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
1. Teacher implements fishbowl seminars and has students debrief takeaways that highlight Teacher would like to promote meaningful change in the school community when it comes to
other students' ideas. queer activism. It would be great to have more English teachers amplifying queer literature to
make queer students feel seen and understood.
2. Teacher uses several modes of media to share diverse perspectives, such as focusing a
novel unit on The Reluctant Fundamentalist by Mohsin Hamid, which highlights the anti-
Muslim hate that was exacerbated by 9/11.

3. In department meetings, teacher advocates for sharing of activities and texts that have
worked well. Teacher advocated for Interpreter of Maladies by Jhumpa Lahiri, which is now
taught across multiple courses.

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
of findings to improve teaching and learning. x

c) Supports colleagues in collaborating with the higher education institutions and other organizations
X
engaged in researching critical educational issues.
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
1. For the hybrid program, teacher team found that students in the program do not get enough Teacher needs to collaborate with more higher education institutions to be more helpful to
practice for certain state required examinations, so together, the team implemented multiple students. It might be a good goal to collaborate further with college admissions counselors.
choice warm ups and a schedule for each class.

2. Teacher utilizes methods from master's program to engage students. These methods come
from research for teaching reading and writing. For example, guided free-writes are used to
begin poetry assembly.

3. Teacher team uses MAP test to assess where students need work. Non-fiction texts will be
further implemented.

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.
Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 1
 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
1. Teacher utilizes information about social trends to extrapolate texts to make greater Teacher could take more opportunities to lead professional development opportunities and
meanings with colleagues. create a space for inter-departmental growth by creating focused goals as a department
that are shared with the community. There is growth needed
2. Teacher works with department to assess ways of scaffolding the level of rigor for reading
assignments and selecting texts.

3. Teacher advocates for professional learning by collaborating with the EL Coordinator

to ensure that English teachers are ensuring accessibility.

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.
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
1. Teacher facilitates reflective dialog in department meetings to find ways for students to
read and use feedback to revise assignments. Teacher should focus on a few important emerging technologies that would provide students
with alternative ways of completing assignments and accessing material.
2. Teacher supports colleagues in reflection and professional growth by helping with assessment
ideas that activate a more creative side in both inter-departmental and cross-curricular scenarios.

3. Teacher shares activities that address diversity and equity issues, such as critically analyzing
the film Moonlight, and having students do preparation work. Colleagues have used the same
lessons.

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

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 2
 1. Teacher is often someone who colleagues come to to go over ideas for how to facilitate Teacher wants to come up with alternative essay topics that require more research and
student success. non-fiction elements and collaborate with colleagues in the process.
2. When there was an issue with a student complaint for a grade, I was asked to be a grader to
ensure that things were done fairly.

3. Teacher shares assessment tools for English, for example: the Malaysian pantoum, which is
now used in several other English classrooms.

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

1. Teacher begins units with class norms for discussing race to ensure that we have a Teacher could involve parents in more of the collaborative process for equitable achievement in
collective approach to make everyone feel as comfortable as possible. more units and activities. With more parent engagement, there could be more options for
planning.
2. Teacher communicated with parent who could assist with content related to the Indian
diaspora.

3. Teacher helped manage American Experience Night, which brought students, teachers,
parents, and other community members together to share stories of the diversity of
the American Experience.

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

1. Teacher works collaboratively with the EL coordinator to chunk text and ensure that EL
students are getting what they need. Teacher could focus more on school improvement goals as a whole. There are opportunities to
get involved, and teacher is just scratching the surface with advising clubs and other forms of
2. Teacher collaborated with teachers to ensure that GSA was able to generate a lesson student advocacy.
surrounding queer role models in society.

3. Teacher advocates for the profession outside of the classroom in areas such as college
admissions and mental health advocacy.

Summary of Strengths and Areas of Possible Growth

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 3
 For growth, teacher needs to be unafraid of new technology and take more professional development leadership responsibilities. Teacher is a sincere advocate for diversity, and will
go to great lengths to ensure access for all students.

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 4