The LeaderDNA Assessment™
The LeaderDNA Assessment™
LeaderDNAThe LeaderDNA Assessment™
Teacher Leader Readiness Assessment™

Is this leader
ready to lead peers?

A ten-dimension K-12 building readiness scan. Evidence, not vibes.

Prepared for
Alex Rivera
July 15, 2026
Overall
191 / 250
Moderate Leadership Readiness
Ready with a focused semester of coaching.
01 · Executive Summary

School leader readiness overview

Alex Rivera, your overall Teacher Leader Readiness score is 191 out of 250, which places you in the Moderate Leadership Readiness band. Ready with a focused semester of coaching. Your strongest dimensions are Instructional Credibility, Curriculum & Assessment Fluency, PLC & Team Facilitation, and the highest-leverage development priorities are Collaboration & Conflict Navigation, Influence Without Authority, Sustainability & Boundaries. The pattern below describes the teacher-leader you are today and the specific moves that change the trajectory over the next 90 days.

Readiness recommendation
Alex Rivera, you are ready to step into teacher-leadership with a defined one-semester development sprint. The strengths are real and the gaps are knowable. The recommendation is a semester of targeted coaching on the bottom two dimensions, one contained lead responsibility now (not the full role), and a reassessment before the formal appointment.
02 · Overall Readiness Score

The headline number

191
out of 250 possible
Moderate Leadership Readiness
Ready with a focused semester of coaching.
How to read it
210-250 · High Leadership Readiness
170-209 · Moderate Leadership Readiness
120-169 · Developing Leadership Readiness
<120 · Significant Development Needed
Where you land on the readiness scale
Not YetDevelopingNearlyReady
3Ready to Lead
7Nearly Ready
0Development Needed
0Not Yet Ready
Your next actions
Sized to your overall band, Moderate Leadership Readiness
  1. 1Name a defined one-semester development sprint focused on the bottom two dimensions.
  2. 2Pair with a coach or veteran teacher-leader for biweekly coaching for the semester.
  3. 3Give one contained lead responsibility now (co-facilitate PLC, co-plan common assessments) rather than the full role.
  4. 4Shadow a strong teacher-leader in another building for one day this semester.
  5. 5Reassess at end of semester before naming the full teacher-leader role.
03 · Dimension Breakdown

The ten K-12 teacher-leader readiness dimensions

Each dimension is scored on a 5 to 25 scale. The colored bar shows the raw score; the colored chip names the readiness band that score falls in.

Instructional CredibilityPeers respect the classroom.
Ready to Lead23/25
Curriculum & Assessment FluencyAnchors the team in evidence.
Ready to Lead22/25
PLC & Team FacilitationRuns a productive meeting.
Ready to Lead21/25
Mentoring New TeachersGrows novices on purpose.
Nearly Ready20/25
Equity in PracticeCloses classroom gaps.
Nearly Ready19/25
Peer Coaching & FeedbackFeedback peers act on.
Nearly Ready18/25
Advocacy & Communication UpwardClean line to admin.
Nearly Ready18/25
Influence Without AuthorityMoves peers without title.
Nearly Ready17/25
Sustainability & BoundariesLeads without burning out.
Nearly Ready17/25
Collaboration & Conflict NavigationHandles adult conflict.
Nearly Ready16/25
03 · Dimension Definitions & Next Actions

