Support File for ELCC

Stacie Brodi
Standard 1
Visionary Leadership
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 Artifact/Activity Reflection Source

Element *links for artifacts are embedded (Course)
1.2, 1.4 4 Frames Reframing Organizations – EA 7720
Analysis Universal Design for School as a
Learning (UDL) formal
organization
1.1, 1.2, Failure is Not Analysis of WEB: Where EA 7720
1.3 an Option Everyone Belongs School as a
Critique formal
organization
1.1, 1.2, Issue Analysis Overview of the current EA 7940
1.3, 1.4, and MTSS process in Fraser School
1.5 Management Public Schools. Including Community
Plan elementary, middle, and high Development
school procedures – looking
at current procedures that
work and those that need to
be replaced.
1.1 Staff Meeting Present the MTSS Process RMS
Presenter throughout the school year at
monthly staff meetings
articulating current protocols
and procedures for testing,
 struggling students, and how
to differentiate curriculum
based on the needs of Tier 2
and Tier 3 students.
1.1, 1.2, Data Day Articulate and interpret data FPS
1.3, 1.4, Coordinator collected from district
1.5 benchmark testing and
organize intervention classes
for students showing deficits
1.3 Universal Continued experience with FPS
Design for the Universal Design for
Learning Learning Cohort
Cohort
1.3 Restorative Restorative Practices and FPS
Practices and SEL strategies
SEL implementation

1.4 Dept Head for Department chair of the RMS

Intervention Intervention Dept overseeing
Dept. the department in terms of
teacher training, materials
orders and organization, data
collection and distribution,
program implementation.
1.5 Scheduling Responsible for scheduling RMS
200+ students into/out of
intervention classes. Learned
Power Scheduler for
scheduling all 7th and 8th
grade students.
1.1, 1.2, Coordinator of In charge of school-wide RMS
1.3, 1.4, Student benchmark testing 3x per
1.5 Services year, scheduling of students,
communicating with families,
and vertically articulating
programming for students
with elementary and high
school liaisons
1.1, 1.2, SST Meeting Working with school RMS
 1.3, 1.4, Leader psychologists, SE Dept, and
1.5 the counseling Dept – a
Student Support Team was
created allowing for a
pathway of instructions for
teachers, parents, and
support staff to review
students who present with
learning difficulties.

Support File for ELCC Standard 2

Cultural and Instructional Leadership
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 Artifact/Activity Reflection Source

Element (Course)
2.1, 2.2, Read 180 Explore and research the FPS
2.4 Universal READ 180 Universal Program
and provided a
recommendation for the
district to replace our current,
outdated RD 180 program
2.3 Interviewing Interview multiple candidates RMS
Committee for intervention positions and
coaching positions
2.4 Illuminate Train and utilize our new FPS
data-warehousing tool –
Illuminate to store data for
our district MTSS program
2.1, 2.2, Read to Achieve Explore and research Read to RMS
2.4 Achieve program to
implement to our Tier 2
students
2.1, 2.2, Corrective Explore, research and become RMS
2.4 Reading Series trained in the Corrective
Reading program for Tier 3
students
2.1, 2.2, Spring Math Explore, research and become RMS
2.4 trained in Spring Math
program for Tier 2 students
2.1, 2.2 Staff Meeting Present the MTSS Process
Presenter throughout the school year at
monthly staff meetings
articulating current protocols
and procedures for testing,
struggling students, and how
to differentiate curriculum
based on the needs of Tier 2
and Tier 3 students.
2.1, 2.2 Dept Head for Department chair of the RMS
Intervention Intervention Dept overseeing
Dept the department in terms of
teacher training, materials
orders and organization, data
collection and distribution,
program implementation.
2.1, 2.2, Data Day Articulate and interpret data RMS
2.4 collected from district
benchmark testing and
organize intervention classes
for students showing deficits
2.1 PBIS Chair Leader of the PBIS committee RMS
of teachers who work together
to ensure policies and
procedures that promote
equity, school spirit, behavior
expectations, and student
acknowledgment.
 2.1, 2.2, Student Working with school RMS
2.4 Support Team psychologists, SE Dept, and
Leader/SEL the counseling Dept – a
coordinator for Student Support Team was
7th and 8th created allowing for a
graders pathway of instructions for
teachers, parents, and support
staff to review students who
present with learning
difficulties.

