Outcome Category:  

Self Leadership 
 
Evidence #2 
By rating the effectiveness for each 
category, I can see in what areas I must 
practice self-discipline. 
I will work on improving my 
decision-making skills since I rated them  
a 3/10. 
 
 
Evidence #12 
 

Evidence of student work ​approaching 

3rd-grade reading level 
 
 
 
 
 
 
 
 
 
 
 
 
 
Evidence of student work ​meeting  Evidence of student work  
  3rd-grade reading level exceeding​ 3rd-grade reading level 
 
The captions show the goals I have set in order to teach to the needs of all learners 
and the student’s written work is the achievement of these goals. 
 
Outcome Category: Leadership Theories    
 
Evidence #24 
 
 
Example of the Peace Dale 
Elementary School 
‘Teaching Behavior Matrix’ 
 
 
 
 
Example of the Peace Dale 
Elementary School Distance 
Learning ‘Teaching Behavior 
Matrix’ 
 
These tables follow the 
S.M.A.R.T acronym for the 
Management by Objectives 
Leadership Theory. 
 
 
Evidence #30 
As a Principle-Centered 
Leader, I had to put 
myself in the shoes of a 
third-grader by being 
adventurous, flexible, 
positive, synergetic, and 
open to learning new 
teaching techniques and 
receiving feedback. 
Outcome Category: Inclusive Leadership/Diversity and its Application to Leadership 
 
 
 
Evidence #87 
 
 
Students are rewarded with a “SPLASH” when they are 
seen being respectful, responsible, or safe around the 
school building. This small activity is a change agent 
because it gears students to be on track for becoming 
caring and respectful individuals. 
 
  
 
 
​Evidence #88 

These pictures show the rules and expected behaviors for the classroom and hallway. 
I was a change agent when I voiced these rules to my third graders when they were 
falling behind expectations. 
Outcome Category: Critical Thinking 
 
Evidence #104 
 
 
 
 
 
 
 
 
 
 
 
 
 
This picture shows the “think, reflect, and change” method I explained as the fifth 
method for problem solving. It is known as the Community Re-Entry Sheet for 
students to reflect on their behavior. 
 
Evidence #105 
 
 
 
 
 
 
 
 
 
 
 
 
This evidence shows one of the conflict management methods: removing the student 
from the group at the kidney table (where they are causing a distraction) to their 
own desk where they can be more focused. 
 
Outcome Category: Interpersonal and Organizational Concepts & Skills 
 
Evidence #127 
 

These are images of the substitute plans for when Mrs. Rosen is absent one day. The 
whole school day is organized in an agenda format. 
 
Evidence #128 
 
This picture shows the notes 
that I took on the students 
(bolded out) in my reading 
groups while they read the 
passage I gave them. These 
are students working to 
master a grade two reading 
level.