Context

Connecting Self-Assessment to Context

It is important to recognize our own biases, experiences of privilege, and personal values. When we reflect on these areas we become more aware of our connections with those around us in our communities. In order to be successful in my Capstone Project, it is crucial for me to seek input from those who have different experiences than me. It is also important for me to engage proactively with hidden and/or subtle equity issues that have not gained major attention and be aware of my own slight biases. In order to dig deeply enough to solve the problem of supporting teachers, it is important for me to consider teachers at all grade levels, not just elementary. I need to listen to a variety of experiences in many different settings to see what common themes emerge as ways to support teachers at varying points in their careers. 

The first overarching competency I chose was Communication. I believe I have started at the “developing” stage. I take time to make sure that my messages to colleagues are well composed before sending them out. I am also able to advocate for teachers by sharing their concerns and stories in a professional way with the appropriate people. Communication is important to my project, especially since the goal is to advocate for a shared vision with a broad audience to pursue a positive change. 

The second overarching competency I chose was Interpersonal Effectiveness. I believe I have started at the “developing” stage. As a Building Rep for the Billings Education Association, I am constantly building relationships with my colleagues. They trust me with confidential information and I am able to guide them to the proper channels to handle any issues. My project benefits from building trusting relationships with stakeholders to help reach a shared vision. 

The foundational competency I have chosen is Diversity, Equality, and Cultural Competence: Explore and Challenge Inequity. It is important to engage effectively with diverse people and groups to gain understanding and give rise to equitable environments. This is an area that I feel I have some experience with as an educator. I teach at a school with a diverse population, and feel that I am constantly reflecting on my own practices in the classroom to make sure that all students are given an environment that positively reflects their cultural differences. At the start of this project I would rank myself as “developing.” 

The leadership pathway I have chosen is Association. The specific competency I focused on was Organizational Effectiveness: Leading with Vision with an “emerging” level at the beginning of my project. I am interested in becoming more involved with my teacher’s union because I want to work towards meaningful, positive, and productive collective action to help improve working conditions for teachers and schools. While I value the union’s vision and mission for myself, I have not yet taken on a leadership role in this area.   

Connecting Assessment of Diverse Stakeholders to Context

My association, the Billings Education Association, includes a vast set of diverse members. We represent public school educators in grades K-12 who come from a variety of backgrounds. There is a Board of Directors, as well as various subcommittees, who work to support educators in Billings. I serve as a Building Rep and meet with the Billings Education Association once a month. I am responsible for reporting back to our school staff, as well as bringing their concerns to the union. I also sit on the Political Action Committee. I believe that my mindset will evolve during the TLI process. As I learn more about myself and grow in my leadership abilities, I foresee myself taking on more responsibilities to help guide the vision that I am creating in this project. 

Educators come from all different backgrounds. It is vital that we meet teachers where they are and support them to keep high-quality educators from burning out and leaving the profession. We know that the thing that makes the greatest impact on students is not the curriculum or school building, but the classroom teachers. I want ALL teachers to feel supported, regardless of grade level, Title vs. non-Title, and years of experience. 

Context Artifact 1

TLI Coaches Capstone Approval Form