Support File for ISLLC Standard 3

Management of Organization, Operation, and Resources
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 Artifact/Activity Reflection Source

Element (Course)
3.4, 3.5 PBIS Bi-Weekly meetings with staff RMS
Committee members to discuss and
Chair effectively implement agreed
upon building policies
3.5 Science Organized and lead a team of RMS
Olympiad Head 15 students and 8 event
Coach coaches to Regional
Competition each spring

3.1, 3.2, SIP Planning Participate in the RMS

3.3, 3.4, Committee implementation and
3.5 development of the School
 Improvement Plan
3.3, 3.4 Policy and Bi-Weekly meetings with staff RMS
Procedure members to discuss and
Committee effectively implement agreed
Chair upon building policies.
Created new citizenship
guidelines.
3.1, 3.2 Coordinator of In charge of school-wide FPS
Student benchmark testing 3x per
Services year, scheduling of students,
communicating with families,
and vertically articulating
programming for students
with elementary and high
school liaisons
3.2 Teacher in Perform and act in accordance RMS
Charge to the expectations of Fraser
Public Schools when one or
both building administrator
are unavailable.
3.3 Locker Search Providing safety and security RMS
in adherence to the Code of
Conduct of Fraser Public
Schools when looking for
unlawful or stolen items.
3.2, 3.3 Emergency Articulating and executing RMS
Drills: effective safety plans in
Lockdown, Fire, accordance with state
and Inclement mandates for severe weather,
Weather fire, lockdown, and active
shooter drills.
3.1, 3.4, Dept Head for Department chair of the RMS
3.5 Intervention Intervention Dept overseeing
th
Dept 7-9 the department in terms of
grades and part teacher training, materials
of the 7-12 Dept orders and organization, data
Heads Team collection and distribution,
program implementation.
Created a new teacher
induction program for
 secondary educators.

Support File for ELCC Standard 4

Collaboration with Faculty, Community Members, and Families
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 Artifact/Activity Reflection Source

Element (Course)
4.1, 4.2, Development of Was a member of the team FPS
4.3, 4.4, the District responsible for creating the
4.5 Strategic Plan district strategic plan
4.1, 4.3, Check- Development of a Tier 2 RMS
4.4, 4.5 in/Check-Out Check-in/out Program for
Program (SEL) Tier 2 Students that involved
members of the staff, students,
and family to promote success
4.1, 4.2, Development of Working with school RMS
4.3, 4.4, the Student psychologists, SE Dept, and
4.5 Support Team the counseling Dept – a
Student Support Team was
created allowing for a
pathway of instructions for
teachers, parents, and support
staff to review students who
present with learning
difficulties.
4.1, 4.5 Data Day Articulate and interpret data FPS
 Coordinator collected from district
benchmark testing and
organize intervention classes
for students showing deficits.
Created communication for
parents used throughout FPS.
4.1, 4.2, Parent Contact Connected with parents and FPS
4.3, 4.4, and continued families during the Covid-19
4.5 learning during shutdown using Google Voice,
the Covid-19 drive-by’s, drive throughs,
recess and any means necessary in
order to continue student
success. Power Point
presentation to be shared with
the district to celebrate
continued learning during the
Covid shutdown.

Support File for ELCC Standard 5

Ethics, Integrity, Fairness, and Practice
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 Artifact/Activity Reflection Source

Element (Course)
5.2, 5.3, Science Organized and lead a team of RMS
5.4 Olympiad Head 15 students and 8 event
Coach coaches to Regional
Competition each spring

5.1, 5.2, Track Head Organize and lead a team of RMS

 5.3 Coach over 150 7th and 8th grades
through a season of track and
field events

5.1, 5.2, Moby Max Organized an award activity RMs

5.3, 5.4 Reward Day for students who completed all
Luncheon Moby Max assignments. All
students earned an afternoon
lunch at the Fraser High
School restaurant

5.2, 5.3, Box Tops Organized and orchestrated RMS

5.4 Coordinator an all school competition to
raise money through the
collection of Box Tops. Top
earning class for each grade
level received a pizza party
5.1, 5.2, SEL and Trained and implemented FPS
5.5 Restorative techniques relating to
Justice Leader restorative justice when
dealing with disciplinary
situations
5.1, 5.2, Data Day Articulate and interpret data RMS
5.3, 5.5 Coordinator collected from district
benchmark testing and
organize intervention classes
for students showing deficits
5.2, 5.5 PBIS Chair Leader of the PBIS committee RMS
of teachers who work together
to ensure policies and
procedures that promote
equity, school spirit, behavior
expectations, and student
acknowledgment.
5.1, 5.2, Dept Head of Department chair of the RMS
5.5 Intervention Intervention Dept overseeing
Dept the department in terms of
teacher training, materials
orders and organization, data
collection and distribution,
 program implementation.
5.1, 5.2, Teacher in Perform and act in RMS
5.3, 5.4, Charge accordance to the expectations
5.5 of Fraser Public Schools when
one or both building
administrator are unavailable.

