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
• Every Thursday of each week, we have a One area of interest in growth is that I would like to gain
department level meeting with our math knowledge of my coworkers different backgrounds and
department. During the meeting, we discuss cultures, because this will help me get to know them better.
Illuminate test results, strategies that we use in our In addition, I would also like to develop my skills in leading
classrooms that we find effective, and discuss ways conversations when we have professional development
in which we can better support student learning. meets or department level meetings at our school.
• During our professional development meetings on
Fridays, I meet with other teachers who teach 10th
and 11th grade in order to have a discussion about
the students. When I meet with the teachers, we
discuss the academic abilities of the student, some
of the behaviors that the student is exhibiting,
work habits, and what strategies best work with
certain students.
• Each teacher gets observed by a consultant at our
school. During the class period, the consultant
writes up a teacher evaluation report on a program
called Evaluwise, and then emails the teacher
observation report to the teacher and the
administrator of the school. At the end of the
observation period, I collaborate with the
observer, and the consultant provides me with
detailed feedback in regards to my teaching and
the effectiveness of the instructional strategies
that I’ve incorporated throughout the lesson. He
also provides me with suggestions on additional
strategies that I can incorporate into my lesson
that would help me check for student
understanding during the lesson, for instance.

Domain 2: Accesses and Uses Research to Improve Practice and Student Learning E/E A I/I

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 1
 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 X
of findings to improve teaching and learning.
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
• After students take an assessment on Illuminate on An area of interest of growth is that I would like to grow in
the common core standards that we teach them, I supporting my colleagues in terms of collaborating with
meet with my department chair and the Geometry higher education institutions and other organizations
teacher at our school and together, we analyze engaged in researching critical educational issues. I then
student performance on the Illuminate tests, look want to incorporate the research from critical educational
to see how many of our students mastered the issues into my teaching practice in order to improve teaching
standards and how many didn’t master, and and learning.
identify the standards that need to be
reviewed/retaught. During the analysis, we also
discuss why the student didn’t master certain
standards and how we can teach the standards
using a different approach so that the students can
gain a better understanding of the content.
• When there is a student in the class who is not
submitting assignments, not participating in class,
and is not making any progress, I contact the
parent and schedule a parent conference. During
the conference, we have a discussion about the
student and the student’s abilities with the parent,
administrator, and the school psychology, in
certain cases when the student has an IEP.
• Teachers at my school are required to submit data
of student progress into Google Classroom. Each
teacher at our school has access to Google
Classroom and we also communicate and
collaborate together via Google Classroom. We
submit data and samples of student work that
provides evidence of where that data is coming
from. For instance, I submit samples of weekly
quizzes that I administer to students along with a
summary of the data based on information
gathered from the quizzes, student work samples,
unit exams, and exit tickets. I monitor and track
student progress based on formative and
summative assessments, and communicate the
results with my math department, administration,
students, and their parents.

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, X
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 colleagues by X
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 differentiated professional X
learning.

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 2
 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
• Last year when the school underwent WASC One area in which I would like to grow in is to use
accreditation, I contributed to WASC by writing a information about emerging education, economic, and social
portion of the WASC report. During this time, I trends when planning and facilitating professional learning.
worked and collaborated closely with my
colleagues (other teachers and administration) in
order to gather, analyze, and write about the
quality of professional learning that takes place at
our school and the impact that it has on student
learning. I analyzed the resources that we have at
our school, such as Achieve 3000 to help students
increase their lexile levels, Rosetta Stone, Go
Guardian (a chrome book management system),
and Acellus, and looked up and analyzed data that
supports the fact that these programs increase
student achievement and support specific students
within the areas of their need.
• I also provide my math department colleagues with
feedback in order to help them improve their
teaching practice and they provide me with
feedback in regards to the specific strategies that I
use in my classroom. In addition, if a colleagues
needs support (for instance, designing and
administering an exam on Illuminate), I answer any
questions they have and walk them step by step
through the process.
• Since we post our instructional materials, including
lesson plans, unit plans, samples of student work,
and reflections on Google Classroom, my principal
frequently checks and looks over the lesson plans
that I have posted on Google Classroom. When I
need additional time to type up my lesson plans
and upload materials, I always contact my principal
(via email or face to face) and inform her that I
need additional time for preparation, uploading
lesson plans, etc.

