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 Artifact/Activity Reflection Source (Course)

Element
1.1 Book Study Participated in a book study with Internship/Assistant Principal
administrators across the Chippewa at Wyandot Middle School
Valley School District to discuss the
book “Achieving Equity and
Excellence.” Our discussion topics
helped us to develop, articulate, share,
and reflect on our shared visions for
learn in all schools K-12.
1.2 Action Research Demonstrated knowledge of different EA 7730
Project and approaches to program evaluation. EA 7750
Presentation Utilized and implemented multiple EA 7950
methods to collect and analyze data to EA 8995
determine program effectiveness.
1.3 School Improvement Participated in the school Internship/Assistant Principal
improvement process with my at Wyandot Middle School
principal and school improvement
chairs to assess school data and write
school improvement goals to achieve a
shared vision of learning.
1.4 Failure is Not an Analyzed Wyandot’s mission, vision, EA 7720
Option paper values, and goals and suggested areas
of improvement based on Blankstein’s
Failure is Not an Option.
1.5 Interview/ Served on an interview committee to Internship/Assistant Principal
implementation of 1:1 interview for three open positions for at Wyandot Middle School
technology. an instructional technology coach.
Prior to interviewing for the position,
the interview committee discussed a
vision for implementation of 1:1
technology with the Director of
Technology and Innovation and
current technology coach.
 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 Artifact/Activity Reflection Source (Course)

Element
2.1 PBIS behavior Created a virtual presentation and presented Internship/Assistant
expectation to each class to discuss PBIS behavior Principal at
presentation for expectations for both in-person and virtual Wyandot Middle
both in-person and learning in order to create norms conducive School
virtual learning. to student learning and to build relationships
Administration and “see” students even though they are not
presented virtually in the building at this time. Re-introduced
to all classes. incentives for following HAWK expectations.
2.2 Review of Elective Met with building administrators from all Internship/Assistant
Course offerings. four middle schools and central office admin Principal at
to discuss elective course offerings and Wyandot Middle
course descriptions for the four middle School
schools in our district to align course
offerings at all four buildings and to begin
discussions on middle school restructuring.
2.3 Interview team for During the course of my Internship/Assistant
technology coach internship/experience as an Assistant Principal at
positions and Principal, I have participated in multiple Wyandot Middle
interview for interview committees. At the building level, I School
multiple building have completed the entire interview process
vacancies for various positions including coaches,
teachers, parapros, health aides, clerks, etc.
The process includes reviewing applicant
information, scheduling interviews and
creating an interview team, writing interview
questions (if they do not already exist),
determining how many rounds will be
included in the process, and either
recommending a candidate for hire or
requesting a position be reposted.
2.4 Created a Due to the COVID-19 pandemic, schools were Internship/Assistant
presentation and required to have students social distance Principal at
streamed into themselves and refrain from large gatherings; Wyandot Middle
classes to Pre- therefore, PSAT pre-bubbling could not be School
bubble for PSAT done as it was in years past. Instead of doing
pre-bubbling in-person, I created a PP
presentation that walked the students
through the pre-bubbling process. I used
Microsoft Teams to stream into classrooms
and talk to the students about the
importance of the PSAT and walk them
through pre-bubbling of their answer sheets.
The process was actually more efficient than
in-person pre-bubbling and we continue to
use this format even though it is no longer
necessary.
 Support File for ELCC 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 Artifact/Activity Reflection Source (Course)

Element
3.1 Teacher Conducted teacher observations, notice and Internship/Assistant
Observations wonderings and feedback throughout the Principal at
and Evaluations school year using Pivot, our online platform Wyandot Middle
using the 5D for evaluations. Scheduled and participated School
Evaluation Tool in pre-inquiry and mid-year conferences to
discuss teacher concerns and provide
suggestions to improve instruction and meet
goals in teachers’ areas of focus. At the end
of each year, I finish the evaluation process
by completing the final evaluation using
observation and assessment data.
3.2 Title 1 Budget Work with the building principal and Director Internship/Assistant
Use and of State and Federal Programs to allocate and Principal at
Allocation spend our Title 1 funds on programs and Wyandot Middle
resources to meet the needs of our at-risk School
students in our building, Monies have been
used for paraprofessionals to provide student
additional support in reading, technological
programs such as Flocabulary and IXL to
provide additional resources for growth, SEL
programming, classroom resources such as
flex seating and fidgets, items for our building
sensory room and more.
3.3 Student As Assistant Principal, the majority of my Internship/Assistant
Discipline, time is spent on the communication and Principal at
Restorative implementation of behavior expectations and Wyandot Middle
Practices, using interventions or restorative practices School
Positive when student behaviors are of concern. In
Behavior addition to student behaviors, I help facilitate
Expectations, and organize the building’s Emergency
Emergency Operations Plan which includes protocols for
Operations any possible emergency including, fire,
weather, health response, active shooter,
etc.
3.4 Various At the building level, teachers have multiple Internship/Assistant
Teacher-Admin opportunities to serve in leadership positions Principal at
collaborative including SIT, TACC meetings, event planning, Wyandot Middle
 teams, Parent data analysis through data teams, etc. In School
Involvement addition, I have worked to create a parent
volunteer committee to get parents involved
in our building. When stakeholders are
involved in leadership roles, it creates an
atmosphere of shared leadership and shared
success.
3.5 Professional In EA 7740, I created a comprehensive and EA 7740
Learning Action cohesive professional learning plan to
Plan address needs for the implementation of 1:1
technology and how to integrate technology
to improve instruction and student learning.
The plan consists of professional learning
opportunities for the course of one year with
a survey to gather data to determine the
need for additional training options.
 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 Artifact/Activity Reflection Source (Course)

