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As we think about how we are expected to model and promote a growth mindset, it reminds me that this role is not meant to be permanent. On the contrary, it should be a role that evolves and changes hands over time. By doing so, we ensure that every teacher has the opportunity to step into leadership at some point during their journey at ANS. This way, we are not only fostering growth in our students, but also in ourselves as educators and leaders.

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Sensitivity to and respect for the diverse backgrounds and perspectives of students, families, and staff, fostering an inclusive environment where all feel valued and supported. (This makes me think of new teachers, and how we are embracing their expertise and experiences).

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Supports the onboarding process during the first 6 weeks of school and throughout the year as needed.

I would like to know what "supports" looks like and feels like. Maybe adding a list of things that we can support with (eg. Weekly Letter, Homework, Parent Communication)

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Serve as an instructional leader by keeping the Community of practice and HITS at the heart of collaborative discussions.

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This is something I feel strongly about, as we not only should think about the perspective and backgrounds but also the learning styles of our collegues and students, and the need for being open to collaborate with the different backgrounds our teams provide.

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One aspect of the grade leader job description that really resonates with me is the emphasis on empathy: modeling and promoting excellent interpersonal skills. As teachers, we are role models for our students, and the way we interact with one another sets the tone for the classroom and school community. Leading with empathy is not only essential for supporting colleagues but also for showing students what respectful and compassionate relationships look like.

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I like to inspire and motivate colleagues by:

Showing visible passion for teaching and student success.

Recognizing colleagues’ efforts in meetings or emails.

Connecting team goals to the bigger school vision so colleagues see meaning in their work.

Celebrating colleagues’ strengths, making them feel valued and capable.

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To explain in other words what multicultural competence means.

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I deeply value is the emphasis on having a deep understanding of the needs and challenges of students within the assigned grade level. We should never lose sight of the fact that we are here to support all students, no matter how they come to us. Our focus should always be on setting them up for success and creating opportunities for them to achieve positive outcomes. As grade leaders, it's our responsibility to model this mindset and approach for our colleagues, fostering a team culture that prioritizes student growth and well-being.

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The focus on capacity building and promoting a growth mindset really stands out to me, and I fully support the idea of modeling and encouraging professional growth. I'm curious, though how do we navigate situations where a teacher is showing very little effort or resistance to growth? What are the expectations for a grade leader in terms of supporting that colleague, and when does it become appropriate to escalate or seek additional support?

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Ability to inspire & motivate others. Show sensitivity and respect for diverse background and be a facilitator

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Fostering an inclusive environment where everyone feels valued

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Authentic Collaboration with Vertical Teams

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Authentic Collaboration with Vertical Teams

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I want to emphasize Collaboration with Verticle Teams. I have always thought that alignment is key for consitent and long term lasting goals that will have great impact on the student body. I would like to further explore opportunities to work with and create learning opprotunities that all parts will benefit from.

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I want to piggyy back on what Ms Cookie is mentioning here. Maybe even a checklist of things that as seasoned teachers at ANS may come natural, will not to new teachers. The daily/ weekly/ monthy... tasks, housekeeping that needs to be done, there are many minute yet incredibly important details that would benefit new teachers, if the knew before begginning.

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Serve as a model for growth mindset and reflective practice.

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Serve as a model for growth mindset and reflective practice.

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As leaders of the community, and yet sometimes entrusted with heavy tasks, our mindset has to be one of growth. As such, when found in a place as a leader with a fixed mindest, it is when we must be ready to, as leaders, colleagues strive to continue to enable ourselves and each other to opens up and help each other reset that fixed mindset to a growth mindset.

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I would like further clarity: Coordinate communication among the team including; parents and other stakeholders around student learning.

What communication does this include?

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One area that is worth highlighting is the idea to: Serve as a model for growth mindset and reflective practice.

Slowing down and taking the time to actively reflect is incredibly powerful and something I often struggle with.

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I would like to continue exploring what it truly means to be inquiry-based to model and promote curiosity and open-mindedness.

Too often, we lean into what we have always done simply because it feels easiest or most familiar. By intentionally questioning, seeking new perspectives, and remaining open to possibilities, we can strengthen both our practice and our students’ learning experiences.

