Hannah Day

TLMS Goals
6 May 2016

The purpose of this document is to be revisited periodically as a topic of reflection on the use of
the Teacher Leader Model Standards as a new teacher. This document contains goals for each
domain and examples of each domain that I have previously seen. My intent is, by the end of
my first year teaching, is to have documented- in a blog, Google Doc, etc- each of the TLMS
domains and how I have applied them.

Obviously reflection is always a key part of growth. I feel that by documenting my growth as not
only a teacher, but a teacher leader, will be helpful to look back on as an experience teacher
leader. The novice and raw goals I have for myself as a teacher leader hold an integral part of
my journey.

Domain I: Fostering a Collaborative Culture to Support Educator Development and Student

Learning: Group Processes, Effective interpersonal skills, Facilitation Skills, Inclusive culture,
Use of knowledge and understanding for effective interactions

Example: https://www.youtube.com/watch?v=GPeeZ6viNgY The environment I experienced at

ASB in general! The use of the stacked schedule and extensive use of collaboration to have
aligned classrooms and rubrics.

Adaptive schools techniques brought in by the staff at ASB after a week long training.

Goal: I will be able to put out a fire when problems arise in groups. I will be able to have a
toolbox of techniques. In turn, I will be modeling proper behaviors in group collaboration. Lead
by example. I will utilize the balcony view of meetings and issu. I will look at things using the
bigger picture and put issues into perspective that those involved may not be able to.

I will be able to understand how adults best learn and employ that knowledge into PD work and
group work. I will build an inclusive environment by recognizing all parts of the group as
important and vital to the final product. I will be sure to highlight the student needs as the
purpose of the group collaboration. I will use the example I experienced at ASB of going around
the group and sharing what each member feels is their most important asset in relation to the
group and its cause and discussing each other's strengths.

Domain II:
Accessing and Using Research to Improve Practice and Student Learning: Shows teachers how
to find data, Helps analyze the data, interpret results, apply improvements to T&L, Collaboration
with higher ed institutions/organizations,Supports colleagues in data analyzing and
communication.
Example: At ASB, showing each teacher how to access MAP test scores and IB scores. As a
group, teachers analyzed data and collaboratively comes up with solutions to problems and
addresses accomplishments- no matter big or small. Also, ASB created its own research and
standardized assessment for their Writing Across the Curriculum Initiative.

Goal:
I will be competent in the school data (across curriculum) and understanding how to improve
weaknesses.

I will divide roles and responsibilities of data interpretation and strategies for improvement
among teams (I will use the coaches and specialists in the building).

I will celebrate all accomplishments and growth, no matter the size or extent.

Domain III: Promoting Professional Learning for Continuous Improvement: Plan PD that is
relevant to school goals, job-embedded, team-based, over time, identifies and responds to
diverse learning needs of teams, utilizes technology, collects/analyzes data on professional
learning correlated to student learning, overall advocate for professional learning, keeps up to
date about emerging education trends.

Example: ASB invites Thomas Guskey to speak to Middle School staff about nuanced ideas in
standards based grading.

Fionas discussion/prezi on the Professional Learning Community at ASB. https://prezi.com/

fmpmgvayy-lp/professional-learning-culture-nto/

Goal: Even at a smaller department level, I will introduce professional learning ideas that are
captivating, relevant, and applicable to be discussed and integrated into day to day practices.
Any teacher can do this (in fact, I as the leader could encourage all to participate in this).

Domain IV: Facilitating Improvements in Instruction and Student Learning, Collects classroom
and school data to identify ways day to day routines can be improved in T&L, encourages
reflection through practice, dialog and observation, supports colleagues reflection and growth
(mentor)- guides to better practice, vetted in instructional strategies recognizes situations in
which they may apply- keeping student learning as the focus.

Example: Wednesday Walk Throughs at ASB in which any teachers who have a free block will
walk through all classes going on in their respective schools (high, middle, lower) with their
respective administrators and write reflections for the teachers.

Buddy systems at Oberoi that I will soon learn more about! I am hoping to be a buddy in years
to come.

Pip Curtis and her meetings with me as a student teacher at ASB. She had a graphic organizer
with goals for myself as an educator and as part of the team at ASB.
Goal: I will make a priority to watch and reflect upon other classrooms regularly- even out of
content; with the approval of the classroom teachers.

I will practice different techniques in reflection personally and with colleagues providing
resources and coaching. In addition, in reflection sessions with adminstrators, I will be be able
to recognize their techniques and strategies and be able to apply them in the future.

Domain V:Promoting the use of assessments and data for school and district improvement: Up
to date with current research on classrooms and schools modes of formative and summative
assessment tools, encourages colleagues to align assessments with standards, fosters a
climate that allows critical reflection on teaching and learning based on data.

Example: Meetings at ASB with all social studies teachers 6-12 on aligning assessments and
researching the horizontal curriculum.

WIDA goals and assessments for ELL students at ASB. The WIDA team (made up of teacher
leaders like Luke Wayne and specialists in ELL like Evelyn Marolf) created an assessment to
administer to ALL students to gauge where the ELL students are within the whole student body
in terms of writing and reading skills in English.

Goal: I will be a lifelong learner, and I will be sure that I am researching new ways to assess
students using standards at my school integrating school-wide initiatives.

I will take part in committees and play key roles on them.

I will, by using team building techniques and building positive relationships, allow for teams to
be able to openly critique themselves and the school as a whole in a productive manner after
analyzing data.

Domain VI: Improving Outreach and Collaboration with Families and Community: Understands
the community in which the school operates including colleagues, families, and outside, models/
Teaches effective communication and collaboration with families focused on student
achievement, works with colleagues to gain a better understanding of the community culture
and developing strategies to communicate with families, works with whole community to
address educational needs.

Example: Holding events to build a stronger bond between the school and the community
(Diwali festival at ASB and school carnivals at Iowa local elementary schools).

Students leading community service work at ASB and teachers facilitating as partial fulfillment of
their CAS program and Global Citizenship Diploma.

Goal: I will be able and comfortable in communicating school and classroom goals, progress,
and ideas with families and community members.

I will be familiar with service projects to improve the society in which my students live and
interact with. I will be a facilitator for student service work in order to improve their community
and gain empathy.

Domain VII: Advocating for Student Learning and the Profession: discusses with colleagues
about how national/local issues and trends will affect classroom, researches and advocates for
new teaching and learning process to meet the needs of students, seeks out additional
resources to meet the needs of students, advocates for teacher resources that will help support
student learning.

Example: Student Success meetings at ASB in which each week all grade level teachers
discuss students of concern and are open to advocate for students.

At ASB, EAL teachers presenting on best ways for classroom teachers to help adapt to students
with a low proficiency in English.

Goal:
I will be educated on new and relevant resources for teacher development to specifically help
our student body including new instructional techniques, research, and technology. To do this I
will be sure to subscribe to education journals and dedicate a regular amount of time to learning
more about teaching and learning.

At an international school, I will be aware of surroundings and global forces impacting the wide
diversity of student body.

In faculty meetings, I will advocate for students who need extra support without any hesitation.