Self-Assessment of Teacher Leader Qualities

Adapted from https://www.accomplishedteacher.org/

Directions:
● Save this file as LastFirstName_TLQInitial.docx (KnowlesBeyonce_TLQInitial.docx)
● For each element, rate yourself in one of the following three categories (E/A/I). Be honest.
This is an opportunity to document growth
● Mark each box with an X
● Provide examples of your experiences in the leadership domain
● Identify areas within each domain where you are interested in growing as a teacher leader.
● Summarize your strengths and areas of possible growth.
● Boxes will expand as needed.
Exploring/Emerging (E) - a level of practice 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
practice. ​
Applying (A) - a level of practice in which the teacher leader is able to provide
independent leadership and easily applies what s/he has learned about leadership.
Integrating/Innovating (I) - a level of development in which the teacher leader is fully
skilled and confident. The Integrating/Innovating teacher leader contributing to the
broader educational community through staff development, research, or publication in
professional journals
Proposition 1: Teachers are committed to students and learning. E A I
Accomplished Teachers:
1. Recognize Individual Differences in Their Students and Adjust Their Practice X
Accordingly
2. Understand How Students Develop and Learn X
3. Treat Students Equitably X
4. Know Their Mission Transcends the Cognitive Development of Their X
Students
Three examples of experience (i.e., if you Area of interest for growth
scored A or I, give examples)
1. A strength of mine is getting to know 1. Continuing to learn about and
and connecting with my students as implement brain science and best
individuals with their own unique practices that meet students where
academic/social/emotional needs they are at developmentally.
2. I became a teacher in order to
support students as whole humans,
and don’t view teaching as a purely
academic pursuit; learning is both
content and thinking/feeling related.
 3. I work hard to ensure that my
students understand the difference
between fair and equal and to
cultivate a classroom climate where
this is evident.
Proposition 2: Teachers know the subjects they teach and how to teach E A I
those subjects to students.
Accomplished Teachers:
1. Command Specialized Knowledge of How to Convey a Subject to Students X
2. Generate Multiple Paths to Knowledge X
Three examples of experience (i.e., if you Area of interest for growth
scored A or I, give examples)
1. I am still at the beginning stages of 1. Strategies specific to Math and ELA
having content-specific strategies and 2. Strategies specific to diverse learners
tools to support students.
2. My school has new ELA and Science
curriculum this year so supporting
students in accessing content in
multiple ways has been challenging.
3. I use the Reading and Math specialists
as well as long-term classroom
teachers to learn new strategies that
are content specific as much as
possible.
Proposition 3: Teachers are responsible for managing and monitoring E A I
student learning.
Accomplished Teachers:
1. Call on Multiple Methods to Meet Their Instructional Goals X
2. Support Student Learning in Varied Settings and Groups X
3. Value Student Engagement X
4. Regularly Assess Student Progress X
5. Engage Students in the Learning Process X
Three examples of experience Area of interest for growth
(i.e., if you scored A or I, give examples)
1. I am adept at engaging students 1. How to use data to support student
because I know them well and can learning/small group work
create connections/links to content
that they care about.
2. I create a classroom climate where
students know that they are valued,
their ideas are important, and that
mistakes are okay, and as a result
students are eager to engage.
 3. I understand that engagement is one
of the most important factors in
learning; without connections to
content in ways that matter to them,
students won’t retain information.
Proposition 4: Teachers think systematically about their practice and learn E A I
from experience.
Accomplished Teachers:
1. Make Difficult Choices That Test Their Professional Judgment X
2. Use Feedback and Research to Improve Their Practice and Positively Impact X
Student Learning
Three examples of experience Area of interest for growth
(i.e., if you scored A or I, give examples)
1. I regularly take risks in the classroom 1. Participating in more
and try out new things in an effort to observation/reflective cycles with
grow and improve. colleagues in order to improve
2. I engage in reflective practices both practice
on my own and with colleagues and 2. Attend professional development and
administrators. trainings related to my areas of
3. My school tracks data triannually and growth and interest.
meets to discuss interventions for
struggling students.
Proposition 4: Teachers are members of learning communities E A I
Accomplished Teachers:
1. Collaborate with Other Professionals to Improve School Effectiveness X
2. Work Collaboratively with Families X
3. Work Collaboratively with the Community X
Three examples of experience Area of interest for growth
(i.e., if you scored A or I, give examples)
1. Invite families into my classroom on a 1. Work to further build connections
regular basis to volunteer with community resources
2. Partner with community in a variety 2. Increase communication with parents
of ways through PBL and families on student progress
3. Participate in PLCs with colleagues
Summary of Strengths and areas for growth
Areas of Strength
-connecting with students, engaging students, and using this knowledge to inform my practice
-collaborating with colleagues and motivation to reflect/learn to improve my practice
Areas of Growth
-knowledge around teaching practices that are content specific
-tracking data in a time efficient manner and using it to provide feedback to students/inform
my teaching