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 X
Practice 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)
 To acknowledge the individual I believe that I could learn more about the
differences of my students, I open each developmental processes of students I teach,
semester by looking over each of my specifically high school and 11th grade. I have a
students’ transcripts coming into 11th limited understanding of the neurological
grade ELA, as well as evaluate their MAP changes that teens experience, and it would be
tests scores (internal test for our school)
 to see which areas of ELA they succeed helpful to utilize what can be learned there and
and/or struggle in. apply it to how I present a topic. I also believe I
 All students I interact with, inside and could apply this to all age ranges for students, as
outside of my class, are treated with understanding the neurological changes from
respect and empathy. I run the adolescence to adulthood would only be
LGBTQIA+ club and always maintain an beneficial.
open-door policy for those seeking
support and guidance.
 The most important aspect of my teaching
philosophy is that working with students
is a privilege and should be treated with
the utmost care and service. We are here
to teach, but we are more so here to
guarantee that all students have a
supportive, encouraging adult in their
corner as they navigate this complicated
part of life.

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)
 As for most public teachers, obtaining our Proposition 2’s elements seem to me to be the
teaching credentials required completion area that teachers like me should continually be
of a credential program, subject area striving to improve. Our abilities as teachers to
CSET and CBEST exams, and a clear generate multiple paths to knowledge and
understanding and ability to demonstrate content mastery will need to be reexamined and
that understanding to others. adjusted each year, as students will also always
 In addition, my background in journalism continue to change. The ways in which we teach
and personal interest in
and engage with our students will also
writing/storytelling in multiple mediums
continually evolve according to their interests,
(books, video games, etc.) allows me to
present ELA topics to my students that concerns, and questions.
can engage their unique interests.
 The resources, such as essay and portfolio
templates, that I offer in my ELA 11th
grade course are designed to target the
individual student and can offer multiple
ways to demonstrate understanding of a
topic, such as creating an oral
presentation if speaking is their stronger
form of demonstrating understanding.

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)
 To provide multiple methods to meet a In my online learning environment, it can be
student’s learning goals in a particular difficult to facilitate varied group and individual
lesson or unit, I provide them with settings for learning with my students. I would
detailed rubrics and templates that like to explore new ways to have students
provide them clear steps on how to reach collaborate with one another. I would also like to
the highest level of understanding and study additional and new means to have students
how to demonstrate it on a scale of 1-4 take ownership and interest in the learning
(for each portion of an assessment).
process, not only for their individual learning
 It is a daily goal to increase student
processes but for their peers as well.
engagement during lessons by offering
time before during and after a lesson for
students to share their thoughts, feelings,
and concerns about topics we are
covering in ELA.
 Student progress is continually and
regularly assessed throughout a lesson
through me asking questions, information
recall, monitoring completion of pre-,
mid-, and post-assessment activities, and
comparing student’s individual scores and
content understanding from unit to unit.

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 X
Impact Student Learning
Three examples of experience Area of interest for growth
(i.e., if you scored A or I, give examples)
 Openly request feedback from students I plan to continue following the practices I listed
throughout the school year on my in the previous section to become an even
approaches to teaching so that I can stronger, more well-rounded educator by
properly self-reflect and adjust as needed challenging my own beliefs.
to better support my students.
 Continually re-evaluate the “concrete
rules” of what is expected from a student
 to better support the individual needs of
my students, such as extending deadlines
or reserving formal judgement of a
student that turns in copied or plagiarized
work.
 Utilize resources from all types of
teachers, especially those with different
teaching styles and philosophies from my
own, to become a more well-rounded and
empathetic learner/teacher.

Proposition 5: 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)
 I am part of the leadership team on the Like the student group activities element from
high school level, which allows me to Proposition 3, engaging with my community can
collaborate with other teachers and be difficult at a fully online school. We have
administration on curriculum changes, students across the state, which technically
how to better support one another across means that our “community” is the entire state
departments, and create growth plans for of California. I hope to learn more about each
individual students that involve all area that my students reside to provide them
teachers, admin, and counselors within a
with learning and social resources near them and
specific student’s life.
provide me with a stronger background on their
 Regularly communicate with all families
of my students through weekly unique living situation.
text/email/call updates. We also plan and
hold progress monitoring meetings for
students struggling in our program or are
new to our independent study model.
 As part of the leadership team, my
specific role is Supervisor, which tasks
me with supervising and mentoring three
other ELA teachers within high school.
Throughout the year I maintain close
contact with them via bi-weekly
meetings, mid- and end-of-year
evaluations, and weekly monitoring of
their class sections grade distribution
overviews.

Summary of Strengths and areas for growth

I have a strong passion for student engagement, empowering all students through acknowledgement
of their unique differences, and providing them with emotional and developmental support inside
and outside of the learning process. I hope to continue challenging my understanding of how to
engage and support students, find new means to engage with the communities that I service, and
create new ways to have students collaborate in an online setting.