Support File for ELCC Standard 1

A building-level education leader applies knowledge that promotes the success of every student by collaboratively
facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning
through the collection and use of data to identify school goals, assess organizational effectiveness, and implement
school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of
school progress, revision of school plans supported by school-based stakeholders and local agencies. In so doing,
the building level leader ensures effective and ample use of technology in establishing, implementing, evaluating,
and improving a vision of learning.

Standard Date Hours Artifact/Activity Reflection

Element

1.1 7/23/18- 16 DEAW Pre-Planning Agenda Leadership Team retreat to prepare for 2018-
7/25/18 2019 SY in collaboration with Detroit
Campus. Addressed structure for MTSS, ELA
Curriculum, Coaching Model
1.1/1.5 1/2019 10 FNO Analysis After a careful analysis of our qualitative and
quantitative school data recommendations
were made based on reflection after reading
Blankstein’s Six Principals.
1.2 6/5/19 10 Spreadsheet (ANET/MAP/MSTEP) Reviewed data to use effectiveness of
Data Triangulation Link to Artifact preliminary ANET and NWEA data
compared to student MSTEP proficiency
1.3/1.4/ Various 18 PLC Data Meetings (ANET, Pacing) Grade levels have bi-weekly data meetings,
Artifacts: Agendas/Minutes centered on student achievement. Teachers
 1.5 and Leadership review formative and
summative data, and prepare action plans
based on feedback from teachers.

Support File for ELCC Standard 2

A building-level education leader applies knowledge that promotes the success of every student by sustaining a
school culture and instructional program conducive to student learning through collaboration, trust, and a
personalized learning environment with high expectations for students; creating and evaluating a comprehensive,
rigorous and coherent curricular and instructional school program; developing and supervising the instructional and
leadership capacity of school staff; and promoting the most effective and appropriate technologies to support
teaching and learning within a school environment.

Standard Date Hours Artifact/Activity Reflection

Element

2.1 Various 18 PLC Data Meetings. Grade levels have bi-weekly data meetings,
centered on student achievement. Teachers
Artifacts: Agendas/Minutes
and Leadership review formative and
summative data, and prepare action plans
based on feedback from teachers.
2.2 Various 20 Grade Level LP Feedback/Review During the 2018-2019 school year, grade
levels received written feedback on weekly
lesson plans. This electronic communication
assisted proper planning and sharing of best
practices across the grade levels, and ensuring
a high level of instruction was taking place
 within each section of the grade level.
2.2 09/2019 20 CKLA Implementation - Action Action Research study was conducted on
Research rollout of our new ELA curriculum, CKLA.
Notes were collected based upon informal
and formal feedback from individual teachers,
collective grade levels, Leadership Team
members, and students. Adjustments were
made to planning and preparation for CKLA
as a result, in hopes of leveraging best
practices.
2.3 Various 42 At least two formal DEAW teachers were evaluated based on
observations/feedback based on Charlotte Danielson. Teachers three years or
Charlotte Danielson Rubric for every less at DEAW received three (two
teacher unannounced, one announced) and teachers
with more than three years received two (one
unannounced, one announced). Feedback and
evaluation was completed using Frontline
software.
2.3 10/2019 5 Staff Induction Program Collaborating with two colleagues, we
created an idealistic staff induction program
to implement district wide. The induction
program leveraged the resources and support
throughout the district. The program was
detailed for one year, however, goals were set
 for a continuation, including years two-four.
2.4 08/2019 5 Mastery Connect Webinar/PD Due to the elimination of ANET for the 2019-
2020 school year, as a Leadership Team, we
decided to adopt MasteryConnect to assist in
tracking student progress towards mastery of
standards. Further training was rolled out to
teachers prior to the beginning of the school
year.
 Support File for ISLLC Standard 3
A building-level education leader applies knowledge that promotes the success of every student by ensuring the
management of the school organization, operation, and resources through monitoring and evaluation of teachers,
school management and operational systems; efficiently using human, fiscal, and technological resources in a
school environment; promoting and protecting the welfare and safety of school students and staff; developing
school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support
high-quality instruction and student learning.

