Self-Assessment of Teacher Leader Qualities

Directions:
 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 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) - 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

E A I
Learning
a. Utilizes 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.
Three Examples of Domain 1 Experiences Areas of Interest in Growth
 I participate in grade level and school wide I like to explore new ideas and share them with my
meetings. grade level peers as well as teachers in other grades
 Consciously make the effort to listen to but I think there is a lot more I can do. I believe I
multiple points of view of my colleagues to help should constructively work towards bringing
everyone feel heard. opportunities for social emotional growth amongst
 Help my colleagues by sharing ideas about teachers and administrators.
lessons and controlling behavioral issues in the
classroom to brainstorm better ways to
manage classroom and optimize learning
opportunities.
 I learn about school community and integrate
values into classroom teaching and practices by
following the core virtues we stand for as a
school.

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 1
 Domain 2: Accesses and Uses Research to Improve Practice and Student Learning E A I
a. Assists 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.
d. Teaches and supports colleagues to collect, analyze, and communicate data from
X
their classrooms to improve teaching and learning.
Three Examples of Domain 2 Experiences Areas of Interest in Growth
 Shared my learning from various courses and I would like to initiate a program where we observe our
PDs that I have attended with my grade level peers and learn from classroom observation and create
partner as well as school wide. a pool of ideas and strategies to improve student
 Helped navigate digital assessment tools. learning.
 Meet with my grade level partner, coordinators
and principals to analyze assessment data and
classroom practices.

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

a. Collaborates with colleagues and school administrators to plan professional learning
that is team-based, job-embedded, sustained over time, aligned with content X
standards, and linked to school/district improvement goals.
b. Uses information about adult learning to respond to the diverse learning needs of
colleagues by identifying, promoting, and facilitating varied and differentiated X
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
X
quality 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
X
planning and facilitating professional learning.
Three Examples of Domain 3 Experiences Areas of Interest in Growth
 Have worked with my grade level partner to I would like to educate myself on the emerging
create a PD interest list. educational research and social trends in professional
 Currently chairing the Academic Excellence learning.
Committee that leads, facilitates and promotes
professional learning.
 I am the lead teacher at my grade level. That
helps me create job embedded professional
learning for my grade level partners. We
collaborate to come up with ideas for school
wide showcases and also provide constructive
feedback to each other to strengthen teaching
practice that in turn helps improve student
learning.

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 2
 Domain 4: Facilitates Improvements in Instruction and Student Learning E A I
a. Facilitates the collection, analysis, and use of classroom and school-based data to
identify opportunities to improve curriculum, instruction, assessment, school X
organization, and school culture.
b. Engages in reflective dialog with colleagues based on observation of instruction,
student work, and assessment data and helps make connections to research-based X
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
helping students skillfully and appropriately navigate the universe of knowledge
X
available 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
classroom and ensures that individual student learning needs remain the central X
focus of instruction.
Three Examples of Domain 4 Experiences Areas of Interest in Growth
 I am the grade level lead teacher for my grade. I would like to form a committee that schedules
I act as the mentor, coach and facilitator for all classroom observation by colleagues and then engages
new grade level teachers. All of us also do in reflective dialogue to peer teach with the objective
group reflections on what strategies work/not to improve student learning.
work for our grade level.
 Team leader for my grade level as well as my
committee. Curriculum expectations and
student learning needs are the focal points for
both groups.
 I also facilitate collection and analysis of
classroom and schoolwide data in the
committee meetings to help improve student
learning and curriculum analysis.

Domain 5: Promotes the Use of Assessments and Data for School and District Improvement E A I
a. Increases 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
challenging conversations about student learning data that lead to solutions to X
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.
Three Examples of Domain 5 Experiences Areas of Interest in Growth
 I allow multiple ways for students to show their I would like to constructively brainstorm with my peers
learning and regularly share this with my grade to create a climate of trust and critical reflection so that
level partners during our weekly meeting. it becomes a part of the school culture rather than
 We peer observe and critically reflect on our being viewed as an assessment and judgment amongst
teaching styles to understand how we can work peers.
on ways to help student understanding and
learning.
Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 3
  We take our findings at the grade level
meetings into our committee meetings to help
us change our instructional practices wherever
needed with the objective of improving student
learning.

Domain 6: Improves Outreach and Collaboration with Families and Community E A I

a. Uses knowledge and understanding of the different backgrounds, ethnicities,
cultures, and languages in the school community to promote effective interactions X
among colleagues, families, and the larger community.
b. Models and teaches effective communication and collaboration skills with families
and other stakeholders focused on attaining equitable achievement for students of all X
backgrounds and circumstances.
c. Facilitates colleagues’ self-examination of their own understandings of community
culture and diversity and how they can develop culturally responsive strategies to
X
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
 I send home weekly newsletters I would like to work with the administrators to create
hardcopy/digital in multiple languages to help some community days where parents are allowed to
parents understand what their child is learning come on to campus to showcase their culture.
in class and ways in which they can help them
solidify their understanding of what we are I would also like to be involved in some culturally
learning. responsive training.
 I take into consideration the diverse social
economic backgrounds my students come from
if I assign at home work. I always print
instructions for parents in their home language
to so that parents can understand how they
can help their child with homework.
 I acknowledge the community culture and find
ways to develop culturally responsive strategies
with my grade level partners to enrich student
educational experiences. We have a high
population of Hispanic students; so we try to
understand cultural diversities and incorporate
lessons that make our classrooms more
culturally sensitive.

Domain 7: Advocates for Student Learning and the Profession E A I

a. Shares information with colleagues within and/or beyond the district regarding how
local, state, and national trends and policies can impact classroom practices and X
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
Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 4
 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
human and other material resources, that allow colleagues to spend significant time
X
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
Three Examples of Domain 7 Experiences Areas of Interest in Growth
 The academic excellence committee that I chair I would like to hold open house for the immediate
collects, compares and analyses schoolwide neighborhood community to advocate for the teaching
assessment data. We annually compare it with profession. Since there is a shortage of teachers, I
the district, state and national data to would like young students to think of being teacher as
understand where we stand with relation to an option.
them.
This is central to our charter renewal.
 I work with my grade level partners to come up
to resources that we need for effective student
learning and then we advocate for them to our
administrators. For example, since COVID we
have felt a new surge of behavior issues in our
school. This led to us requesting a therapist for
our students.
 I also advocate for the profession by
participating in professional days at my son’s
school. I also motivate my own students to
think of being a teacher just like being a cop or
fire fighter (both very popular in lower
elementary).

Summary of Strengths and Areas of Possible Growth

My biggest strengths are my leadership role as a grade level lead teacher and as the chair of the Academic
Excellence Committee in my school. These positions help me advocate for the profession as well as create
opportunities to grow for my school.

The areas of possible growth for me would be in cultural responsive training and equitable education.

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