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Artifact #6: What, Exactly, Classifies Someone as a Leader?

(TE
872)
Goals: 2, 3
Standards: 3, 6
This final artifact comes from my last (completed) MATC course,
TE 872, the capstone course. This artifact is unlike the others in the
sense that it shows how this course allowed me to look at myself
through a completely new lens. The whole class was designed with
teacher leadership in mind, and at the start I had a hard time viewing
myself as a teacher leader. Even after four full years, I still felt new at
this career. However, with much reading and exploration into what
leading could look like in all of its many forms, I realized I might just
have what it takes to lead. This artifact dives right in and takes a close
look at what could be considered leadership: leading students with
instruction of academics and citizenship, leading a building or district
by accepting a department head or chair position, leading a movement
by being a committee member, or leading colleagues by mentoring or
simply offering materials or even advice. Leading doesnt have to be so
formal, as long as it functions to better the school environment by
providing support and knowledge, to keep everything organized and
flowing properly, and to give the students the very best education
possible (p. 2). In this final artifact, I actually go back to the concept
where I began in Artifact #1 with teacher attrition rates and the factors
causing people to leave the field. My point in coming full circle here is
not a coincidence. Leaders usually become strong leaders by first
being led for a time (p. 4), and this can only happen if teachers
remain teaching and develop their skills to their fullest potential. So we
must do our best to stand up to lead in any way we are capable, in
order to support not only our students, but each other as well. The rest
of this artifact show direct examples of how I started my career as an
intern being led all the way up to now, where I try my hand at
leadership in various forms.
This artifact needed to be included in my portfolio because I
believe it says a lot about my future as an educator. Leadership is
going to continue being a personal and professional goal of mine as I
have a strong desire to do my very best for every student who enters
my classroom for years to come, and to stand by my colleagues
through leadership for the betterment of our school. I want to hone the
skills I have learned and then pass them along to younger teachers
over time (Goal 2). I have worked closely with a team of teachers this
school year, and through Professional Learning Communities we have
shared wonderful ideas and techniques and have all grown to better
serve our students (Goal 3, Standard 6). Through committee
membership in my building, I also have had many in depth discussions

about different frameworks and theories we would like to apply to both


our schools building-wide behavioral management and our ESL
department structure. We are preparing for possible changes if we, as
a team, conclude that these changes could help us to better serve our
students (Standard 3, Standard 6).

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