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I am motivated that GLL is founded on collective teacher efficacy, the most powerful condition for impacting student learning. If we can strengthen this together, our impact on students will be truly limitless.

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I value that the GLL role encourages a growth mindset by helping teachers and children try new things. For example, suggesting a new activity during community time or supporting children as they build a taller block tower. I also value the focus on cultural competence, like choosing storybooks, songs, and activities that show the different languages, traditions, and experiences of all children. These practices help teachers and children explore new ideas, think about what works best, and solve problems together.

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The part about “supporting the onboarding process during the first 6 weeks and throughout the year” could be clearer. In Pathways, we use the “I do, we do, you do” method to help teachers learn step by step. It would help to explain what makes the first 6 weeks different from the rest of the year and how we know when a teacher is ready to take on responsibilities alone.

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I like that the GLL role includes a coaching cycle. It gives me support I can count on, especially as we will start using Heggerty. It helps me feel confident to grow, reflect, and try new strategies with students.

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Serve as a model for growth mindset and reflective practice.

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Serve as a model for growth mindset and reflective practice.

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Trying new teaching strategies, even if they aren’t perfect. Encouraging a culture of continuous improvement, and building trust and authenticity within my team.

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The opportunity to collaborate deeply with the team. It's incredibly motivating to create a space where teachers feel supported, heard, and inspired to grow together. Leading conversations around student data, instructional strategies, and shared challenges allows us to align our practices and amplify our collective impact on student learning.

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What will data-driven decision making look like in Pathways this year, considering that last year we did a K4 data wall in Trimester 3 to track students’ starting points in Kindergarten?

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GLL position is about modeling and fostering a culture of professional learning and collaboration.

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Commit to ongoing professional development, including participation in at least one coaching cycle per year and professional learning opportunities.”
This makes the expectation more direct and actionable.

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Motivating colleagues is something that inspires me, but I also see it as a big responsibility that requires constant effort. It’s not something that can be taken for granted. As a GLL, you not only need to be supportive but also motivate the team to accomplish tasks and meet expectations, while at the same time advocating for them, listening, and truly hearing their needs. This balance of encouragement and advocacy is essential because it’s how you support others, and it has a direct impact on their motivation.

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En mi equipo de trabajo me gusta fomentar el respeto , la colaboración, la comunicación efectiva para fortalecer nuestro entorno seguro. Esto, nos ayuda a modelarlo en las clases con nuestros estudiantes.

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Dedication to ongoing professional development and a willingness to stay informed about best practices and innovations in education to enhance your effectiveness as a Grade Level Leader continuously.

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Supports the onboarding process during the first 6 weeks of school and throughout the year as needed.

I believe we need more resources, such as time and classroom support, to truly help our colleagues in the best possible way.

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Capacity Building is something I feel strongly about. I encourage a growth mindset by showing that mistakes help us learn and grow. I support students in becoming more independent and confident, and I work with colleagues by sharing ideas and learning together.

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Something I truly feel valued and motivating about is empathy: I connect with students and colleagues by listening, understanding their perspectives, and responding with care and respect. By doing this, I foster an inclusive environment where everyone feels supported, heard, and valued.

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Demonstrated the ability to inspire and motivate colleagues, facilitate collaboration, and communicate effectively with stakeholders. I value authentic collaboration by building trust within the team, respecting different perspectives, sharing ideas openly, and working together to overcome challenges and achieve meaningful and purposeful results for both colleagues and students. I am eager to explore opportunities that strengthen team skills and create learning experiences where every student and team member can succeed, feel heard and that their ideas are taken into account.

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Me gustaría profundizar: ¿Cómo puedo mantenerme al día con las nuevas ideas y prácticas que el MINED propone, sobre todo con el formato de planificación? Esto con el objetivo de estandarizarlos.

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Me motiva la conexión del equipo en términos de colaboración y empatía, así como los momentos que nos han permitido fortalecernos y conocernos mejor, no solo en el área de Español, sino también como equipo de primer grado.

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I value a Continuous Learner Mindset because it helps us stay curious, open, and adaptable in a changing world. By seeking out new knowledge and reflecting on our practice, we grow both personally and professionally.