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,
✓
manage con ict, and promote meaningful change.
b) Models e ec ve skills in listening, presen ng ideas, leading discussions, clarifying, media ng, and
✓
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
✓
and ac on that supports student learning.
d) Strives to create an inclusive culture where diverse perspec ves are welcomed in addressing challenges. ✓

e) Uses knowledge and understanding of di erent backgrounds, ethnici es, cultures, and languages to
✓
promote e ec ve interac ons among colleagues.
Three Examples of Domain 1 Experiences Areas of Interest in Growth
• Bi-weekly department mee ngs in which we plan, I would like to improve on our cross-curricular teacher
asses, and discuss strategies in our classrooms that are development. We have made progress but there is more to be
and aren't working. done.
• Meet with teachers below my grade level to discuss
future students. This prac ce aids in our understanding
of students’ strengths and needs.
• Twice-yearly classroom observa on by admin and/or
department chair.

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
✓
student learning.
b) Facilitates the analysis of student learning data, collabora ve interpreta on of results, and applica on of
✓
ndings to improve teaching and learning.
c) Supports colleagues in collabora ng with the higher educa on ins tu ons and other organiza ons
✓
engaged in researching cri cal educa onal issues.
d) Teaches and supports colleagues to collect, analyze, and communicate data from their classrooms to
✓
improve teaching and learning.
Three Examples of Domain 2 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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 • We use various educa onal pla orms and technologies We have a partnership with LA Mission Community College,
to collect student performance data. but do not interact with their sta or faculty as much as we
• Teacher mee ngs which focus on student performance should
across di erent classes to look for performance pa erns
or areas of need.
• Teachers encouraged to share informa on gathered
from PD’s, conferences, etc. during all-sta mee ngs.

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,
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
✓
iden fying, promo ng, and facilita ng varied and di eren ated professional learning.
c) Facilitates professional learning among colleagues. ✓
d) Iden es and uses appropriate technologies to promote collabora ve and di eren ated professional
✓
learning.
e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional
✓
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-
✓
embedded professional learning.
g) Provides construc ve feedback to colleagues to strengthen teaching prac ce and improve student
✓
learning.
h) Uses informa on about emerging educa on, economic, and social trends in planning and facilita ng
✓
professional learning.
Three Examples of Domain 3 Experiences Areas of Interest in Growth
• Communicate with admin when more me is needed to Con nue improving group professional learning by doing
plan, or extra me is needed to work with grade-level more o -site PD’s that plug teachers into the larger learning
groups to assess student work or re ect on my own community and exchange ideas with other educators at other
teaching. school sites.
• Seek out & sign up for professional development that
could bene t me or other teachers at the school site
• Once-a-semester teacher observa ons to see how other
teachers are implemen ng school wide classroom
strategies.

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
✓
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
✓
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
✓
as mentor, coach, and content facilitator.

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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) Serves as a team leader to harness the skills, exper se, and knowledge of colleagues to address
✓
curricular expecta ons and student learning needs.
e) Uses knowledge of exis ng 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 ✓
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
✓
that individual student learning needs remain the central focus of instruc on.
Three Examples of Domain 4 Experiences Areas of Interest in Growth
• Embracing new technologies/pla orms and sharing my I want to con nue to build a role as a mentor for other
experience with other teachers teachers by helping them become more comfortable
• Meet with teachers twice weekly to discuss teaching implemen ng tech-based approached to educa on.
strategies and classroom management successes and
struggles from that week
• Weekly mee ngs of teacher leadership w/ admin to
re ect on focus points for teachers in class

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
✓
local standards.
b) Collaborates with colleagues in the design, implementa on, scoring, and interpreta on of student data
✓
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
✓
about student learning data that lead to solu ons to iden ed issues.
d) Works with colleagues to use assessment and data ndings to promote changes in instruc onal prac ces
✓
or organiza onal structures to improve student learning.
Three Examples of Domain 5 Experiences Areas of Interest in Growth
• Collabora ng with English department to u lize cross- I would like to see what other schools or teachers use with
curricular expecta ons for student wri ng. regards to using mul ple assessment tools aligned to state
• All-Sta mee ngs about state standardized tes ng and local standards. I feel I can further diversify my methods
performance and standards of focus of assessment.
• Growth tracking on an individual and class-wide level

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
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
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
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
✓
community.

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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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 e) Collaborates with families, communi es, and colleagues to develop comprehensive strategies to address
✓
the diverse educa onal needs of families and the community.
Three Examples of Domain 6 Experiences Areas of Interest in Growth
• School has implemented an “Ethnic Studies” course as a I would like to do be er in facilita ng regular communica on
requirement for 9th grade students. This course with student families as a way to be er collaborate to learn
encourages students to learn about cultures other than the needs of individual students.
their own.
• Ask students about their own cultural backgrounds,
encourage them to share parers of their own lives and
cultures
• Communicate with parents and encourage student-
teacher conferences to help address student needs at
school, as well as assess student experiences at home.

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
✓
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
✓
meet the needs of all students.
c) Collaborates with colleagues to select appropriate opportuni es to advocate for the rights and/or needs
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
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. ✓
Three Examples of Domain 7 Experiences Areas of Interest in Growth
• Weekly mee ngs between teacher leadership and I want to improve on the ability to share strategies and
admin to discuss school wide needs rela ve to informa on that I nd or seek outside of school with my
programs, policies, and learning strategies. colleagues. I would also like to improve on the sharing of
• Regular all-sta development mee ngs devoted to informa on about nancial and educa onal bene t programs
looking at our school state scores. (STAAR/Renaissance) with student families
• Teachers share what techniques they have been using to
help the learning process of their class during sta
mee ngs

Summary of Strengths and Areas of Possible Growth

Strengths:
• Frequent collabora on with sta
• E ec ve admin outreach to advocate for resources that will bene t learning outcomes
• Cross-curricular collabora on amongst teaching sta
• Seeking and advoca ng for professional development opportuni es

Areas of Possible Growth:

• Be er collabora on between teachers and families
• Be er outreach with the wider educa onal community outside of the school site
• More diverse assessment methods could be implemented
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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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Self-Assessment of Teacher Leader Quali es (adapted from Teacher Leader Model Standards (h p://www.teacherleaderstandards.org/)

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