Reflect

At which level in the progressions do you NOW place yourself for each of your four chosen competencies?

Overarching Competency #1: Reflective Practices- Performing, but moving into Transforming

Overarching Competency #2: Group Processes-Performing

Diversity-Equity-Cultural Competence: Collaborate Purposefully ~ Transforming

Policy Competency: Implementation- Developing

How did the TLI experience-both curriculum and Capstone Project- impact your growth as a teacher leader in each of your four competencies?

Overarching Competencies:

I believe my biggest area of growth occurred within the Group Processes and Reflective Practices areas. First, in the past, I have turned to the folks that "think like me" first, because it meant I could avoid conflict. Working through this project, I have learned that it's important to start with the folks that don't think like me, and that different thinking doesn't have to equate to conflict. In fact, I believe that if we are to eventually rewrite our policies, I'm going to need to work next to the folks that are most hesitant or even resistant. I'm going to need to listen to them, and learn from them. It is my hope that by being willing to have difficult conversations, we can eventually get all staff members feeling supportive of restorative practices, avoid the "close my door and do what I want" mentality that would undermine the efforts of others.

I have always been a reflective practitioner, but I learned a lot about supporting a group in "collective" reflection. Our virtual community circles gave everyone the opportunity to speak and to be heard, and to ask questions and voice concerns. It was a new way for us to process through decisions, and it was a successful start. I am curious to see what it will look like when we work through the process face to face.

Diversity, Equity & Cultural Competence:

Though this project focused on discipline policies at my building level, my first intention with participation in TLI was to encourage a conversation about equity, diversity and representation at our district level. Because I couldn't figure out a "safe" way into that work early in the year, I shifted my focus to something else that I knew needed time and energy. However, because of my participation in Leaders for Just Schools and TLI, I took two steps that were out of my comfort zone.

First, I requested that we look into the Leaders for Just Schools training for all staff. Initially, that was not acknowledged, but after the Montana ACLU report: "Empty Desks: Discipline & Policing in Montana's Public Schools" (see below,) my district brought together a diverse group of community members and district staff to create an "anti-bias" working group. (Since renamed I-VALUE: Inclusion, Action & Appreciation, Learning, Understanding Equity.) When we are able to meet again, our first priority is to learn, and then investigate the best way to train and support staff learning about diversity, bias and equity.

Second, I raised a grade level concern about curriculum materials, and the representation of Native Americans within several of our stories. I believe that the mandate to use some of these stories is harmful to our students because of the negative representation of Indians. The stories lead to big misconceptions, and have contributed to harmful language being used during a discussion in my teaching partner's classroom. (There are other problematic pieces, but I chose to start here.) After a short discussion with a district coach, our Indian Education Department began looking at all K-5 stories within the curriculum. Because enough teachers reported concerns, our Indian Education Department K-5 team was given time (during a district PLC, prior to remote learning,) to go over parts of stories they viewed as problematic, and offer either replacement stories, or ideas to supplement and show different perspectives. I don't think this conversation is over, as we were told to still use the problematic materials, but to address the concerns in different ways. (If the team is saying they felt harmed by the material, I believe that is reason enough to NOT use the materials.)

Policy Competency:

Early in my TLI learning, I planned to work within the Instructional Competency. I am sure I would have grown, but pushing myself to work within the Policy Competency meant I needed to learn something brand new to me. Policy is something I never imagined myself being interested in, thinking I have no voice or that I am not prepared to change the policy. I still have a long way to go, but I have learned more about how policy is created at both my building level, and at the district level. I recognize that there is much more to learn, but that I can be an advocate for change.

What evidence supports each of your claims?

In addition to the information explained above, and with my next steps, you can reference the Staff Feedback from the DO Section.

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

I will continue to support the learning and implementation of restorative practices in my building. I'm going to encourage our leadership team to look at our handbook and work on rewriting it to match our current mission and vision for our school. When other schools are ready, I will be ready to share our learning and our work, and support any district work toward restorative practices.

I will continue to be vocal and adamant about viewing current "mandated" curriculum with a lens on diversity, representation and equity. I will push for our Indian Ed Department voices to be HEARD and respected. If they see a story or piece of text as problematic, we can work together to find something that will better serve ALL of our students while providing mirrors and windows for learning.

I will continue to push for Anti-Bias, Anti-Racist work to happen via I-VALUE community/district working group. I have been vocal (and will continue to be,) about the LJS curriculum and the resource it could be for our district. I've taken a couple of classes online to learn more about bias, white fragility and white supremacy. I am a part of the Montana LJS team is working on finding ways to deliver this curriculum throughout the diverse groups represented by MFPE. This work will shape my interactions personally and professionally, as long as I continue to learn, and to be reflective about it.

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

This has been a great learning year for me, for many reasons. In the past, I've had moments and opportunities to lead. When I stepped down from a building instructional coaching position, my principal removed me from any building leadership roles I had. I was frustrated, but somewhat settled with the idea that I would be a background player for the rest of my career. When my Union president asked me about my interest in LJS, I was thrilled, knowing it was a topic I am passionate about and interested in, but also knowing that my Union viewed me as someone who could lead. My work with TLI has pushed me to become more reflective about my practices not only in the classroom, but as a building leader and a Union leader. TLI has pushed me to lead differently, listening outside of my comfort zone, and trusting myself to enter into challenging conversations and situations safely. I believe that my TLI work helped me approach building a relationship with my new principal differently. I tried to lead by doing, rather than by showing. In our last staff meeting, my principal shared an appreciation for each and every staff member. He told me that he appreciated the way that I reflected on my own learning as much as my student learning, and that I was able to lead while listening. That was a reassuring statement that I'm headed in the right direction.

I've always had an interest in pushing my own learning. TLI was a great vehicle to make that happen this year, and a great way to help me better support the learning of my colleagues.