Reflect

TLI Reflections:

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

Overarching Competency #1: Group Processes-From Developing to Performing

Overarching Competency #2: Adult Learning- From Developing to Performing

Diversity, Equity, and Cultural Competency: Cultivate Socially Just Learning Environment- From Emerging to Performing

Instructional Leadership Competency: Facilitating Collaborative Relationships- From Emerging to Performing

How did the TLI experience--both curriculum and Capstone project—impact your growth as a teacher leader in each of your four chosen competencies? What evidence supports each of your claims?

Overarching Competency #1- Group Processes: I gained new opportunities to mentor new teachers to the profession, as well as, veteran teachers who had never taught a dual sensory impaired classroom before. I have designed and implemented new learning opportunities for our staff and assisted in implementing events that utilize my colleagues' areas of expertise. (See Evidence C on the Learn page and Evidence A, B, & C on the Do page).

Overarching Competency #2- Adult Learning: Collaborating with the 2 education departments and providing joint assemblies and activities has helped me learn as an individual and work with specific colleagues to utilize their unique areas of expertise to positively impact adult learning. This also included working with staff during the quarantine to utilize their unique skill sets to provide accommodations to the students' on-line materials. (See Evidence A, B, & C on the Learn page, and Evidence A on the Do page).

Diversity, Equity, and Cultural Competency- Cultivate Socially Just Learning Environment: Working ahead of time with colleagues gave us opportunities to implements socially just learning environments for both sensory need populations on campus. This allowed us to explore ways to implement our plans and include those of other cultures to support all events on campus while including those of other cultures. (See Evidence B & D on this Reflect page).

Instructional Leadership Competency- Facilitating Collaborative Relationships: I was able to work with other educators who specialize in the education of students with visual impairments, and I was also able to collaborate with other professionals outside of the classroom in order to develop a shared vision for educating our students. (See Evidence A on the Do page and Evidence A & C on this Reflect page).

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

I will continue to collaborate with Denise Rutledge to develop more learning opportunities for our colleagues to improve our existing programs at our school. I would like to continue our work on campus and continue to expand our dual sensory classrooms. As an executive officer of our local, our goal is to enhance our working relationship with our school's administration team. We want to work together with management to increase morale and empower others to grow in their profession.

Since beginning my TLI journey, I have stepped out of my comfort zone by applying for the NEA Award for Teaching Excellence. And although I was not selected for the award, I am proud that I made myself professionally vulnerable. Doing so has led to my growth in self-reflection and courage. I will also continue my work with NEA's Educator Voice Academy and AFT's Women's Rights Committee.

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

During the TLI process, I really appreciated the face-to-face meetings with other fellows across the country. I appreciate learning how others are successfully making a change in their schools and communities, as well as the challenges they face. Also, having direct contact with my TLI coach through ZOOM meetings, emails and texts was invaluable. She was very attentive and responded in a timely fashion to all of my questions and concerns. She guided me through my own journey as an adult learner.

Although COVID-19 changed the way content was delivered to staff and students, we were still able to begin the performing stages of group processes and cultivate socially just learning environments. We were successful by providing combined activities for staff and students in both departments and we were able to provide accessibility to all by planning for the individual needs ahead of time (Evidence A). Through the adult learning competency, I was able to work online with other colleagues to utilize their unique areas of expertise in the fields of educating deaf, hard of hearing, blind and low vision students (Evidence B & D). Both the TLI curriculum and my chosen capstone project increased my understanding of how my school addresses diversity, equity and cultural competence. It has also caused me to reflect on today's climate and my own understanding diversity, equity, an cultural competence. The capstone project also brought myself and my TLI partner to the table to work with our administrative team on shaping next year's programming in "Cultivating a Socially Just Learning Environment" and in "Facilitating Collaborative Relationships" within out instructional leadership competency area (See Evidence A on the Do page and Evidence A & C on the Reflect page).

For me, the most valuable part of the TLI process has been seeing the positive change and success of children in the classroom when they have been scheduled in mixed sensory classrooms. Teachers have risen to the occasion and put kids first, while adding more tools to their toolboxes when it comes to teaching and making the curriculum accessible for all our deaf, hard of hearing, blind, and low vision students- this is best practice at our school. Through the TLI process, I have learned how to reflect on my own skills and progress. I am eager to continue improving my leadership skills and I look forward to future opportunities to lead.

Mission statement:

I will inspire my students to want to learn. I will motivate my students and teach them the appropriate skills to advocate for themselves so they will be productive and contributing members to our society. I will meet my students where they are and differentiate my instruction to give them every learning opportunity possible.

What do you envision for your legacy?

• To know I was important in the lives of my students. To know I taught them how to be productive members of society (their community)

• That I made my school better.