Teacher Leader Experiences
TLMS Domain 1:
Fosters a Collaborative
Culture to Support
Educator Development
and Student Learning
TLMS Domain 2:
Accesses and Uses
Research to Improve
Practice and Student
Learning.
TLMS Domain 3:
Promotes Professional
Learning for
Continuous
Improvement
TLMS Domain 4:
Facilitates
Improvements in
Instruction and
Student Learning
TLMS Domain 5:
Promotes the Use of
Assessments and Data
for School and District
Improvement
TLMS Domain 6:  I have worked with colleagues to host English Learner parent nights and workshops
Improves Outreach
and Collaboration
with Families and  Participated in a culturally responsive teaching workshop.
Community
TLMS Domain 7:  My colleagues and I work together with English Learner Teachers and Special
Advocates for Student
Learning and the
Profession  Whenever there are conference opportunities available – locally or not – I try an
 In staff and department meetings we discuss school needs in order to advocate for
 Collaborate across content areas and departments in order to gain broad
perspectives when problem solving.
 Colleagues and I observe each other’s lessons and provide feedback. This is
especially useful when we are implementing new teaching strategies or working on
classroom management.
 Work with novice teachers, sharing best practices and resources unique to our
school and campus.
 In PLCs, I work with colleagues to research evidenced-based strategies for
improving student outcomes.
 Participate and lead PLCs where colleagues and I reflect on and analyze data to
drive instructional practices.
 Set data-driven goals with colleagues and check in regularly to measure growth
and offer feedback for improvement.
 When observing colleagues, we debrief using data from the classroom – not
subjective observations. Some things we note are frequency of interactions,
observed strategies and opportunities for academic reading, writing, listening and
speaking.
 In order to meet with colleagues more often, across departments, and sometimes
across multiple campuses, we use technologies such as Google Hangout or Zoom.
This provides a virtual meeting space where we can both have conversations and
share presentations, without leaving our classrooms or school sites.
 When PLCs first started happening, a group of teachers and I advocated for
sufficient time and space to meet regularly to our leadership team.
 I engage in reflective dialogue with both my colleagues and mentor teacher
regularly. These conversations are rooted in reciprocal observations of each other’s
practices and reflection on our own practices. We also discuss evidenced-based
strategies to apply to meet the needs of our students.
 Last semester, I gained a lot of knowledge about available ed tech and shared
those resources with colleagues in PLCs. I have also used the tech to present
information to colleagues and to facilitate more engaging and collaborative
experiences in our meetings.
 I try to work with the English Learner and Special Education teachers as much as
possible to share best practices and inclusion strategies for all learners. Working
with these teachers helps me address issues of equity and diversity that I may have
overlooked unintentionally.
 In PLCs colleagues and I work together to norm our grading and rubrics using
student work samples.
 When we are reviewing student data as a group, we employ the phrase “be hard
on data, and soft on people.” This norm reminds us to be objective and solution-
based. It also reminds us that there are people attached to these numbers and we
need to be respectful of that when hypothesizing about achievement data.
 I have worked with our district curriculum developer, of our independent studies
courses, in order to apply design thinking strategies and work to create a prototype
for new Student Activity Workbooks.
in order to engage our parents of English Learners and bring them in to the school
community to help with decision-making.
Education teachers in order to incorporate inclusive strategies into our curriculum
and meet the needs of all learners.
organize a team of teachers to attend and apply through our school, for
reimbursement.
improved service to families and students.
 Teacher Leader Goals
I will develop my leadership in using assessment data for school improvement.
GOAL: Use student benchmark assessment data to drive instructional decisions for increased student achievement.
RATIONALE: As noted by SEDL, Using student assessment data can provide information about what students know
and still need to know in order to meet academic goals for learning.
NBPTS: Proposition 3: Teachers are responsible for managing and monitoring student learning.
TLMD: Domain 5. Promoting the Use of Assessments and Data for School and District Improvement.
OBJECTIVE: Work with colleagues to disaggregate school wide Lexile Measure data in order to improve outcomes
across the content areas, plan for instruction and monitor student achievement. (short/long term).
TEACHER INQUIRY: I will develop my skills in facilitating data-driven instructional planning through my teacher inquiry.
I will develop my leadership in curriculum development and selection.
GOAL: Participate in development and/or selection of curriculum that is pedagogically appropriate and includes
inclusive strategies for all learners.
RATIONALE: Alsubaie argues Curriculum development should be viewed as a process by which meeting student
needs leads to improvement of student learning.
NBPTS: Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students.
TLMD: Domain 4. Facilitating Improvements in Instruction and Student Learning.
OBJECTIVE: Participate in Design Thinking groups in order to improve our independent study curriculum, so that it
includes inclusive strategies for a variety of learners, including English Learners and students with disabilities. (short
term) Engage in monitoring the implementation and impact of curriculum on our independent study populations.
(long term)
I will develop my leadership in professional development
GOAL: Provide appropriate mentoring and training relationships for new teachers.
RATIONALE: Holloway presents research findings that a focused, systematic mentoring program has a positive
influence on the performance of new teachers—and is advantageous to mentors as well.
NBPTS: Proposition 5: Teachers are members of learning communities.
TLMD: Domain 3. Promoting Professional Learning for Continuous Improvement.
OBJECTIVE: Serve as a mentor for a new teacher or struggling teacher seeking guidance in my areas of strength.
(short/long-term).