Self-Assessment of Teacher Leader Quali es

Direc ons: For each element, rate yourself in one of the following three categories. Then provide examples of your experiences in the
leadership domain. Finally, iden fy 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 prac ce 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 prac ce.
• Applying (A) - a level of prac ce in which the teacher leader is able to provide independent leadership and easily applies what s/he has
learned about leadership.
• Integra ng/Innova ng (I/I) - a level of development in which the teacher leader is fully skilled and con dent. The Integra ng/
Innova ng teacher leader contribu ng to the broader educa onal community through sta development, research, or publica on in
professional journals.

Domain 1: Fosters a Collabora ve Culture to Support Educator Development and Student Learning E/E A I/I

a) U lizes group processes to help colleagues work collabora vely to solve problems, make decisions,
E
manage con ict, and promote meaningful change.
b) Models e ec ve skills in listening, presen ng ideas, leading discussions, clarifying, media ng, and E
iden fying the needs of self and others in order to advance shared goals and professional learning.
c) Employs facilita on skills to create trust among colleagues, develop collec ve wisdom, build ownership E
and ac on that supports student learning.
d) Strives to create an inclusive culture where diverse perspec ves are welcomed in addressing challenges. A

e) Uses knowledge and understanding of di erent backgrounds, ethnici es, cultures, and languages to A
promote e ec ve interac ons among colleagues.
Three Examples of Domain 1 Experiences Areas of Interest in Growth
a) I collaborate with colleagues to solve behaviour issues I would like to u lize group processes to help colleagues work
and manage con ict between students. I ini ate collabora vely to solve problems, make decisions, manage
mee ngs with other sta and administrators to get the con ict, and promote meaningful change. At the moment I do
support so that students are being supported in the best this more on a one on one basis with my support teacher and
way. supervisor. I could learn to facilitate more opportuni es for a
c). When addressing challenges I strive to listen and get the group to support teaching and student learning.
advice from the Chinese support teachers. I value their
perspec ve and it is absolutely necessary to hear from their
perspec ve.
e) Knowing the Chinese holidays and celebra ng them with
our class promotes e ec ve and posi ve interac ons among
my colleagues and students.

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

a) Assists colleagues in accessing and using research in order to select appropriate strategies to improve E
student learning.
b) Facilitates the analysis of student learning data, collabora ve interpreta on of results, and applica on of E
ndings to improve teaching and learning.
c) Supports colleagues in collabora ng with the higher educa on ins tu ons and other organiza ons E
engaged in researching cri cal educa onal issues.
d) Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to E
improve teaching and learning.
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Self-Assessment of Teacher Leader Quali es (adapted from Teacher Leader Model Standards (h p://www.teacherleaderstandards.org/)
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 Three Examples of Domain 2 Experiences Areas of Interest in Growth
a) One way I assist colleagues in accessing and using I would like to con nue to assists colleagues in accessing and
research in order to select appropriate strategies to using research in order to select appropriate strategies to
improve student learning is by being an advocate for improve student learning. This means I need to proac ve in
more useful Numeracy resources that I know are nding the current research, applying it to my classroom and
research based and useful for students. communica ng to others how it works. This requires research
d) I communicate student data with another teacher and outside working hours. I would also like to ask other teachers
we talk about what works well in our class and what does if they use any research based strategies and how I can apply
not. that to my own prac ce.
b). I regularly collect data on my classes reading levels and
use the informa on to target their speci c need.

Domain 3: Promotes Professional Learning for Con nuous Improvement E/E A I/I

a) Collaborates with colleagues and school administrators to plan professional learning that is team-based, E
job-embedded, sustained over me, aligned with content standards, and linked to school/district
improvement goals.
b) Uses informa on about adult learning to respond to the diverse learning needs of colleagues by E
iden fying, promo ng, and facilita ng varied and di eren ated professional learning.
c) Facilitates professional learning among colleagues. E
d) Iden es and uses appropriate technologies to promote collabora ve and di eren ated professional E
learning.
e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional E
learning and its e ect on teaching and student learning.
f) Advocates for su cient prepara on, me, and support for colleagues to work in teams to engage in job- E
embedded professional learning.
g) Provides construc ve feedback to colleagues to strengthen teaching prac ce and improve student E
learning.
h) Uses informa on about emerging educa on, economic, and social trends in planning and facilita ng E
professional learning.
Three Examples of Domain 3 Experiences Areas of Interest in Growth
a) I collaborate with colleagues and school administrators I would like to con nue to learn from the professional
in planned professional learning environments that are community I am a part of. I can am exploring what it means to
team-based, job-embedded, sustained over me, aligned be a leader in a professional learning environment. At the
with content standards, and linked to school/district moment I am in the phase of managing and leading myself
improvement goals. I do not plan these mee ngs, and being willing to be led. I try to share, connect and
however, I par cipate and am learning from them as an encourage others with what is bene cial.
ac ve member of the team.
g) I try to encourage my fellow teachers by giving them
feedback about things they do very well. If I see they have
an area for improvement I will some mes share what works
for me if they ask.
f) I will advocate for su cient prepara on, me, and
support for colleagues to work in teams to engage in job-
embedded professional learning for various projects if I feel
like there is not enough me given.

