Continuum of Emerging Teacher Leadership
From: Leadership Capacity for Lasting School Improvement, L. Lambert
The
Continuum of Emerging Teacher Leadership
can help educators assess their own leadership actionsby helping them identify the skills and understandings critical to teacher leadership, as well as byserving as a supporting framework for conversations related to coaching, mentoring, and professionaldevelopment.
DIRECTIONS: Using a scale of 1-5 (5 indicating high level skills and understanding), rate yourpersonal growth for each of the indicators described below.
A. Adult Development
Defines self as interdependent with others inthe school community, seeking feedback andcounsel from others.Engages colleagues in acting out of asense of self and shared values, forminginterdependent learning communities.Engages in personal reflection to improvepractice. Models improvements for others inthe school community. Shares views withothers and develops an understanding of others’ assumptions.Evokes reflection in others. Develops andsupports a culture of self-reflection thatmay include collaborative planning, peercoaching, action research, and reflectivewriting.Engages in self-evaluation and is highlyintrospective. Accepts shared responsibilityas a natural part of the school community.Does not blame others when things go wrong.Enables others to engage in self-evaluation and introspection, leadingtoward greater individual and sharedresponsibility.Consistently shows respect and concern forall members of the school community.Validates the qualities and opinions of others.Encourages others to become respectful,caring, and trusted members of the schoolcommunity. Recognizes that the ideas andachievements of colleagues are part of anoverall goal of collegial empowerment.
B. Dialogue
Communicates well with individuals andgroups in the community as a means tocreate and sustain relationships and focus onteaching and learning. Actively participatesin dialogue.Facilitates effective dialogue amongmembers of the school community inorder to build relationships and focus thedialogue on teaching and learning.Asks questions and provides insights thatreflect an understanding of the need tosurface assumptions and address the goals of the community.Facilitates communication amongcolleagues by asking provocative questionsthat lead to productive dialogue.Studies own practice. Knows the mostcurrent information about teaching andlearning, and uses it to alter teachingpractices.Works with others to construct knowledgethrough multiple forms of inquiry, actionresearch, examination of disaggregatedschool data, and insights from others andfrom the outside research community.Responds to situations with open-mindednessand flexibility; welcomes the perspective of others. Alters own assumptions duringdialogue when evidence is persuasive.Promotes open-mindedness and flexibilityin others; invites multiple perspectivesand interpretations to challenge oldassumptions and frame new actions.
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