Kneppersteven Tlqinitial2

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)
1. As an independent study teacher, I 1. I am interested in improving identifying
continuously provide accommodations strategies and tools to improve
and modifications to student curriculum differentiation based on individual student
and assessments based on their individual needs. I know that I can improve my
learning tracks and plans. I meet with my teaching practice by making my approach
school team and families to identify what more tailored to each student.
types of differentiated support each 2. I know that I can also improve in
student requires. understanding how my students learn,
2. I understand how students develop and especially as technology is becoming
learn through ongoing professional more accessible and used in the
development and learning in behavioral classroom.
sciences, classroom management, and
learning theories. My practices are
adjusted based on what I know about each
student and how they learn best.
3. I ensure that all students are treated
equitably. This is achieved by providing
access to certain technologies, providing
one-on-one support and tutoring, and
through constant conversation and
reflections with my students.
Proposition 2: Teachers know the subjects they teach and how to teach E A I
those subjects to students.
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 engage in professional learning 1. I know that I can improve in curriculum
throughout the year in content areas to differentiation, particularly for
ensure that I am up-to-date on the newest assessments, to ensure my students are
trends and strategies to teach content being assessed effectively, appropriately,
matter to students. I also engage in my and equitably.
own reading to grow my instructional 2. I am also interested in learning more
toolkit. about multiple paths of knowledge to
2. I know how to generate multiple paths of enhance my instructional effectiveness.
student knowledge, particularly by This can be achieved by personal reading,
providing alternative assessments to research, and advocating for new
students to demonstrate their learning in a professional development sessions.
variety of manners, rather than traditional
assessments.
3. I effectively provide differentiated
learning experiences for students, in the
forms of one-on-one support, small group
tutoring, curriculum customizations, and
conversations with students and families.
Proposition 3: Teachers are responsible for managing and monitoring E A I
student learning.
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 support student learning in varied 1. One area of growth to improve on is
settings and groups. In our setting, I have student engagement. In our setting, many
opportunities to work with students one- students come to us already being
on-one, in small groups, and in large disengaged and unmotivated by school.
groups as well. I have learned how to While I have done a good job of
effectively manage different grouping increasing student enjoyment of learning,
strategies, and when to employ each one. I know that there are many areas that I
2. I tremendously value student engagement, can improve in to meet the needs of all
as evident in my continued interaction, students.
communication, and creativity in 2. I can also improve using multiple
connecting content matter to students’ methods of teaching and learning to meet
lives. While engagement is something I instructional goals. I continuously am
want to work on, I fully value my students looking for new and innovative ways to
participating in the classroom. differentiate instruction, so I would like to
3. I also have done a good job of engaging continue to work on this area.
my students in the learning process. My
students are expected to complete all
tasks, respond to messages, and seek
additional support when needed.
Proposition 4: Teachers think systematically about their practice and learn E A I

from experience.
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
1. Occasionally, I find myself making 1. I would like to improve in using feedback
difficult choices that test my professional and research to improve my practice. I
judgment. These difficult choices know that I can do a better job of not only
included how to approach student seeking feedback, but then creating
plagiarism, excessive tardiness, and use of actionable approaches to incorporate this
cell phones. I continue to be faced with feedback into my practice.
challenges daily that require professional 2. I would also like to better be prepared for
judgment and equitable enforcement. handling difficult choices in-the-moment.
2. I also find myself making difficult I know this may come with time and
choices when it comes to disciplinary experience, but I would like to be better
measures. These include when to inform equipped and intentional when handling
administration of issues, when to contact challenges that arise.
families, and how to manage other student
safety during challenges or conflicts.
3. I have been implementing mentor and
administrative feedback to improve my
practice as an educator. I have begun
journaling and keeping notes to make sure
I hold myself accountable.
Proposition 4: Teachers are members of learning communities E A I
1. Collaborate with Other Professionals to Improve School Effectiveness X
2. Work Collaboratively with Families X
3. Work Collaboratively with the Community X
1. I have begun doing a better job of 1. One area of growth that I would like to
collaborating with a variety of focus on is collaborating more with the
professionals in my setting to improve community to get my students engaged in
school effectiveness. This includes local decision-making. I would also like
collaborating with our special education to help expand our school’s marketing
support staff, paraeducators, service and partnership approaches to help
providers, and administration. improve student engagement and
2. I work well with my students’ families, as retention.
evident in my consistent communication, 2. I would also like to improve in my
collaboration, and encouragement to collaboration with outside professionals
participate in school events. who provide support to my students, such
3. I have begun to work with the broader as our mental health team, to further
community by engaging in marketing improve my effectiveness as a teacher to a
efforts and helping connect my students’ diverse student population.
families to resources.
Summary of Strengths and areas for growth
Overall, my areas of strengths include differentiating curriculum and assessments, engaging

in professional learning to better understand student development and content, and
ensuring equity in my classroom and school. Also, my strengths include using varied grouping
strategies, effectively communicating to students’ families, and engaging students in the
learning process. Furthermore, my strengths include knowing how to make difficult choices,
using feedback, and collaboration with colleagues.
My areas for growth include becoming more skilled in identifying student individual needs,
learning how technology could be enhanced further to support learning, and ensuring
equitable multiple paths of learning for all students. I can also improve on student
engagement, using varied instructional strategies, and using feedback more effectively and
efficiently to improve my practice. Lastly, I would like to improve in collaborating more with
the community and other school members to ensure my students are being provided with a
more comprehensive education.

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Self-Assessment of Teacher Leader Qualities

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

Integrating/Innovating (I) - a level of development in which the teacher leader is fully

Proposition 4: Teachers think systematically about their practice and learn E A I

Overall, my areas of strengths include differentiating curriculum and assessments, engaging

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