Continuum Of Emerging Teacher Leadership Formatted
CONTINUUM OF EMERGING
From: Leadership Capacity for Lasting School Improvement, L. Lambert
The Continuum of Emerging Teacher Leadership can help educators assess their own leadership actions
by helping them identify the skills and understandings critical to teacher leadership, as well as by
serving as a supporting framework for conversations related to coaching, mentoring, and professional
DIRECTIONS: Using a scale of 1-5 (5 indicating high level skills and understanding), rate your
personal growth for each of the indicators described below.
A. Adult Development
Defines self as interdependent with others in Engages colleagues in acting out of a sense
the school community, seeking feedback and of self and shared values, forming
counsel from others. interdependent learning communities.
Engages in personal reflection to improve Evokes reflection in others. Develops and
practice. Models improvements for others in supports a culture of self-reflection that
the school community. Shares views with may include collaborative planning, peer
others and develops an understanding of coaching, action research, and reflective
others’ assumptions. writing.
Engages in self-evaluation and is highly Enables others to engage in self-
introspective. Accepts shared responsibility evaluation and introspection, leading
as a natural part of the school community. toward greater individual and shared
Does not blame others when things go wrong. responsibility.
Consistently shows respect and concern for Encourages others to become respectful,
all members of the school community. caring, and trusted members of the school
Validates the qualities and opinions of community. Recognizes that the ideas and
others. achievements of colleagues are part of an
overall goal of collegial empowerment.
Communicates well with individuals and Facilitates effective dialogue among
groups in the community as a means to members of the school community in
create and sustain relationships and focus on order to build relationships and focus the
teaching and learning. Actively participates dialogue on teaching and learning.
Asks questions and provides insights that Facilitates communication among
reflect an understanding of the need to colleagues by asking provocative questions
surface assumptions and address the goals of that lead to productive dialogue.
Studies own practice. Knows the most Works with others to construct knowledge
current information about teaching and through multiple forms of inquiry, action
learning, and uses it to alter teaching research, examination of disaggregated
practices. school data, and insights from others and
from the outside research community.
Responds to situations with open-mindedness Promotes open-mindedness and flexibility
and flexibility; welcomes the perspective of in others; invites multiple perspectives
others. Alters own assumptions during and interpretations to challenge old
dialogue when evidence is persuasive. assumptions and frame new actions.
Actively participates in shared decision Promotes collaborative decision making
making. Volunteers to follow through on that meets the diverse needs of the school
group decisions. community.
Participates actively in team building; seeks Engages colleagues in team-building
roles and opportunities to contribute to the activities that develop mutual trust and
team. Sees teamwork as central to promote collaborative decision making.
Acknowledges that problems involve all Engages colleagues in identifying and
members of the community. Defines acknowledging problems. Acts with others
problems and proposes approaches to address to frame problems and seek resolutions.
the situation. Does not consider assigning Anticipates situations that may cause
blame to be relevant. recurrent problems.
Anticipates and seeks to resolve conflicts. Surfaces, addresses, and mediates conflict
Actively tries to channel conflicts into within the school and with parents and
problem-solving endeavors. Is not community. Understands that negotiating
intimidated by conflict, but does not seek it. conflict is necessary for personal and
D. Organizational Change
Develops forward-thinking skills for working Provides for and creates opportunities to
with others and planning for school engage others in visionary thinking and
improvements. Bases future goals on common planning based on common core values.
values and vision.
Is enthusiastic and actively involved in school Initiates innovative change; motivates and
change. Leads by example. Explores draws others into the action for school
possibilities and implements changes for both and district improvements. Encourages
personal and professional development. other to implement practices that support
school-wide learning. Provides follow-up
planning and coaching support
Appreciates own cultural identity and the Is committed to the value of cultural
cultural differences of others. Applies this differences and builds on those values.
understanding in the classroom and school. Actively seeks to involve others in
designing programs and policies that
support a multicultural world.
Is concerned for all children in the school Works with colleagues to develop
(not just those in own classroom) and their programs and policies that take a holistic
future educational performances. view of child development (e.g., multi-
grade classrooms, multi-year teacher
assignments, parent educations, follow-up
Collaborates with, supports, and gives Takes responsibility for the support and
feedback to new and student teachers. Often development of systems for new and
serves as master teacher. student teachers. Develops collaborative
programs between schools, districts, and
Is actively involved in setting the criteria for Advocates the development of hiring
and selecting new teachers. practices that involve teachers, parents,
and students to the schools, district, and
teachers’ associations; promotes the
hiring of diversity candidates.