Support File for ELCC Standard 6

Student Success by Understanding, Responding to and Advocating
for Student Learning
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 Artifact/Activity Reflection Source

Element (Course)
6.1 – 6.3 Action Research 2 Year research project EA 7730
Project entitled: “A Critical
Evaluation of Restorative
Practices at RMS”
6.1, 6.2, Action Research A Galileo member 2019- Representative
6.3 on creating 2021 of FPS
Professional
Development
6.1, 6.2, UDL Cohort 1 Understanding Cultural FPS
6.3 Responsiveness through
presentations by Jay Marks
to implement through UDL
practices
6.1, 6.2, Restorative Trained in restorative FPS
 6.3 Justice practices and implemented
strategies when considering
alternative forms of
discipline for our students
6.3 Staff Meeting Present the MTSS Process RMS
Presenter throughout the school year
at monthly staff meetings
articulating current
protocols and procedures for
testing, struggling students,
and how to differentiate
curriculum based on the
needs of Tier 2 and Tier 3
students.
6.1, 6.2, Data Day Articulate and interpret RMS
6.3 Coordinator data collected from district
benchmark testing and
organize intervention classes
for students showing deficits
6.1, 6.2, Coordinator of In charge of school-wide RMS
6.3 Student benchmark testing 3x per
Services year, scheduling of students,
communicating with
families, and vertically
articulating programming
for students with elementary
and high school liaisons
6.1, 6.2, Student Working with school RMS
6.3 Support Team psychologists, SE Dept, and
Coordinator the counseling Dept – a
Student Support Team was
created allowing for a
pathway of instructions for
teachers, parents, and
support staff to review
students who present with
learning difficulties.
 Support File for ELCC Standard 7
Substantial and Sustained Educational Leadership Internship
Experience
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 Artifact/Activity Reflection Source

Element (Course)
7.1, 7.2, Internship Plan Collaborated with my RMS
7.3 qualified on-site mentor to
document training and
experience for over 220 hours
7.1, 7.2 ELCC Support Documentation of activities RMS
Files experienced through my 220+
hours of internship experience
7.1 Staff Meeting Present the MTSS Process RMS
Presenter throughout the school year at
monthly staff meetings
articulating current protocols
and procedures for testing,
struggling students, and how
to differentiate curriculum
based on the needs of Tier 2
and Tier 3 students.
7.1, 7.2 Dept Head for Department chair of the RMS
Intervention Intervention Dept overseeing
Dept the department in terms of
teacher training, materials
orders and organization, data
collection and distribution,
program implementation.
7.1, 7.2 Data Day Articulate and interpret data RMS
Coordinator collected from district
benchmark testing and
organize intervention classes
for students showing deficits
7.1, 7.2 Teacher in Perform and act in RMS
Charge accordance to the expectations
of Fraser Public Schools when
one or both building
administrator are unavailable.
7.1, 7.2 Emergency Articulating and executing RMS
Drills effective safety plans in
accordance with state
mandates for severe weather,
fire, lockdown, and active
shooter drills.
7.1, 7.2 Locker Providing safety and security RMS
Searches in adherence to the Code of
Conduct of Fraser Public
Schools when looking for
unlawful or stolen items.
7.1, 7.2 Coordinator of In charge of school-wide RMS
Student benchmark testing 3x per
Services year, scheduling of students,
communicating with families,
and vertically articulating
programming for students
with elementary and high
school liaisons
7.1, 7.2 PBIS Leader of the PBIS committee RMS
Committee of teachers who work together
Chair to ensure policies and
procedures that promote
equity, school spirit, behavior
expectations, and student
acknowledgment.
7.1, 7.2 Interviewing Interview multiple candidates RMS
Committee for intervention positions and
coaching positions
7.1, 7.2 Student Working with school RMS
Support Team psychologists, SE Dept, and
Leader the counseling Dept – a
Student Support Team was
created allowing for a
pathway of instructions for
teachers, parents, and support
staff to review students who
present with learning
difficulties.