Standard Date Hours Artifact/Activity Reflection

Element

3.1 Various 80+ At least two formal Evaluating teachers is one of the most
observations/feedback based on important tasks of school leadership. While
(2019-
Charlotte Danielson Rubric for every most may see this process as a nuisance and
2020) teacher compliance directed, I take the view of
observations as a chance to build
relationships and trust with my colleagues.
Prior to their two formal observations,
teachers have at least 5-10 small
walkthroughs, and the opportunity to discuss
their Individualized Professional Develop
Plan (IPDP). During this time, I also engage
the teachers in some sort of reflection
activity/takeaway.
3.2 & 3.4 10/2019 5 Staff Induction Program Collaborating with two colleagues, we
 created an idealistic staff induction program
to implement district wide. The induction
program leveraged the resources and support
throughout the district. The program was
detailed for one year, however, goals were set
for a continuation, including years two-four.
3.3 3/27/19, 5 Fire/Tornado/Evacuation/Lockdown With a greater emphasis on school safety and
9/4/19, Drill security, schools are tasked with being
9/27/19 efficient with their safety drills and
procedures. Our school follows protocol for
drills, and will collaborate with building
support staff before and after to ensure
everyone understands their role. Additionally,
we will debrief and discuss various ways to
improve our process.
3.4 Various 10 Lead Teacher Meeting Agendas Lead teachers are essential to our program.
(2019- Teachers are selected by members of the
Leadership Team to represent their grade
2020)
levels at bi-weekly meetings. Leadership uses
the forum as an opportunity to gain insight
into what systems are working for our staff
and students, along with discussing new
initiatives before rolling out to the rest of the
 staff.
3.5 Various 10 Grade Level/PLC/PD Agendas Grade levels have bi-weekly data meetings,
centered on student achievement. Teachers
(2019-
and Leadership review formative and
2020) summative data, and prepare action plans
based on feedback from teachers.
 Support File for ELCC Standard 4
A building-level education leader applies knowledge that promotes the success of every student by collaborating
with faculty and community members, responding to diverse community interests and needs, and mobilizing
community resources on behalf of the school by collecting and analyzing information pertinent to improvement of
the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural,
social, and intellectual resources within the school community; building and sustaining positive school relationships
with families and caregivers; and cultivating productive school relationships with community partners. In so doing,
the building level leader ensures effective and ample use of technology in collaborating with faculty and community
members, responding to diverse community interests and needs, and mobilizing community resources.

Standard Date Hours Artifact/Activity Reflection

Element

4.1 2/25/20 5 Ready by 3 (Grade Level Specific) Informational meetings for 3rd grade
Parent Meetings families, regarding the Read by Grade 3 Law.
Brief PowerPoint presentation, and time for
parents to ask questions. Handouts were
given with more information and resources
provided by the Michigan Department of
Education.
4.3 Various 10 Parent Meetings Building relationships with parents is
important for any school leader. Throughout
my tenure as assistant principal, each day
brought new challenges with students, staff,
and parents. While taking meetings with
parents and their concerns, I keep myself
 centered on focusing the conversation back to
how to assist the student in their learning, not
highlighting the differences in philosophy
between teacher and student. I always ensure
both parties are in the right “headspace”
before holding any meeting regarding a child
and their academic and/or social needs. This
is equally important when bringing together
multiple families and resolving sensitive
issues.
4.3/4.4 Various 10 Parent Newsletter DEAW composes a monthly newsletter for
staff and families. The Parent Newsletter
allows the school Leadership Team an
opportunity to engage with parents on social
and academic matters.
4.3/4.4 Various 4 Parent Letters Due to sudden staff changes, and unexpected
events, it is necessary as a school leader to be
able to write statements on behalf of the
district in a short amount of time.
4.5 Various 10 Class Dojo/Email Communication The school primarily uses Class Dojo as a
main mode of communication between
families, teachers, and administration. We
always preach to our teachers, to follow up in
writing with parents, after face-face meetings.
This can be done either through Dojo or email
if available.
 Support File for ELCC Standard 5
A building-level education leader applies knowledge that promotes the success of every student by acting with
integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s
academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and
ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and
diversity within the school; evaluating the potential moral and legal consequences of decision making in the school;
and promoting social justice within the school to ensure that individual student needs inform all aspects of
schooling.