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Self-Assessment of Teacher Leader Quali es (adapted from Teacher Leader Model Standards (h p://www.teacherleaderstandards.org/)
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 Domain 4: Facilitates Improvements in Instruc on and Student Learning E/E A I/I

a) Facilitates the collec on, analysis, and use of classroom and school-based data to iden fy opportuni es E
to improve curriculum, instruc on, assessment, school organiza on, and school culture.
b) Engages in re ec ve dialog with colleagues based on observa on of instruc on, student work, and E
assessment data and helps make connec ons to research-based e ec ve prac ces.
c) Supports colleagues’ individual and collec ve re ec on and professional growth by serving in roles such E
as mentor, coach, and content facilitator.
d) Serves as a team leader to harness the skills, exper se, and knowledge of colleagues to address E
curricular expecta ons and student learning needs.
e) Uses knowledge of exis ng and emerging technologies to guide colleagues in helping students skillfully E
and appropriately navigate the universe of knowledge available on the Internet, use social media to
promote collabora ve learning, and connect with people and resources around the globe.
f) Promotes instruc onal strategies that address issues of diversity and equity in the classroom and ensures E
that individual student learning needs remain the central focus of instruc on.
Three Examples of Domain 4 Experiences Areas of Interest in Growth
b) I engage in re ec ve dialog with colleagues based on I would like to con nue learning about e ec ve classroom
observa on of instruc on, student work, and assessment instruc on so that I cam improve my teaching skills and meet
data and helps make connec ons to research-based e ec ve student learning needs. I would like to gain more knowledge
prac ces. I do this by using the feedback I get from class and build the know how so that I can apply the research into
observa ons and discussing my unit plans with mentors. For my classroom on a daily basis. As I build my own knowledge, I
example a er discussing my unit plan with my mentor she can help other teachers.
suggested I include a pre-assessment to see what children
know already about simple machines.
f) I promote instruc onal strategies that address issues of
diversity and equity in the classroom and ensures that
individual student learning needs remain the central focus of
instruc on. I do this by making sure to generate mul ple
pathways for children to show what they know- wri ng,
drawing pictures, making a video, or using playdough or
manipula ve objects. I also incorporate Chinese transla on
so that students can understand what they should be doing.
e) While my students are very young and do not use social
media yet, I shared some resources with a colleague who
works in the Upper School about how to be a “Digital
Ci zen” sharing useful resources like this can save teachers
so much me and bene t the students.

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 iden fy and use mul ple assessment tools aligned to state and E
local standards.
b) Collaborates with colleagues in the design, implementa on, scoring, and interpreta on of student data E
to improve educa onal prac ce and student learning.
c) Creates a climate of trust and cri cal re ec on in order to engage colleagues in challenging conversa ons E
about student learning data that lead to solu ons to iden ed issues.

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Self-Assessment of Teacher Leader Quali es (adapted from Teacher Leader Model Standards (h p://www.teacherleaderstandards.org/)

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 d) Works with colleagues to use assessment and data ndings to promote changes in instruc onal prac ces E
or organiza onal structures to improve student learning.
Three Examples of Domain 5 Experiences Areas of Interest in Growth
b) I collaborate with colleagues in the design, I would like to promote the use of assessments and data
implementa on of lessons to promote student learning. I from the school to lead to improvement. I need to grow
especially do this in my a er school English club. My partner in my personal organiza on of students assessments
and I use this period to test new methods of teaching out and regularly assess them in mul ple ways. I also need
and see its e ec veness in the small group. to ask more ques ons to other colleagues about the
c) I work towards building a climate of trust between my design, implementa on and scoring of students
supervisor and I believe he has good intent for all the learning.
teachers and students and seek out help in my teaching.
d) I work with colleagues to use assessment and data
ndings to promote changes in instruc onal prac ces or
organiza onal structures to improve student learning. One
example of this was discussing and implemen ng Jolly
Phonics into our classroom instruc on and sharing the
results of it in our classroom.