What each dimension measures, and what to do about it

Instructional Credibility23/25
Owns strong classroom outcomes and instructional practices peers respect. Credibility is earned in the room before it is granted in a meeting.
Next action · Ready to Lead
Open your classroom for peer visits monthly. Host at least two learning walks with your team in your own room this semester.
PLC & Team Facilitation21/25
Facilitates a focused PLC or team meeting with a clear agenda, evidence in the room, and shared next steps every teacher can act on.
Next action · Ready to Lead
Publish a shared PLC playbook (agenda template, roles, evidence protocol). Coach a peer teacher-leader on facilitation.
Peer Coaching & Feedback18/25
Gives peers specific, actionable feedback on teaching without triggering defensiveness. Coaches sideways, not just down.
Next action · Nearly Ready
Adopt a peer feedback protocol (goal, look-for, evidence, next move). Use it with two colleagues this semester.
Mentoring New Teachers20/25
Grows novice teachers on purpose with structured onboarding, modeling, and consistent check-ins tied to observed practice.
Next action · Nearly Ready
Adopt a monthly mentor routine: model, observe, co-plan, debrief. Do it with one novice for a full semester.
Curriculum & Assessment Fluency22/25
Knows the standards, the scope and sequence, and the assessments cold. Anchors the team in evidence rather than opinion.
Next action · Ready to Lead
Lead a curriculum revision or common assessment redesign for your team this year. Present the outcome to the department or district.
Influence Without Authority17/25
Moves peers toward a shared decision or practice without positional authority. Leads through credibility, listening, and reasoning.
Next action · Nearly Ready
Practice asking before telling: three questions before every proposal in a team meeting for a full semester.
Collaboration & Conflict Navigation16/25
Names and works through adult conflict directly instead of routing around it. Keeps the team in the same conversation.
Next action · Nearly Ready
Adopt a scripted approach for one hard conversation per month. Draft it, rehearse it with a coach, then have it.
Equity in Practice19/25
Names and closes classroom-level gaps for specific students. Turns equity from a topic in a PD into a weekly practice.
Next action · Nearly Ready
Disaggregate your own classroom outcomes by student group this quarter. Act on the biggest gap first.
Advocacy & Communication Upward18/25
Communicates cleanly with administrators and families. Advocates for students and teammates without becoming a complaint pipeline.
Next action · Nearly Ready
Draft high-stakes emails to admin or families and have a coach read them before sending for a full semester.
Sustainability & Boundaries17/25
Takes on teacher-leader work without burning out or dropping teaching. Protects the classroom that earned the leadership call in the first place.
Next action · Nearly Ready
Name and hold one non-negotiable boundary (e.g., protected planning block). Review sustainability monthly with a coach.
04 · Top Strengths

What this teacher leader already brings

  1. 1Instructional Credibility: Peers respect what happens in this classroom. Credibility is banked, which is the currency every teacher-leader move spends.
  2. 2Curriculum & Assessment Fluency: Anchors the team in the standards and the evidence. Discussions move from opinion to what the data actually shows.
  3. 3PLC & Team Facilitation: Runs a productive team meeting. Agenda, evidence, and next actions land every time, and colleagues actually leave with something to do.
05 · Development Priorities

Where to focus next

  1. 1Collaboration & Conflict Navigation: Do not route around hard conversations. Script them, rehearse them, then have them within 48 hours.
  2. 2Influence Without Authority: Ask before telling. Three questions before every proposal, for a full semester. Influence is earned by listening first.
  3. 3Sustainability & Boundaries: Protect one non-negotiable boundary. A teacher-leader who is running on empty is a teacher-leader nobody wants to follow.
06 · Leadership Risk Factors

What could derail this leader in the teacher-leader role

Risk · Collaboration & Conflict Navigation
Adult conflict routed around metastasizes. What starts as one uncomfortable moment becomes a team culture problem inside a semester.
Risk · Influence Without Authority
Pushing without buy-in creates quiet resistance. Colleagues comply in the room and undo it in their classrooms.
Risk · Sustainability & Boundaries
Burnout is contagious. A teacher-leader who is fried teaches peers that this role is not survivable.
07 · Coaching Recommendations

The highest-leverage coaching focuses

  • Collaboration & Conflict Navigation: Coach toward direct conflict navigation. Script, rehearse, then have every hard conversation within 48 hours.
  • Influence Without Authority: Coach toward asking before telling. Three questions before any proposal in team meetings.
  • Sustainability & Boundaries: Coach toward sustainability. One non-negotiable boundary per semester, reviewed monthly.
08 · 90-Day Development Plan

The next 90 days, sequenced

Days 1-30
Activate Collaboration & Conflict Navigation
  • •Adopt a scripted approach for one hard conversation per month. Draft it, rehearse it with a coach, then have it.
  • •Name the single observable that will show growth in this dimension by day 30 and put it on your weekly reflection.
  • •Schedule a 20-minute weekly self-review with a coach or veteran teacher-leader against this priority.
Days 31-60
Compound with Influence Without Authority
  • •Practice asking before telling: three questions before every proposal in a team meeting for a full semester.
  • •Pair the first focus with the second in one initiative so the two dimensions compound rather than compete.
  • •Solicit direct feedback from one trusted peer on visible change in both dimensions.
Days 61-90
Translate growth into Sustainability & Boundaries
  • •Name and hold one non-negotiable boundary (e.g., protected planning block). Review sustainability monthly with a coach.
  • •Lead one initiative end-to-end (a common assessment redesign, a PLC agenda overhaul, a mentor cycle) that exercises all three focus dimensions.
  • •Retake this assessment at day 90 and use the delta to plan the next quarter's two highest-leverage moves.
09 · Closing Note

The path forward

Teacher-leadership readiness is not a fixed trait. It is the outcome of deliberate reps in the dimensions that matter most for leading peers while still teaching well. Treat this report as a working plan, not a verdict.