Standard Date Hours Artifact/Activity Reflection

Element

5.1 Week of 10 Professional Support Plan Meetings Based upon formal and informal classroom
3/10 observations, during the week of 3/10, I had
conversations with four teachers regarding
their progression in Domains 2 and 3 of
Charlotte Danielson. These conversations
were centered on objective data and feedback.
As a result of these conversations, a
professional support plan was implemented
for each teacher, tailored to their needs.
5.3 1/27/20 5 School Equity w/ Wayne RESA As a Leadership Team, we accept we do not
have all the answers to our challenges and
obstacles. After attending a Public School
Round-Up, facilitated by Wayne-RESA, I
 spearheaded our school initiative to develop a
relationship with School Equity Consultants,
Dr. Velicia Humes and Ms. Virginia Winters.
Our goal for this initiative is to strengthen the
connection of our staff and students to our
school, along with digging deeper into “how
we do school” at DEAW. This will be an on-
going professional development for the 2020-
2021 school year.
5.4 Various 40+ Staff/Student Discipline Despite the focus on academics, I am still
able to provide support to our Dean of
Students by working with our most
challenging students. I am able to work with
students in a one-one setting to provide
support. We discuss matters outside of
school, and work on a plan to develop good
social and emotional skills. I keep close
contact with parents and families through
ClassDojo, emails, and phone calls.
5.5 Various 30+ Mindfulness Activities To assist in the improvement of student
social-emotional learning, I have begun to
practice my teachings from our Ed.S course
without students. I purchased a singing bowl,
bubbles, and picture books, to teach about the
 concepts of Mindfulness. Students enjoy body
scans, and guided meditation.
5.5 Various 30+ Facilitation of Restorative Circles To further assist with developing Restorative
(Grades 2, 3, 4, and 5) Practices, I am able to use my background
knowledge from my previous schools, and
apply to our current setting. As teachers
struggle with classroom management, we set
to establish group norms, and identify the
disconnect between student and teacher.
These conversations bring a lot of insight into
student thinking. I carefully plan and prepare
with the classroom teacher, as we scaffold our
questions in hopes of having the most student
participation.
 Support File for ELCC Standard 6
A building-level education leader applies knowledge that promotes the success of every student by understanding,
responding to, advocating for student learning, and influencing the larger political, social, economic, legal, and
cultural context through advocating for school students, families, and caregivers; acting to influence local, district,
state, and national decisions affecting student learning in a school environment; and anticipating and assessing
emerging trends and initiatives in order to adapt school-based leadership strategies.

Standard Date Hours Artifact/Activity Reflection

Element

6.1-6.3 2/4/2020 4 Social Media Presentation (Digital Based upon recent student conflict issues
Footprint) stemming from social media, our Dean of
Students coordinated a guest speaker for our
older students to teach about good examples
of digital citizenship.
6.3 1/27/2020 10 School Equity w/ Wayne RESA As a Leadership Team, we realized our
school was missing something. After
attending a Wayne RESA PSA, we were
inspired from a presentation on School
Equity. We knew about this topic, but wanted
to know more and how it could apply to our
current setting. I was charged with leading the
initiative and setting our group goals and
objectives for this endeavour. Due to the
COVID-19 shut down, we have placed a hold
 on this initiative.
6.3 Various 10 Parent Newsletter DEAW composes a monthly newsletter for
staff and families. The Parent Newsletter
allows the school Leadership Team an
opportunity to engage with parents on social
and academic matters.
6.1-6.3 3/13/2020 30 COVID-19 Preparation (See Final Reflection)
-Present
 Support File for ELCC Standard 7
A building-level education leader applies knowledge that promotes the success of every student through a
substantial and sustained educational leadership internship experience that has school-based field experiences and
clinical internship practice within a school setting and is monitored by a qualified, on-site mentor.

Standard Date Hours Artifact/Activity Reflection

Element

7.3 1/7/2019- 100+ On-Site Mentor (Marcy Novak) See Final Reflection

6/30/2020
7.1/7.2 1/7/2020- 8 Off-Site Mentor (Clint Smiley) See Final Reflection

6/30/2020