Leadership standards connection: *The teacher leader is knowledgeable about the

design of assessments, both formative and summative. He or she works with

colleagues to analyze data and interpret results to inform goals and to improve
student learning.
This semester I have had the opportunity to serve on the
Leadership Team. Being apart of the Leadership team has been a great
learning experience. It has taught me how to organize events, organize
and assess data on a level that I never had. During the semester I have
had the chance to develop some amazing relationships with my peers
and work with administrators. The opportunities that have come from
being apart of this team have been amazing and I am extremely
grateful for them.
The team I am on is Morning Intervention. We were responsible
for organizing, and collecting data that was gained from the students
being served in Morning Intervention. Being apart of the Morning
Intervention team and being a leader on the team was a large
responsibility. I have never helped organize something on this caliber
before so it was completely new to me. Throughout the course of the
semester I attended several meetings with the assistant principle at
Trace Crossing, Mrs. Stone and the Title One teachers. Meeting with
them gave myself and my other team member valuable information
pertaining to, organizing the classroom and procedures that would
need to be followed regarding the students we would be severing.
Once getting this information we discussed it with our committee
members, professors, and peers. The overall goal was to improve
students reading, writing, and spelling skills.
In order to do so, we would select the assessments we believed
would best determine how the students felt about reading as well as
their interest regarding other academics, how they liked to learn, and
their overall interest. These assessments were very important and
would guide us in deciding how best to teach the students. Various
assessments were given as well to determine the students ability in
reading, writing, and spelling. Using these assessments allowed us to
determine the area the students needed assistance in and what form
of instruction was needed. Myself and the other team member would
analyze the collected data so it could be readily available for our peers.
The Morning Intervention committee worked together in creating a
bulletin board with the scores from the Garfield reading assessment
and the Student Inventory assessments. These are all assessments we
believed would be best for the first assessment. It was important for us
to share this information with the class so they could potentially use
the information to create lessons and activities for their students.
I believe this experience has allowed me to grow as a student
and a leader. Before being apart of this team I didnt like speaking to

large groups and would be very nervous when having doing so. Now, I
am more confident in my speaking and have developed relationships
with my peers that I did not have before. Even though at times being
on this team seemed difficult and stressful I loved all the experience I
gained from it and have learned valuable lessons pertaining to
assessments, collecting/ analyzing data, and using data effectively. I
am looking forward to next semester and believe that the Morning
Intervention team will be even better. I loved working with the Trace
Crossing students and I am grateful for the relationships that I have
grown with them. I am very optimistic for the next semester and am
hoping to be even more involved and be a better leader for the future.