‬
‭5d) Our 4th grade team uses assessment in reading to‬
‭promote changes in comprehension.‬
‭5d) Our 4th grade team uses math data to improve‬
‭student learning and adjust our instruction.‬

‭Domain 6: Improves Outreach and Collaboration with Families and Community‬ ‭E‬ ‭‬
A ‭I‬
‭a.‬ U ‭ ses knowledge and understanding of the different backgrounds, ethnicities,‬ ‭X‬
‭cultures, and languages in the school community to promote effective interactions‬
‭among colleagues, families, and the larger community.‬
‭b.‬ ‭Models and teaches effective communication and collaboration skills with families‬ ‭X‬
‭and other stakeholders focused on attaining equitable achievement for students of all‬
‭backgrounds and circumstances.‬
‭c.‬ ‭Facilitates colleagues’ self-examination of their own understandings of community‬ ‭X‬
‭culture and diversity and how they can develop culturally responsive strategies to‬
‭enrich the educational experiences of students and achieve high levels of learning‬
‭for all students.‬
‭d.‬ ‭Develops a shared understanding among colleagues of the diverse educational needs‬ ‭X‬
‭of families and the community.‬
‭e.‬ ‭Collaborates with families, communities, and colleagues to develop comprehensive‬ ‭X‬
‭strategies to address the diverse educational needs of families and the community.‬
‭Three Examples of Domain 6 Experiences‬ ‭Areas of Interest in Growth‬

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‭Self-Assessment of Teacher Leader Qualities‬
 ‭ a) As a Spanish speaker, I use my knowledge of the‬
6 ‭6e‬
‭Hispanic culture to bridge effective interactions.‬
‭6b) I model effective communication with families.‬
‭6d) My colleagues have worked together to ensure an‬
‭at-risk student has support after school.‬

‭Domain 7: Advocates for Student Learning and the Profession‬ ‭E‬ ‭‬

A ‭I‬
‭a.‬ S ‭ hares information with colleagues within and/or beyond the district regarding how‬ ‭X‬
‭local, state, and 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 ‭X‬
‭learning processes that meet the needs of all students.‬
‭c.‬ ‭Collaborates with colleagues to select appropriate opportunities to advocate for the‬ ‭X‬
‭rights and/or needs of students, to secure additional resources within the building or‬
‭district that support student learning, and to communicate effectively with targeted‬
‭audiences such as parents and community members.‬
‭d.‬ ‭Advocates for access to professional resources, including financial support and‬ ‭X‬
‭human and other material resources, that allow colleagues to spend significant time‬
‭learning about effective practices and developing a professional learning community‬
‭focused on school improvement goals.‬
‭e.‬ ‭Represents and advocates for the profession in contexts outside of the classroom.‬ ‭X‬
T‭ hree Examples of Domain 7 Experiences‬ ‭ reas of Interest in Growth‬
A
‭7b) As a grade level team, we have identified research‬ ‭7d‬
‭based strategies that promote student learning.‬
‭7c) During an SST for a low achieving student, I‬
‭advocated for her to enter the after school program in‬
‭order to get extra academic support.‬
‭7e) Recently attended my first board meeting to‬
‭support our teacher union.‬

‭Summary of Strengths and Areas of Possible Growth‬

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‭Self-Assessment of Teacher Leader Qualities‬