Domain 6: Improves Outreach and Collabora on with Families and Community E/E A I/I

a) Uses knowledge and understanding of the di erent backgrounds, ethnici es, cultures, and languages in A
the school community to promote e ec ve interac ons among colleagues, families, and the larger
community.
b) Models and teaches e ec ve communica on and collabora on skills with families and other A
stakeholders focused on a aining equitable achievement for students of all backgrounds and
circumstances.
c) Facilitates colleagues’ self-examina on of their own understandings of community culture and diversity E
and how they can develop culturally responsive strategies to enrich the educa onal experiences of
students and achieve high levels of learning for all students.
d) Develops a shared understanding among colleagues of the diverse educa onal needs of families and the A
community.
e) Collaborates with families, communi es, and colleagues to develop comprehensive strategies to address E
the diverse educa onal needs of families and the community.
Three Examples of Domain 6 Experiences Areas of Interest in Growth

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Self-Assessment of Teacher Leader Quali es (adapted from Teacher Leader Model Standards (h p://www.teacherleaderstandards.org/)
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 a) I use knowledge and understanding of the di erent I would like to learn and develop culturally responsive
backgrounds, ethnici es, cultures, and languages in the strategies to enrich the educa onal experiences of students
school community to promote e ec ve interac ons and achieve high levels of learning for all students. To
among colleagues, families, and the larger community. I experiment and nd out wha works best for the students in
do this by making the related religious holidays all visible my context.
to my students. We read books and have cultural
celebra ons as a class to make an inclusive environment.
b) I communicate and collaborate with families on a daily
basis about their children’s needs. I have children from all
over the world in my class and need to make sure I
understand where each child is coming from. I do this
through daily messages home and parent mee ngs.
d) I am developing a shared understanding among
colleagues of the diverse educa onal needs of families and
the community. As I discuss the needs of the families we
serve, my eyes are open to the emo onal neglect many of
my students face. The majority of my students are raised by
hired care-takers “Aun es” and rarely get to see their
parents who live and work far away. Physically they have
everything, but not rela onally and emo onally. This e ects
their school life and development. My colleagues and I
discuss how we can support these students more.

Domain 7: Advocates for Student Learning and the Profession E/E A I/I

a) Shares informa on with colleagues within and/or beyond the district regarding how local, state, and E
na onal trends and policies can impact classroom prac ces and expecta ons for student learning.
b) Works with colleagues to iden fy and use research to advocate for teaching and learning processes that E
meet the needs of all students.
c) Collaborates with colleagues to select appropriate opportuni es to advocate for the rights and/or needs E
of students, to secure addi onal resources within the building or district that support student learning,
and to communicate e ec vely with targeted audiences such as parents and community members.
d) Advocates for access to professional resources, including nancial support and human and other material E
resources, that allow colleagues to spend signi cant me learning about e ec ve prac ces and
developing a professional learning community focused on school improvement goals.
e) Represents and advocates for the profession in contexts outside of the classroom. E
Three Examples of Domain 7 Experiences Areas of Interest in Growth

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Self-Assessment of Teacher Leader Quali es (adapted from Teacher Leader Model Standards (h p://www.teacherleaderstandards.org/)

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 b) I work with colleagues to iden fy and use research to I would like to keep working with colleagues to iden fy and
advocate for teaching and learning processes that meet use research to advocate for teaching and learning processes
the needs of all students. I did this recently with a that meet the needs of all students. As a new teacher I am
learning and teaching resource, the students and learning what the school, students and myself actually need
teachers at my school all need. My school did not want to and how to get that. I would like to learn all the unclear
get it because they thought people were not using it, policies about how to get resources. Into my classroom.
however, a er asking around many people did use it and
the people who did not use it never were given access
into the site.
c) I am learning how to get more resources for my
classroom that will bene t the students. I am learning
who I need to talk with and the policies about how to get
things I need.
d) I am developing a casual professional learning community
focused on school improvement goals by being a part of
educators communi es online and sharing the ps and
tricks with other teachers. Informally we all share the
small things that have improved our classroom
environments.

Summary of Strengths and Areas of Possible Growth

I am exploring and emerging as a teacher leader. To be honest, I need to be led. I am learning the in’s and out’s of how to be
an educator. I am learning to be self-directed in my prac ce and collaborate with other teachers about what works and what
does not. I need to build my knowledge and con nue to be a part of communi es where I can learn how to support my
students, school, and colleagues. Through experience, me, and con nued educa on I know I will make progress as a teacher
leader!
My strengths as a teacher leader lie in Domain 6, about improving outreach to families. Since my school is so interna onal
and is located in China I have learned and had many opportuni es to collaborate with families. My school stresses the
importance of communica ng with them daily and understanding the needs they have. I also work with a sta of people from
di erent countries, and we try to learn from each others culture and background. I think this has given me a great chance to
understand di erences between students and how to support them in the best way.

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Self-Assessment of Teacher Leader Quali es (adapted from Teacher Leader Model Standards (h p://www.teacherleaderstandards.org/)

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