Reflect

At which level (emerging, developing, performing, or transforming) do you NOW place yourself for each of your four chosen competencies?

Overarching Competency # 1 (Personal Effectiveness) *Developing* - My first overarching competency was Personal Effectiveness. Initially I placed myself in the emerging stage based on the fact I knew my strengths and passions in education, continued involvement with professional development opportunities, and wanted to be a teacher leader representing my school. When I started TLI however, I knew I needed to utilize the characteristics of a teacher leader in order to make any change. Through this process I was able to show personal growth by reaching out of my comfort zone and speaking up for something I truly believe in. Even though I am starting small by creating mentorship through making connections and meaningful relationships within my school, ultimately I am pushing for a teacher mentorship program for our district. I continue to work hard building credible relationships with all members of my staff and bettering my ethical practices as a professional.

Overarching Competency # 2 (Interpersonal Effectiveness) *Developing* - The second overarching competency was Interpersonal Effectiveness. I placed myself emerging in the beginning and now would consider myself in the developing stage. I support fellow teachers in my building and continue to effectively communicate with my teaching partners on our shared vision for 6th grade math and the growth we want to see from our students. By creating strong relationships with colleagues, I have built trust and credibility within the PLC process. My goal is to continue personal and professional growth across these stages in order to reach this level with all staff members. Evidence of growth is shown as I reflected on my notes from module 1. (Evidence #17).

Foundational Competency (Explore and Challenge Diversity) *Emerging/Developing* - Exploring and Challenging Diversity moved from pre-emerging to fully emerging and early stages of the developing stage. Prior to TLI I knew inequities existed and was aware of the diversity within cultural groups at MCMS. What I did not realize is my lack of understanding when it came to these injustices and the way I interpreted or reacted to them. Oftentimes I felt as though these inequities are referred to being past tense, when in reality they are still very much part of the educational setting. Engaging in the conversations with fellow TLI cohorts and reading articles posted within the modules motivated me to learn more about why these exist the way they do. I am more aware of diversity, equity, and cultural competences.

Leadership Pathway Competency (Coaching & Mentoring) *Developing* - I moved from emerging to developing in the Leadership Pathway of Coaching and Mentoring. I measured my personal growth from my engagement with colleagues and effort in promoting a trustworthy and respectful environment with colleagues at all times. I am proud to be a part of the 6th grade math team at MCMS. The three of us equally plan, share ideas, and constructively critique our group's work. We have built both a respectful and trusting relationships with one another. This has helped us tremendously as we navigate our curriculum and the instructional needs of our students. My goal moving forward will be to seek opportunities to give and receive feedback from my colleagues about how mentorship will work best within our building (Evidence #18).

How did the TLI experience impact your growth as a teacher leader in each of your four chosen competencies?

TLI impacted my personal and professional growth profoundly. I wish I would have done it sooner! I feel more confident in the role of a teacher leader and motivated to continue working hard on my educational journey for myself and my students. This process has made me more aware of what I need to do moving forward. I will assume my leadership role as it applies to my building and teacher mentorship. I will utilize what I have learned from being part of TLI and be an advocate for this program. I will continue personal growth in skills as a teacher leader and support my colleagues. Overall, this experience has opened my eyes to the awareness I now have regarding diversity, equity, and cultural competence within my classroom. I am able to better view these from my perspective and make adequate changes for my students.

What was the most valuable part of the TLI process for you?

I enjoyed meeting and getting to know teachers from around our state. Having a Zoom meeting where we met with teachers from Massachusetts was also a great experience. Sharing ideas and listening to different perspectives is always helpful. I appreciated being challenged and pushed to move outside my comfort zone. I will take the information I gained from being part of TLI and apply it to my everyday teaching.

What are your next steps to continue your growth as a teacher leader?

The next steps will be to continue advocating for teacher mentorship. Even though our district has responded to previous TLI participants that the funding for a program like this is not there, I still believe there is a way to implement it. Our state website includes an outline of what mentorship should look like for Montana. I think this is important and should be followed (Evidence #19). After meeting with my TLI cohorts for the final time, I became interested in National Boards and has been on my radar since. I have continued to work hard for my students and educate myself in a multitude of ways so I can better serve them, my staff, and our community. I will also be recruiting for other staff members to join and be a part of the Teacher Leadership Institute.

Evidence #20: Google Slide for staff introductions