Leadership Experiences

 PLC leader for TK-2 Level

 Co-leader of Parent Teacher Committee

I will develop my commitment to students and their learning.

 GOAL: Understand more how students develop

have demostrate reading and writing developmental
readiness for struggling students.
 OBJECTIVE: Develop understanding and
implement research on reading readiness for
intervention students (short term).
 RATIONALE:  Understanding of developmental
stages of reading and appropriate teaching
strategies for those stages will help intervention
students within those stages. Reading Rockets
describes what should be emphasized at each stage
in reading development.
 NBPTS: Proposition 2: Teachers know the subjects
they teach and how to teach those subjects to
students.
 TLMD: Domain 2. Accesses and Uses Research to
Improve Practice and Student Learning
 TEACHER INQUIRY: I will develop my skills
in using research to teach strategies that support
reading development stages.

I will develop my leadership in Professional Development (All Content Areas)

 GOAL:  Facilitates professional learning among
colleagues.
 OBJECTIVE: Facilitate
discussion and understanding of new teaching
strategies among my PLC level group (short-term).
 RATIONALE: It’s helpful to
all teachers to share research and new strategies
and developments. Edutopia describes how PLC’s
are an “ongoing process in which educators work
collaboratively to achieve better results for the
students they serve.”
 NBPTS: Proposition 5:
Teachers are members of learning communities.
 TLMD: Domain 3.
Promoting Professional Learning for Continuous
Improvement.
I will develop my knowledge in assessment tools and share those with colleagues.

 GOAL: Increases the capacity of colleagues to

identify and use multiple assessment tools aligned
to state and local standards.
 OBJECTIVE:  Serve as a Professional
Development leader, to continuously share and
promote PD with colleagues (long term).
 RATIONALE: According to ASCD publications,
“few teachers receive much formal training in
assessment design or analysis,” when proper
assessment tools are crucial for helping students
learn.
 NBPTS: Proposition 2: Teachers know the subjects
they teach and how to teach those subjects to
students.
 TLMD: Domain 4. Teachers think systematically
about their practices and learn from experience.