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Standard 1

Reflection

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Standard 8 Reflection

Seattle Pacific University’s Standards for Teacher Leadership Standard 8 states that teacher leaders “ present professional practice for the review of colleagues .”  This standards summarized the entire experience of our teacher leadership program.  We have been given opportunities to reflect on our teaching through recording various teaching strategies and seek feedback from colleagues, practice coaching techniques, and also get feedback from various research, papers, and presentations around a specific educational topic.   At the beginning of the course, you can read about my initial reflection here .  This is where I engaged in self-reflection to identify the areas of focus I had for this program in regards to my district’s instructional framework, Danielson.  Since this course, I have had many opportunities to expand my knowledge in my self-selected area, Domain 3, along with all Danielson domains.   Survey of Instructional Strategies is the course...
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Communication & Collaboration- Initial Reflection

While each model of distributed leadership had clear differences, they all seemed to base their ideas on the premise that leadership can take place within a variety of contexts and are not limited to just one specific person or role.   This is also true of my experiences in a school setting.   I related most to Ogawa, Pounder, and colleagues' model of leadership as an organization-wide resource of power and influence.   There are various types of leadership within our building and my district, each which comes with its own set of power and influence.   While certainly administration holds a significant amount of power and often times influence as well, certain teachers in our building share and equal amount of influence, especially with other colleagues and with parents.   I also related to this model's criteria for effective organizations, particularly being able to control relationships within an environment and building a sense of commitment amongst sta...
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Survey of Instructional Strategies- Reflection

Over the course of this quarter, my confidence in using and naming instructional strategies has drastically increased.   While I already had knowledge of many of these strategies under my belt prior to taking this course and used them frequently, I was not in a position to effectively teach them to others or even collect data on them within my own teaching.   One of the most powerful pieces to my learning in this course was being able to put a name to the strategies that I’ve previously found successful within my own teaching.   With now having the increased knowledge of names of instructional strategies, areas in lessons and units that they are most effective, and an ability to take data of them, I am able to have meaningful conversations with other educators.   I also have more tools for my teacher leader “toolkit” as far as guiding teachers to effective, research based strategies that help further student learning.   In addition to the deep dive in...
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