Context

Educational Context

This is my seventh year as an elementary educator and I have worked with students in grades 1-5. I have worked in two mixed grade-level classrooms, a bilingual classroom, and three different schools. I have also worked as a Special Education paraprofessional for K-2 students in a life skills program.

I work in Bozeman, a semi-urban town in an upper-middle class neighborhood. Though there are families that have two working parents, many are able to live off of just one income. Parents are engaged in their child’s education and many have time to volunteer at the school.

I currently serve on our school’s leadership team, I am the Wellness representative and recently took on the role of building representative for our union. I attended the MFPE regional conference last spring but am generally inexperienced with union activities or teacher leadership.

Self-Assessment

I know that my largest biases toward others tend to be my assumptions that everyone thinks the same way that I do. I think everyone should want to learn and grow. I think everyone should be brave enough to experience the vulnerability of the learning process. I think that everyone should be willing to take risks to better themselves. However, due to a variety of cultural facets and personal experiences, not everyone embraces this perspective.

I also tend to believe that students from a higher socioeconomic status will be more successful in school than underprivileged students. The danger in this bias is that it may cause me to overlook the needs that exist within communities of higher socioeconomic status. This bias also comes with the risk of lowering my expectations of underprivileged students.

I grew up with a single mom who was well-educated and valued learning. I was exposed early on to various cultures, international travel, diverse novels and rich vocabulary. I had the privilege of transportation that enabled me to take college courses in high school and I received scholarships and grants for college. I have rarely experienced direct racism or classism, though my dad is a Latin-American immigrant. I have been able to travel internationally, go to graduate school and move to small, predominantly white towns with my only hindrance being financial burdens.

I value personal and professional growth and my work and actions are motivated by a desire to be a part of positive change in the world. I value public education above all other societal institutions because I believe that it is the most potent entity of influence. I also acknowledge the need to restructure public education and re-envision our teaching practices.

• Overarching Competency #1: Group Processes

  • Emerging- Much of my professional learning has stemmed from conversations and collaboration with a group of educators. Throughout my career, I have collaborated with my grade-level colleagues and sought out opportunities to serve on committees that enrich my professional practice. I would like to move toward facilitating groups that would foster professional growth for others.

• Overarching Competency #2 - Adult Learning

  • Emerging- Prior to beginning the TLI program, I had not given any thought to the needs of adult learners. I am just beginning to explore the different ways that adults grow professionally and the impact this has on student success.

• Diversity, Equity, Cultural Competency- Explore and Challenge Inequity

  • Emerging- Though I come from a multi-cultural background and grew up in ethnically diverse settings, prior to engaging in TLI work and discussions, I had not considered how much this plays a role in my teaching practice. I am just beginning to explore the inequities that exist in my field and my community and learning how to use this information to change my teaching practice and influence others.

• Instructional Competency- Facilitating Collaborative Relationships

  • Developing- I consistently collaborate with my grade-level team both formally and informally. Though we don't take opportunities to observe one another, we share data and collaborate to make instructional decisions. We have built trusting professional relationships which gives us the freedom to question or challenge one another's ideas, take risks, and reflect on results.

As an educator, I work with a diverse group of stakeholders. My closest professional relationships are with other teachers, paraprofessionals, special education and resource teachers, and other support staff at my school. I serve on the leadership team and discuss ideas for instructional innovation with my building administrator and colleagues. I also maintain contact with our local union president regarding district priorities and changes.

I hope that throughout this TLI process, my collaborative work would evolve toward a model that incorporates colleagues across grade-bands rather than just my grade level team.

I realize that in some cultures, questioning the status quo, taking risks or doing anything that might set an individual apart would be frowned upon. Some individuals may have had negative experiences connected to learning and vulnerability and might not be as willing to express their opinions or try new things. Some may come from backgrounds that lead them to tend more toward conformity than individual growth. Thus, I would like to facilitate professional learning experiences that are built on an atmosphere of trust and acceptance.