Element
4.1 School Through the school improvement process, I Internship/Assistant
Improvement have the opportunity to work with staff to Principal at
collect and analyze data, include stakeholder Wyandot Middle
and staff surveys, to determine strengths and School
weaknesses of our educational environment.
This information gives us the opportunity as
building leaders to address concerns through
the implementation of programs for students
and stakeholders and development for staff
members. Some of the programs that have
been implemented or are being discussed, at
either the district or building level, as a result
of the survey data are peer-to-peer programs
for students in our CI program, African
American Parent Network, and Cultural
proficiency training for staff.
4.2 Teacher The parent who served on our Teacher Internship/Assistant
Appreciation Appreciation committee in the past no longer Principal at
Committee and has a student in our building. This year, we Wyandot Middle
Implementation really wanted to show teachers our School
appreciation; therefore, the building
secretary and I worked to create a new
committee of involved parents to help plan,
organize and facilitate Teacher Appreciation
Week. In partnership with the parents, we
solicited community donations, created daily
tokens of appreciation for the staff, and
organized a staff meal. In working with this
parent group, we have fostered a
relationship and created a partnership to
work together to create a more positive
school environment with the help of the
surrounding community.
4.3 IEP meeting/SST Wyandot Middle School houses our district’s Internship/Assistant
 meetings/Behavior CI program. In addition, our percentage of Principal at
Meetings special education and at-risk student Wyandot Middle
population is higher than the other middle School
schools in CVS. To best serve the unique
needs of some of these students, it is
important to build a relationship and
partnerships with their parents and
caregivers. I have had the opportunity to
build and foster relationships with students,
their families and the rest of their
educational team, including MISD
consultants, to best meet their needs at
WMS.
4.4 Four Frames This paper is a hypothetical memorandum EA 7720
Memo to the superintendent.  In this memo, I
analyzed the district's response to the
Covid-19 pandemic using Bolman and Deal
Four Frames: structural, human resource,
political and symbolic.
4.5 Facilitation and In response to the COVID-19 pandemic, it Internship/Assistant
Implementation of was decided that parent/teacher conferences Principal at
Virtual would be held virtually. One of my Wyandot Middle
Parent/Teacher responsibilities was to create a plan to School
Conferences communicate, schedule, and hold parent
teacher conferences in our building. I use
PTCfast, a scheduling platform parents could
use to schedule to see their child’s teacher. I
created time slots on each teacher’s behalf to
ensure the process ran smoothly.

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 Artifact/Activity Reflection Source (Course)

Element
5.1 IEP/SST/504/Behavior Participate in IEP, Student Study, 504, and Internship/Assistant
Team Meetings Behavior Team meetings to determine Principal at
interventions and supports necessary to Wyandot Middle
meet student’s academic and emotional School
needs.
5.2 Mindfulness Articles Embedded in the education specialist EA 8940
Assignments and program was the importance of mindfulness
Reflections including self-awareness, self-compassion,
empathy, and self-reflection. Throughout the
program, we had the opportunity to read and
discuss articles with our cohort in relation to
leadership practices and serving ourselves
and others.
5.3 School Policy Review In EA 7780, I had the opportunity to EA 7780
investigate school board policies and the
process for review, adoption, and
implementation of policies to improve the
educational experience of students.
5.4 Supreme Court In EA 7780, I had the opportunity to examine EA 7780
Presentations a critical federal supreme court case decision
and its impact on the schools. In our cohort,
we presented and listened to the
presentations of multiple supreme court
rulings and its impact on school policies as
we know them today.
5.5 Discipline Social justice and individual student needs Internship/Assistant
are always at the forefront of our decision Principal at
making when dealing with student Wyandot Middle
disciplinary issues. We have integrated School
mindfulness and restorative practices to
promote social justice and better decision
making.

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 Artifact/Activity Reflection Source (Course)

Element
6.1 IEP/504/SST/Behavior Through my participation in IEP, 504, SST, Internship/Assistant
Team and Truancy Behavior Team and truancy meetings, I can Principal at
Meetings better understand unique student and family Wyandot Middle
situations so I can advocate for and provide School
families with information of district, state,
and local resources to support their needs.
6.2 Proposal A In understanding and analyzing proposal A EA 8840
Coursework through coursework in EA 8840, I have a
better understanding of school funding and
can use my knowledge to influence local,
district, state, and national decisions
affecting student learning.
6.3 School Based Threat I participated in a threat assessment training Internship/Assistant
Assessment Training in January and will participate in another Principal at
training in June to understand the formal Wyandot Middle
process of evaluating the threatening School
behavior of students to prevent violence by
providing physical and psychological safety in
partnership with local resources.

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 Artifact/Activity Reflection Source (Course)

Element
7.1, 7.2 Internship/Role as I have had many opportunities to Internship/Assistant
Assistant Principal practice leadership in my building such Principal at
as implementing new initiatives, Wyandot Middle
leading various teams such as Behavior School
Team, PBIS, and SEL. I have had the
opportunity to gain experience that
are applicable to all ELCC standards.
7.3 Mentors My mentor is a middle school building Internship/Assistant
principal who has coached me in Principal at
during my internship and in my role as Wyandot Middle
assistant principal. School