Teacher Leader Experience:

As a teacher leader during my experience at NCIC-Immersion School in Shenzhen, China, I

assisted in the organization and implementation of a service-learning program with The
University of Hong Kong Hospital. Throughout the semester, different groups of our 2nd grade
students visited the hospital to participate and teach art classes to children with bone disease.
Teachers and students collaborated to develop the idea to help those in our local community
and then reflect on the experience and impact.

At The Spring Hill School, I have organized after school enrichment classes by bringing in
professionals within the local community to teach culinary, comic creation, robotics, athletics,
and music. The classes have allowed students to explore interests that are not a part of our
standard curriculum. All the teachers who have been brought in have extensive experience
working with elementary students. The programs have been a hit with our school community. 

Creating service learning and enrichment programs for students that leverage and make
connections with local experts connects with Teacher Leader Self-Assessment Domain 6,
specifically making connections within the community and meeting diverse learning needs and
interests of students.

These experiences connect with NBPTS Proposition 5, teachers are part of broader professional
communities. Having partnered with experienced culinary arts, art docents and coaches who
have taught and coached throughout the San Francisco Bay Area, I have connected our
students with experts in the community and broadened the platform of our school. The case of
a one-time CPR class that I organized, students from other schools attended.

Teacher Leader Goals:

In the next two years, I would like to improve my ability to assess and use student learning
data. I have experience with NWEA MAP, WIDA and Fountas and Pinnell reading assessments. I
have used this data for groupings and differentiation but would like gain further understanding
on how to target specific skill groups and become more tactful and knowledgeable about which
strategies to use to help students improve in their challenge areas.  

In the next five years, I would like to be a department or grade team lead. As I progress my
career, I feel like this is becoming more of a hole in my resume, especially as I am nearing a
level of my experience where I feel comfortable taking on this role. As a grade team or
department leader, which would obviously depend on my school site, my goals could include
building and/or refining curriculum, grade alignment and organizing professional development
conferences to establish school culture and implement methods and standards that ensure
quality instruction. 
Goals regarding the use of assessment data to improve student performance connect to
Teacher Leader Self-Assessment Domain 4, which centers around taking on a leadership role in
the collection, analysis and changes in instruction and curriculum to meet student needs.

My goal of taking on a leadership role within my school connects to many of the Teacher Leader
Self-Assessment Domains. I feel that most aspects described center around responsibilities of
team and department leads, and thus I view them as responsibilities I would by eager to take
on as a designated leader at my school.