Self-Assessment of Teacher Leader Qualities

Directions: For each element, rate yourself in one of the following three categories. Then provide examples of your experiences in the
leadership domain. Finally, identify 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 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/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. ​

Domain 1: Fosters a Collaborative Culture to Support Educator Development and Student Learning E/E A I/I
a) Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, ✓
manage conflict, and promote meaningful change.
b) Models effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and ✓
identifying the needs of self and others in order to advance shared goals and professional learning.
c) Employs facilitation skills to create trust among colleagues, develop collective wisdom, build ownership ✓
and action that supports student learning.
d) Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
✓

e) Uses knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to ✓
promote effective interactions among colleagues.
Three Examples of Domain 1 Experiences Areas of Interest in Growth
● Biweekly meetings with grade-level subject field ● Greater sensitivity to perspectives of colleagues of
colleagues on pedagogy, assessments, student diverse ethnic, cultural, and religious backgrounds
feedback ● Collaborate and cooperate with colleagues in
● Daily collaboration with subject-area colleagues via response to sudden changes in policies and
Google Drive and LINE messaging app (materials, protocols (EX: response to COVID-19)
assessments, feedback data)
● Engaging with colleagues of diverse ethnic and
cultural backgrounds to learn about their
perspectives and approaches, and whether
materials and activities are appropriate to share
with them

Domain 2: Accesses and Uses Research to Improve Practice 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, collaborative interpretation of results, and application ✓
of findings to improve teaching and learning.
c) Supports colleagues in collaborating with the higher education institutions and other organizations ✓
engaged in researching critical educational 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
● Sharing journal articles and online resources of ● Solicit data from grade-level colleagues on
potential interest with subject-area colleagues effectiveness of shared assessments and activities
● Sharing ideas and materials from FOTIP with ● Be more proactive in procuring and sharing relevant
grade-level colleagues during biweekly meetings online resources
● Sharing analytical tools and resources (Google ● Solicit colleague feedback on approaches to
Forms, rubrics, Kahoot quizzes) classroom management

Domain 3: Promotes Professional Learning for Continuous Improvement E/E A I/I

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Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (​http://www.teacherleaderstandards.org/)
 a) Collaborates with colleagues and school administrators to plan professional learning that is team-based,
job-embedded, sustained over time, aligned with content standards, and linked to school/district ✓
improvement goals.
b) Uses information about adult learning to respond to the diverse learning needs of colleagues by ✓
identifying, promoting, and facilitating varied and differentiated professional learning.
c) Facilitates professional learning among colleagues. ✓
d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional ✓
learning.
e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional ✓
learning and its effect on teaching and student learning.
f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in ✓
job-embedded professional learning.
g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student ✓
learning.
h) Uses information about emerging education, economic, and social trends in planning and facilitating ✓
professional learning.
Three Examples of Domain 3 Experiences Areas of Interest in Growth
● Attending monthly school-hosted professional ● More explicitly connect resources and strategies
development (PD) days (students stay home, school with content standards
day devoted to peer seminars and grade-level team ● Be more proactive in identifying and incorporating
time and meetings) relevant new technologies
● Developing a PD seminar of my own to share what I
have learned in FOTIP
● Sharing digital tools and resources (Google Forms,
Hypothesis, Kahoot, PollEverywhere)

Domain 4: Facilitates Improvements in Instruction and Student Learning E/E A I/I

a) Facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities ✓
to improve curriculum, instruction, assessment, school organization, and school culture.
b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and ✓
assessment data and helps make connections to research-based effective practices.
c) Supports colleagues’ individual and collective reflection and professional growth by serving in roles such ✓
as mentor, coach, and content facilitator.
d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address ✓
curricular expectations and student learning needs.
e) Uses knowledge of existing 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 collaborative learning, and connect with people and resources around the globe.
f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ✓
ensures that individual student learning needs remain the central focus of instruction.
Three Examples of Domain 4 Experiences Areas of Interest in Growth
● Introducing colleagues to new technologies and ● Focus more on diversity and cultural sensitivity
resources (Padlet, PollEverywhere, Hypothesis, QR (particularly native culture of students, Thailand) in
code generators, features of G-Suite and Chrome materials and discourse
[line numbering extension], action verb lists for ● Develop leadership skills in guiding grade-level
learning outcomes strategy and policy related to horizontal alignment
[https://www.k-state.edu/assessment/toolkit/outco across grade 11 English sections (assessments,
mes/action.html]) policies, expectations)
● Discussions and debriefs with colleagues on shared
resources and ideas (How did things go when we
tried it in class?)
● Designing activities and assessments that engage
students with social media (EX: create a self-portrait
from Facebook and LINE posts)