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 X
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.
Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 3
 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
• At our school, we use a math program called One area in which I would like to grow in terms of domain 4
Acellus in order to help support the students who is to support my colleague’s individual and collective
need additional support in developing their reflection and professional growth by serving in roles such as
foundational level math skills. I have been working mentor, coach, and content facilitator. In addition, I would
with the math department chair at my school in also like to use knowledge of existing technologies to guide
analyzing the data obtained from Acellus and other my colleagues in helping students skillfully navigate the
technology-based programs we use to support universe of knowledge available on the internet.
students in developing their math and literacy
skills.
• I have conversations that allows me to reflect and
engage in reflective dialogue based on student
work and assessment data during staff
development/professional development meetings
once a week. During the professional development
meetings, some topics that we discuss include how
PBIS is working and how the PBIS rewards system
that we recently began implementing is working.
We also discuss troubling student behaviors and
discuss ways in which we handle those behaviors
and/or situations.
• I have my students connect with resources via
technology, such as Khan Academy and Google
Classroom. I use Khan Academy as a way of
differentiating instruction and meeting individual
student needs. For example, I have students watch
lesson tutorial videos, which include lots of visuals,
on Khan Academy and then I have them complete
the practice exercises that follow the tutorial.

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
• At my school, we use an assessment tool, called One area that I would like to grow in terms of domain 5 is to
Illuminate, which every teacher has access to, but increase the capacity of colleagues to identify and use
it is mandatory for Math and English teachers to multiple assessment tools aligned to state and local
use in order to assess student learning in the standards.
common core standards that are taught. In
Illuminate, I design and administer quizzes and unit
exams and students take these quizzes/exams on
their chrome books by using the access code I
provide them with. After students take the
assessment in Illuminate, I then generate a student
performance report, which provides me with data,
such as which specific standards students met,
which standards students didn’t meet, and the
number of questions that students got correct. I
then use this information to improve educational

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 4
 practice by designing and implementing lessons
that focus on the standards that students had
difficulty with, based on the data. I also review
these Illuminate test results with the Geometry
teacher and the math department chair at my
school in order to collaboratively decide what we
can do to improve student learning and increase
test scores.
• Recently, during a professional development
meeting, the principal at our school had prepared a
folder for all the English and Math teachers, which
contained all the scores for the 9th, 10th, and 11th
grade English and Math Illuminate tests. The data
in the folder had the names of specific students
who met the standards, nearly met the standards,
didn’t meet the standards, and names of students
who didn’t meet the standards and are at a high
risk. Collaboratively as a group, we underwent an
activity in which we had to analyze the data results
and reflect on why students performed well on
certain standards and why they didn’t meet the
other standards. During this time, we reflected on
our teaching practice and students learning on
what strategies we used in our instruction that was
beneficial to student learning, and develop a list of
strategies that we could use to increase test scores
and where they would fit into our instruction.
• The math department chair and myself administer
the practice test for the CASSPP to all 11th grade
students. Based on the results from the practice
test, we get an indication of the concepts that
students are struggling with and need additional
support. We then emphasize those concepts in our
instruction in order to close the gap in student
learning and so that students will be fully prepared
with the necessary knowledge that they need in
order to perform well when they take the real
CASSPP exam.

