Teacher Leadership Experiences and Future Goals

Previous leadership experiences

Below is a list of leadership experiences I have in no particular order.

Intermediate Level Coordinator: As an intermediate level coordinator, I worked with the

teachers in 2nd and 4th grade. I was the 3rd grade teacher. As the coordinator, I facilitated the

implementation of curriculum, review of assessment data, and organization of activities for the

intermediate students.

Member of the WASC/WCEA leadership team: As a member of the team, I worked with the

small group to develop the evidence that our school is meeting the requirements of being

certified by the Western Association of Schools and Colleges/Western Catholic Educational

Association.

STEP Coordinator: As the coordinator it was my duty to coordinate with the teachers and

parents to develop curriculum goals for students struggling with their education. In doing this, it

was evidence parents needed to have their children tested for any special learning requirements.

Mentor: I often was given the role of mentoring new teachers through the Los Angeles

Archdiocese TIP program. I would help, encourage, and welcome them into the teaching

process.

Summer School Director: As the director, I took on the duties of the principal who was not

working during the summer school program. This included curriculum development,

accounting, and student behaviors.

First Communion Director: This role required me to lead students in their faith formation. I

worked with parents in helping to develop their child’s faith. I worked with the priests to make

sure that requirements were met, organize the Mass, and facilitation of their retreat.

Senior Child Care Worker: This is a role that I held before becoming an educator. I worked in

a boys group home. I was the director of the home where I worked. I was in charge of the other

child care workers in the home, the accounting, and daily living duties of the boys living in the

home.
Future Leadership Goals

I will develop my leadership in the community.

Goal: Become involved in community outreach to bring more awareness of the needs of our

school’s families.

Short-Term Objective: Start to attend community town meetings and PTO meetings.

Long-Term Objective: Plan ways for our school to become more involved in our community.

Rationale: “Another area where the wider community can be a useful asset is in the provision of

extracurricular learning, which can make a real difference to raising educational standards. Such

activities need not be provided within the school and by teachers alone. Individuals and

organizations within the wider community can be a valuable resource for learning.” (Community

in the school and school in the community | Optimus Education Blog (optimus-education.com) )

NBPTS Proposition 5.3: Teachers work collaboratively with the community.

TLMD Domain 6e: Collaborates with families, communities, and colleagues to develop

comprehensive strategies to address the diverse educational needs of families and the

community.
I will develop my leadership as a facilitator.

Goal: Research and provide the faculty with knowledge of curriculum that will enhance our

students’ learning.

Short-Term Objective: Provide the faculty with knowledge on Thinking Maps.

Long-Term Objective: Look into emerging curriculum that can continue to bring new teaching

methods to our classrooms.

Rationale: “There seem to be three key dimensions of teacher leadership, supported by the

literature that are worth considering in the broader context of educational change. Firstly, the

importance of teacher leadership as influence rather than a role or a formal responsibility.

Secondly, the idea of teacher leadership as action going beyond their formally assigned

classroom roles to share practice and initiate changes. Thirdly, developing pedagogical

excellence within their classroom and beyond to influence the practice of others.” (Teacher

leadership and educational change (tandfonline.com) )

NBPTS Proposition 2.6: Teachers command specialized knowledge of how to convey a subject

to students.

TLMD Domain 3h: Uses information about emerging education, economic, and social trends in

planning and facilitating professional learning.

I will develop my leadership in integrating diversity.

Goal: Integrate diversity into the curriculum.

Short-Term Objective: Research the diverse cultures within our school.

Long-Term Objective: Develop curriculum that integrates the diverse cultures of our community.

Rationale: “to fully realize the potential of these benefits, schools must ensure diversity exists on

every level by ensuring diverse enrollment, integrating classrooms, and crucially, implementing

curricula which reflects the history and culture of students of all backgrounds—advocates for

equitable education reform must be invested in diversifying not only classrooms, but lesson

plans, too.” (Diversity in Schools Must Include Curriculum (tcf.org) )

NBPTS Proposition 4.2: Teachers use feedback and research to improve their practice and

positively impact student learning.

TLMD Domain 6a: Uses knowledge and understanding of the different backgrounds, ethnicities,

cultures, and languages in the school community to promote effective interactions among

colleagues, families, and the larger community.