‭Self-Assessment of Teacher Leader Qualities‬

‭ irections:‬
D
‭●‬ ‭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

D
‭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,‬ x‭ ‬
‭mediating, and 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 ‭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
‭I have used my knowledge of Chinese culture and‬ ‭There are teachers I don’t particularly like. I suppose I‬
‭language to help teachers communicate with parents‬ ‭could work harder to try and understand them or to‬
‭and students. I have also helped them to understand‬ ‭appreciate the value the provide.‬
‭the behavior of Chinese students from the perspective‬
‭of culture, for example around things like covering your‬
‭mouth when you cough.‬

‭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.‬

‭1‬
‭Self-Assessment of Teacher Leader Qualities‬
 ‭d.‬ T
‭ eaches and supports colleagues to collect, analyze, and communicate data from‬
‭their classrooms to improve teaching and learning.‬
T‭ hree Examples of Domain 2 Experiences‬
‭I don’t believe in the emphasis on data or research. I‬
‭think it’s been detrimental to teaching. As long as no on‬
‭is forcing me to do it, I’m not going to do it. If they do‬
‭force me, I will do the minimum possible.‬
‭x‬
‭ reas of Interest in Growth‬
A
‭I suppose it’s possible that one day I will change my‬
‭mind on this, though I think it’s unlikely. I guess is‬
‭there’s one area where I would really like to show‬
‭leadership in teaching it’s to get the entire profession to‬
‭jettison their reliance on research and data.‬

‭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
‭I am not involved in professional development in any‬ ‭This is not an area that I am interested in growing. I’ve‬
‭way, so most of this doesn’t really apply to me.‬ ‭got so many other places I could better spend my time,‬
‭like improving subject competency.‬
I‭f I see an article or resource that is interesting and I‬
‭think a particularl colleague might find it useful I will‬
‭forward it to them.‬

I‭f I see a colleague do something I appreciate or I‬

‭thought was good I will always tell them.‬

‭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.‬
‭2‬
‭Self-Assessment of Teacher Leader Qualities‬
 ‭e.‬ U ‭ ses knowledge of existing and emerging technologies to guide colleagues in‬ ‭x‬
‭helping students skillfully and appropriately navigate the universe of knowledge‬
‭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 ‭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
‭Occassionally I will refer a student to their homeroom‬ ‭I would like to get better at integrating technology into‬
‭teacher if I think might be eligible for our monthly‬ ‭the classroom, and so that would make me better at‬
‭prizes recognizing students who exemplify our school‬ ‭helping my colleagues with it.‬
‭values.‬

‭ s I also double as the technology teacher I frequently‬

A
‭refer teachers to online resources or help them with‬
‭technological problems.‬

‭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
‭I never teach according to standards. If it happens it’s‬ ‭I am not interested in growing in this area.‬
‭coincidental. I’m not responsible for student‬
‭standarized testing, so I don’t get involved in it, or work‬ I‭f my boss thinks I’m a good teacher, and my colleagues‬
‭with other teachers on it. I try to avoid challenging‬ ‭think I’m a good teacher, and my students think I’m a‬
‭conversations whenever I can. I’m not interested in‬ ‭good teacher, and the parents think I’m a good teacher‬
‭changing how other teachers teach, and I hope I am‬ ‭but the standard says I’m a bad teacher, what does that‬
‭returned the favor.‬ ‭say about the standard?‬

‭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.‬

‭3‬
‭Self-Assessment of Teacher Leader Qualities‬
 ‭e.‬ C
‭ ollaborates with families, communities, and colleagues to develop comprehensive‬ ‭X‬
‭strategies to address the diverse educational needs of families and the community.‬
T‭ hree Examples of Domain 6 Experiences‬ ‭ reas of Interest in Growth‬
A
‭As I mentioned above I have used my knowledge of‬ ‭This continues to be an interest for me, and I hope to‬
‭Chinese culture and language to communicate with‬ ‭become more useful to my school in this regard.‬
‭Chinese parents and students and to help teachers‬
‭understand the cultural differences between Chinese‬
‭and Americans.‬

I‭ helped one student to seek counseling with our‬

‭counselor by speaking to his monolingual mother and‬
‭convincing her to let him meet with the counselor.‬

I‭ explained to one teacher that what looks like troubling‬

‭behavior from a Chinese parent to a student might‬
‭actually not be, and is culturally contingent.‬

I‭ spoke to a colleague’s history class about my time in‬

‭China and showed the students souvenirs I’d collected‬
‭from the Cultural Revolution.‬

‭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
‭I absolutely tell everyone every chance I get how‬ ‭I guess I am actually discovering areas where I would‬
‭terrible the new science standards are. I use a textbook‬ ‭like to be a leader. If there is any way I can scuttle the‬
‭from 2012 because all the newer curricula are terrible.‬ ‭NGSS I will.‬

F‭ or example the NGSS proposes to teach students how‬

‭to “think like scientists” without actually teaching them‬
‭any of the material they might need to know to‬
‭accomplish that. I compare it to teaching someone to‬
‭“think like a piano player” without teaching them‬
‭scales, how to read music, or make chords and then‬
‭expecting them to play the piano.‬

‭4‬
‭Self-Assessment of Teacher Leader Qualities‬
 I‭ do talk about teaching outside the classroom with‬
‭friends and family.‬

S‭ ummary of Strengths and Areas of Possible Growth‬

‭Strengths - Improving Outreach and Collaboration with Family and Community; Facilitates Improvements in‬
‭Instruction and Student Learning‬

‭ reas of Possible Growth - Shares information with colleagues within and/or beyond the district regarding how‬
A
‭local, state, and national trends and policies can impact classroom practices and expectations for student learning.‬

‭5‬
‭Self-Assessment of Teacher Leader Qualities‬