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Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (​http://www.teacherleaderstandards.org/)
 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 identify and use multiple assessment tools aligned to state and ✓
local standards.
b) Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data ✓
to improve educational practice and student learning.
c) Creates a climate of trust and critical reflection in order to engage colleagues in challenging ✓
conversations about student learning data that lead to solutions to identified issues.
d) Works with colleagues to use assessment and data findings to promote changes in instructional ✓
practices or organizational structures to improve student learning.
Three Examples of Domain 5 Experiences Areas of Interest in Growth
● Shared assessment data with head of English ● Collaborate more often with colleagues to share
department and school head of academics to inform assessment data towards improving student
curriculum planning (choice/level of texts, types and learning outcomes
quantities of assessments) ● Proactively work with colleagues and share data to
● Maintaining anonymity and confidence of individual address recurring issues (academic integrity,
students when discussing student learning data student time management)
● Refining and sharing of feedback and assessment
tools for gathering student learning data (rubrics,
Google Forms, Kahoots)

Domain 6: Improves Outreach and Collaboration with Families and Community E/E A I/I
a) 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.
b) Models and teaches effective communication and collaboration skills with families and other
stakeholders focused on attaining equitable achievement for students of all backgrounds and ✓
circumstances.
c) Facilitates colleagues’ self-examination of their own understandings of community culture and diversity
and how they can develop culturally responsive strategies to enrich the educational experiences of ✓
students and achieve high levels of learning for all students.
d) Develops a shared understanding among colleagues of the diverse educational needs of families and the ✓
community.
e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address ✓
the diverse educational needs of families and the community.
Three Examples of Domain 6 Experiences Areas of Interest in Growth
● Meet with students and parents on designated ● Be more proactive in reaching out to parents, not
Parent-Teacher Conference (PTC) days only on PTC days
● Ensuring that parent-teacher conferences are ● Gain greater knowledge of students’ cultural
constructive and aimed at guiding students towards backgrounds
realizing their potential (enumeration of students’ ● Improve Thai language skills in order to better
strengths, listing concrete areas for improvement, engage families and facilitate rapport (less reliance
soliciting input from parents and students on how to on translator)
address concerns)
● Engage colleagues with greater knowledge of Thai
culture to gain insight to students’ potential needs
and concerns.
● Soliciting advice from colleagues on potential
culturally sensitive material and subject matter

Domain 7: Advocates for Student Learning and the Profession E/E A I/I
a) Shares information with colleagues within and/or beyond the district regarding how local, state, and ✓
national trends and policies can impact classroom practices and expectations for student learning.
b) Works with colleagues to identify and use research to advocate for teaching and learning processes that ✓
meet the needs of all students.

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Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (​http://www.teacherleaderstandards.org/)
 c) Collaborates with colleagues to select appropriate opportunities to advocate for the rights and/or needs
of students, to secure additional resources within the building or district that support student learning, ✓
and to communicate effectively with targeted audiences such as parents and community members.
d) Advocates for access to professional resources, including financial support and human and other
material resources, that allow colleagues to spend significant time learning about effective practices 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
● Choosing appropriate grade-level and English-level ● Working more closely with departmental colleagues
text for a novel unit; identifying necessary resources on assessing needs and strategizing how to
for using that text in class (how many copies advocate for resources
needed); requesting, budgeting, and arranging
procurement of sufficient copies of text for all
students
● Communicate with admin and head of academics to
advocate for issues related to student learning
outcomes and quality of classroom experience
(facilities, resources, scheduling and time
management, assessment calendars and
management of student workload)
● Collaborate with colleagues in preparation of
materials for school’s annual WASC certification
(lesson plans and curriculum maps)

Summary of Strengths and Areas of Possible Growth

Strengths:
● Identifying and sharing resources and new technologies
● Designing and refining assessments for relevance to students’ needs and interests
● Advocating for resources and policies to improve students’ learning outcomes
● Emphasizing constructive feedback, student strengths, and opportunities for improvement in meetings with parents

Areas of Possible Growth:

● Reaching out more frequently to families and improving communication with parents
● Share data more often with colleagues on student learning outcomes; design tools for gathering and interpreting
data from assessments
● Improve leadership skills in interacting and collaborating with grade-level colleagues

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Self-Assessment of Teacher Leader Qualities (adapted from Teacher Leader Model Standards (​http://www.teacherleaderstandards.org/)