| Grow | Domains and Functions of the Teacher Leader | Glow |
| I seldom speak up in staff meetingsNot confident sharing thoughts with wider staffAllows others to change my plans or ideas to prevent a disagreementI feel that because I am one of the youngest / least senor on staff my ideas aren’t as valid | Fostering a Collaborative Culture Models communication and problem solving skills and provides opportunities for others to do so. Gathers ideas and resources from all members of a PLC Uses knowledge of different backgrounds, ethnicities, cultures, and languages to create an inclusive culture among colleagues | I created our grade group PLC team using Microsoft teamsInitiated the grade group major project Coordinate the grade group who was projectTechnology Learning Ambassador – district committeeCommunicating Student Learning Team Lead – district committeeEncouraging my grade group team to share resources |
| I need to start discussions about challengesRevisiting conversations about challenges to see what growth has been madeI need to be more timely in using data to drive instruction and discussing the data with other teachers | Accessing and Using Research to Improve Practice Works with others to collect and analyze data to aid in the selection of appropriate learning strategies to improve learning Supports others in discussions of key challenges Uses up to date resources and platforms to drive teaching and learning | We work as a grade group to look at our reading assessment results and district numeracy resultsFinding current resources and sharing them with members of my school community |
| Too shy to run a workshop with other teachers outside my grade groupMy ideas focus on my grade group because that is what I know best. | Promoting Professional Learning Uses appropriate technology to support collaboration and shared professional learning Plan professional learning around the diverse needs of all colleagues that is team based, goal oriented, and can be sustained over time. Plans for collaboration and professional learning while using information about emerging trends affecting the school community. | Ed Tech teacher leaderSharing tech ideas with other staffI have ideas for things to shareEnjoys collaboration with othersSometimes initiates topics for collaboration conversations |
| Data collection is slowI often keep my class data to myself or shared with the resource and ELL teachers who support my classDoes not lead PLC activities yet | Facilitating Improvements in Instruction Collects and analyzes data to find opportunities to improve learning and culture Provides opportunity to reflect on classroom practices and strategies to promote learning for all students. Works collaboratively to promote professional learning Implements technology to support best practice Aids in the selection of strategies to promote diversity and equity in classrooms | Uses technology through out the day to support learningWorks with the grade group team to support learningActive participant in grade group discussionsSupports others in technology integration |
| Not yet beginning discussions of dataFollows the lead of others when deciding what data will be used and how it will be used | Promoting the Use of Assessments and Data for School and District Improvement Collaborates with colleagues in the identification, design, and use of multiple assessment tools in order to interpret student data to improve learning Creates a climate of trust in order to engage colleagues in difficult decisions around student learning data with the goal of promoting changes in instructional practices or organizational structures | Uses school supported assessments ( DART, Fontas and Pinelle, District Numeracy assessment)Discusses data with the others working with my classParticipates in district activities such as technology ambassadors and communicating student learning |
| Does not start conversations about difficult topics and diversity | Improving Outreach and Collaboration with Families and Community Recognizes the diverse population in the school community in an effort to promote effective communication to attain equitable achievement for all members of the learning community. Supports colleagues self-examination of the cultural diversity of the community to understand the diverse educational needs of families and the community. | Promotes diversity through read aloud books and class meetings with in the classroomSharing my collection of read aloud books with other classesAdvocates for students with dievers needs |
| Limited knowledge of practices outside of own district | Advocating for Student Learning and the Profession Shares information about trends and policies within and beyond the district that impact learning. Advocates for resources to support learning for all students with in the building Uses knowledge of policies and practices outside of the district to advocate for teaching and learning within the community. | Part of CSL district teamTechnology ambassadorGood at finding resources for students to useShares personal resources with coworkersAdvocates for project based learning |
At this time, I am a stronger leader in a small group and with people I feel accepted by then the whole staff. I am most comfortable with in my own grade group. Overall, my growth plan focuses on learning to believing in myself and that my ideas have value in the broader school context beyond my own classroom. True to my personality type INFJ-t I have a habit of second guessing myself and believe that others ideas have more value than my own because they may be older or more experienced. My own school context makes having the courage to lead challenging, I am one of the youngest teachers on staff which causes me to feel like I do not yet have the experience as a teacher to be a loud voice in the conversation. I am naturally an introvert which makes a louder leadership style difficult for me, I prefer to lead by doing as much as possible. I am always happy to encourage others to join me and to be part of a group. I am teaching at a fundamental school where there are several slightly different interpretations of what fundamental means, for me it is the focus on numeracy, literacy and self-regulation, the development of well-rounded students that are ready to take on anything they choose. For others at my school there is a different picture of what it means to be fundamental and a feeling from some that what we do is stagnant. While I appreciate the traditions of my school there is also needs to be space for new things and new ideas. There is sometimes a sense of we do things a certain way because that is how it has always been done with no clear explanation as to why. When I have tried to share ideas about what I would like to try with the wider staff beyond my own grade group I feel judged and pressured to conform. One of my goals this year, as I take on a new leadership opportunity, as our school Technology Learning Ambassador (TLA) is to build confidence to share with the wider staff. I would like to try hosting mini workshops for others after school on some of the tools I am learning to use as a TLA, as well as opening up conversations about digital citizenship within my school, something that until a problem arises is largely ignored. I am also challenging myself to share my thoughts and opinions in larger groups rather than just my own grade group of three. I think that I have a good grasp of the curriculum and am able to share that with my grade group. I am an active participant in discussions about the curriculum and what our focus should be with in my grade group, this year I hope to be more vocal in discussions at a school level or between grade groups.