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 X
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 and other X
stakeholders focused on attaining equitable achievement for students of all backgrounds and
circumstances.
c) Facilitates colleagues’ self-examination of their own understandings of community culture and diversity X
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 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

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 5
 • I collaborate and contact parents through phone An area that I would like to grow in is to model and teach
calls and by sending home happy or sad letters, effective communication and collaboration skills with
depending on how the particular student is families of students of different backgrounds. In addition, I
performing in my class. I believe that parental would also like to develop culturally responsive strategies in
involvement is very important in a child’s order to enhance the educational experiences of all students.
educational experience. I maintain communication
with parents on a regular basis in order to update
them on their child’s progress, both academic and
behavior. When I notice that a student is not
turning work in or their grade is dropping, I contact
the parents and notify them. Similarly, when I
notice improvement, I also made a phone call
home to let the parents know that their child is
improving in a certain area. Our school has happy
and sad letters prewritten. Several times during
the school year, I also fill out a happy or a sad
letter, depending on how the student is performing
in my class, and mail the letter out to the parents
to inform them of their child’s progress or address
any concerns I have about the student.
• During the first few weeks into the school year,
during the professional development meetings, the
9th grade teachers met with the 10th grade teachers
and exchanged information regarding academic
level and behavior of all the students who they had
the previous year that are transitioning into the
10th grade. The purpose of this type of
collaboration was so that the 10th grade teachers
can obtain information about the backgrounds of
the students that they will be working with
throughout that year. Similarly, the 10th grade
teachers met with the 11th grade teachers to
discuss students who transitioned into the 11th
grade, and the 11th grade teachers met with the
12th grade teachers to discuss and provide
information about the academic and behavior
backgrounds of students who transitioned into the
12th grade. This was beneficial because it made
teachers more aware about the types of students
that they will be working with.
• Towards the end of the school year, there is a day
where I allow my students to bring in food from
their culture and share it with the rest of the class.
The food reflects where they and their parents are
from. It is a potluck we do each year as an end of
the year celebration.

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 X
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 human and other X
material resources, that allow colleagues to spend significant time learning about effective practices and
developing a professional learning community focused on school improvement goals.
Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 6
 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
• I perform research about information pertaining to One area that I would like to grow in from domain 7 is to
teaching and learning processes that meet the work with my colleagues in order to identify and use
needs of all students. I then share this information research to advocate for teaching and learning processes
with the math department at my school, so that that meet the needs of all the students. I would also like to
just in case if they are looking for ways that they obtain information and share with my colleagues regarding
can meet the needs of a student who has a difficult how local, state, and national trends and policies can impact
time in comprehending content, for instance, they classroom practices and student learning.
can have an idea about what resources they can
use and what steps or methods they can use to
better serve the student.
• Once per semester, during a professional
development meeting, we had a training regarding
special education and IEP’s. The training was
provided by the special education coordinator at
our school. The training was about the laws of
special education, inclusion in the classroom, and
what to include when filling “current level of
performance” form for students with special
needs. The training increased my knowledge about
the elements I should include when writing out an
academic goal for a student, and when indicating
strengths and weaknesses.
• During the professional development meetings,
the principal of our school puts us into small
groups and within the groups, she has us share
what techniques we have been using to help the
learning process of our students, such as methods
for checking for student understanding and
assessing students for learning.

Summary of Strengths and Areas of Possible Growth

Strengths: One of my strengths is that I collaborate with other teachers at my school in order to get ideas about what
strategies and methods they use in their classrooms that they find effective with students. By collaborating and
exchanging ideas about what we do in our classrooms, it helps me become more knowledgeable and improve my teaching
practice. Another strength that I have is that I incorporate the use of technology, especially visuals, in my instruction in
order to increase student engagement and enhance student understanding through digital resources, such as desmos,
Geogebra, Kahoot, and Khan Academy. In addition, I use a variety of instruction strategies and differentiated instruction to
meet the needs of all types of learners and to tap into student’s learning styles. For example, cooperative learning groups,
gallery walks, think pair share, discussions, etc. Another strength that I have is communicating with students and parents
about their child’s academic and behavior progress. When there is an issue with a student that arises, such as not
completing/submitting work, I contact and notify the parents.

Areas of Possible Growth: In terms of opportunities for possible growth, I would like to attend more
workshops/seminars/professional development conferences related to education so that I can increase my knowledge and
have additional tools to use in the classroom, as well as to connect with other educators and professionals in the field of
education.

Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (http://www.teacherleaderstandards.org/) 7