Leadership & CollaborationÂ
Leadership & CollaborationÂ
InTASC Standard #10
My teacher training has strengthened my ability to collaborate, communicate, and step into leadership when needed. Throughout my field experiences, I worked closely with my mentor teacher, supported multiple classrooms, helped with grading, monitored behavior, circulated during lessons, and assisted students one-on-one. I also collaborated with grade-level teams and staff members to ensure that instruction was aligned, student needs were met, and classroom environments stayed productive.
In addition to collaboration, I demonstrated leadership by designing lessons, leading discussions, supporting transitions, and stepping in when my mentor teacher needed assistance. My involvement in campus organizations, the Building Bridges program, and my experiences teaching across grade levels have further shaped my leadership style. Standard 10 highlights my commitment to uplifting the teaching profession, supporting my colleagues, and taking initiative to create positive learning experiences for all students.
Strength: I collaborate effectively with other teachers by assisting with grading, supporting behavior management, helping with instructional planning, and stepping into classrooms when colleagues need additional support. I contribute positively to team discussions, share strategies, and communicate clearly with staff. During reviews, routines, and classroom circulation, I take initiative and demonstrate growing leadership skills. My willingness to help, adapt, and take responsibility shows that I am dependable, team-oriented, and ready to contribute to a collaborative school culture.
Weakness: I am working on taking initiative earlier during instruction rather than waiting until assistance becomes necessary. At times, I wait for cues or explicit direction before stepping into a leadership role. I want to become more proactive in identifying moments where I can support instruction, anticipate teacher needs, or enhance student engagement without being prompted. Strengthening this skill will help me grow as a confident instructional leader who contributes consistently and intentionally to the success of the classroom team.
Throughout my student teaching experience, I consistently demonstrated professionalism, responsibility, and a commitment to growth, which is reflected in the feedback I received from my mentor teacher. Their observations highlighted my willingness to take initiative, accept constructive feedback, and implement new strategies to improve my instruction and classroom practice. I regularly communicated with my mentor to reflect on lessons, ask questions, and seek clarity on best practices, showing that I value collaboration and professional dialogue. This feedback strengthened my understanding of my responsibilities as an educator and affirmed my dedication to continuous improvement. Including my mentor’s feedback demonstrates how I engage in honest self-reflection, uphold professional expectations, and actively work to strengthen my skills in service of my students.
During my teaching experience in Ghana, I demonstrated leadership and ethical practice by engaging with students in a culturally responsive and respectful way. Teaching in a new environment required me to adapt quickly, listen deeply, and honor the cultural norms of the community. I worked with multiple classrooms, guided students through lessons, and supported their learning with patience, empathy, and intentional communication. This experience strengthened my ability to lead with integrity, build relationships across cultural differences, and create learning spaces where every student feels seen and valued. Teaching internationally helped me grow as a reflective practitioner and reaffirmed my commitment to uplifting young people with care, honesty, and professionalism.
During the World Scholars Program trip to Brazil, I worked alongside school leaders, staff, and community partners to support our middle school students in an international learning environment. My role required constant communication, shared decision-making, and collaboration to ensure students felt safe, supported, and engaged. I partnered with colleagues to navigate cultural and language barriers, helped structure daily learning activities, and contributed to building a responsive environment where students could thrive academically and socially. This experience reflects Standard 10 because it demonstrates my ability to work effectively within a professional team, uphold shared responsibilities, and engage with broader communities to enrich student learning. Through this trip, I strengthened my understanding of how educators collaborate across contexts and cultures to provide meaningful, equitable experiences for all students.
This artifact highlights my leadership roles within the School of Education Council, where I organized professional development events, led Praxis study halls, and supported SOE students academically and professionally from freshman through senior year.
Throughout my time at Howard University, I have demonstrated consistent leadership and ethical practice through my service on the School of Education Council. Since freshman year, I have taken on roles that allowed me to support, advocate for, and guide other education majors first as the Freshman Representative, then as Secretary during my sophomore year, and now as Chief of Staff in my senior year. In these positions, I worked to create meaningful opportunities that uplifted our community of future educators. As a sophomore, I organized a major professional development event where I invited the founder of an independent school to speak with School of Education students about opening a school, leadership in education, and summer employment opportunities in Chicago. During my junior year, I led multiple Praxis Core study halls, created study plans and presentations, and provided academic support so SOE students could succeed on their licensure exams. This year, I have continued that work by helping students prepare for and pass the Praxis II exams needed for graduation. Through these leadership roles, I have shown a deep commitment to ethical responsibility, service, and supporting the academic and professional growth of my peers embodying Standard 10 both inside and outside the classroom.