Reflect

REFLECT

Current level (emerging, developing, performing, or transforming) in the progressions:

• Overarching Competency #1 - Continuing Learning and Education- Performing (Evidence: A)

As I have learned more about each of the competencies it has become clear that I may have been more at the level of developing at the start of TLI. I can validate that I am at performing as I have designed a solid learning opportunity for others and provided advocacy for continued professional learning in different ways. I have yet to participate in research projects and share that research at major events. Next steps could include the research of the success of cadres in building sustainable teacher leadership and professional learning opportunities.

• Overarching Competency #2- Adult Learning- Transforming (Evidence B)

I am listing myself as transforming in this competency but recognizing this is not solid and still needs growth. The ELA Cadre empowered and enabled colleagues to present their learning experiences to others, but the sustainability of this project is not quite there yet. Also, I still have a long ways to go before ensuring that each training addresses the diverse needs of adult learners.

• Diversity-Equity-Cultural Competence selection- Collaborate Purposefully- Developing (Evidence C)

I am still at the developing level. Similar to continuing learning and education I feel this is due to the learning I have experienced in what is developing in this competency and what I am lacking. My biggest need of this competency before I can move into performing is to determine and implement a plan to overcome obstacles. It is difficult to develop a plan with limited number of participants.

Instructional Leadership Competencies- Coaching and Mentoring- Performing (Evidence D)

Similar to Adult learning I believe I have growth in this competency, but I am not solid at this level yet. With cadre I was able to connect colleagues based on needs and strengths. I was also able to develop a system to foster the development of lead teachers, but it strongly lacks numbers in order to be a sustainable system.

How the TLI experience impacted my growth as a teacher leader in each of your four chosen competencies (Evidence F):

I have learned that as a teacher leader I do not necessarily need answers, just avenues to support others. A leader is someone who provides avenues for conversation where other teachers can showcase their own expertise. I am learning the avenues to foster conversation, not stating my opinion or my answer. This self-awareness allows me to relay learning goals to other teacher leaders and allow them to teach me.

Next steps to continue your growth as a teacher leader (Evidence G):

Several of the competencies directly relate to my current position as an instructional coach. Adult learning encompasses my position as I must learn and guide others toward professional learning. In order to promote learning I need to understand the andragogy of the audience. Continued learning and education is the focus of instructional coaching. Understanding the levels of competencies determine the effectiveness of the professional learning opportunity. My capstone has focused on the building of teacher leaders, leaders that need to be able to guide professional learning opportunities. My next steps are to continue with my current ELA Cadre group and continue to add more opportunities for teacher leader groups.

Most valuable component of TLI process

The most valuable component has been the constant reflection. As I look back over my growth and look forward to next steps it is important to remember that I need to be able to prove I am doing the steps to reach my goals, not just saying I am going to make those steps. More specifically, the narrowing of focus to specific competencies has allowed me to go in-depth with my learning. I have been able to learn a lot about andragogy. As an instructional coach it is critical that I understand adult learning.

Evidence G: Reflections from ELA Cadre members.