Standard 2: Ethics and Professional Norms
2a. Act ethically and professionally in personal conduct, relationships with others, decision-making,
stewardship of the school’s resources, and all aspects of school leadership.
2c. Place children at the center of education and accept responsibility for each student’s academic success and
well-being.
Activity: RTI Collaboration and Planning
Time: 5 hours
Description: As a classroom teacher, I was able to collaborate and plan intervention instruction
and goals with intervention teachers. These teachers worked with my students who struggled the
most. Goal setting and progress monitoring data was key in this planning. As the COVID-19
closures occurred, collaboration with intervention teachers continued digitally to support
students.
Reflection: Collaboration is key as a leader. This experience showed me that teamwork is key in
student success. As a classroom teacher, I felt the responsible and weight of getting these
struggling students up to grade level. Once I was able to plan and work with intervention
teachers, I was able to feel more at ease. A good leader communicates expectations and goals,
but also supports the plan to reach these goals. That is exactly how these planning sessions
occurred. I was in the leadership role as the classroom teacher. I was able to share my goals for
each and collaborate with intervention teachers on the plan for goal achievement. Constant
communication was key in helping these students make progress.
Artifact: email from RTI teacher
Standard 2: Ethics and Professional Norms
2d. Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social
justice, community, and diversity.
Activity: Behavior Assistance
Time: 10 hours
Description: I was able to provide behavior assistance as a member of the safety team. This
team was called when a student’s behavior was major. As a member of the team, we were there
to de-escalate the student, while providing discipline and fair consequences. As a member of this
team, I was able to assist with student behaviors, learn de-escalation strategies, and maintain
student dignity. The refresher is completed each school year to update team members on new
strategies.
Reflection: The safety team taught me how to deal with challenging behaviors. Each time the
team is called, a new behavior had occurred. By being an observer on the team, I could collect
data for the report later on, while watching behavior coaches deal with the challenging behavior.
From this experience I was able to practice disciplining students while still respecting their
feelings and preserving their dignity. This job was not one that I looked forward to or enjoyed,
but it prepared me to be an administrator during a time of extreme behavior. A good
administrator maintains order, but also respects students. This is a hard balance when dealing
with escalated students demonstrating dangerous behaviors.
Artifact: Professional Leave Form for CPI refresher
Standard 2: Ethics and Professional Norms
2b. Act according to and promote the professional norms of integrity, fairness, transparency, trust,
collaboration, perseverance, learning, and continuous improvement.
2e. Lead with interpersonal and communication skill, social-emotional insight, and understanding of all
students’ and staff members’ backgrounds and cultures.
Activity: Behavior Plan/504 Meeting
Time: 6 hours
Description: I was able to attend a 504 meeting for a student. During this meeting, it was
decided that a behavior plan should be developed for this student as he transitions to middle
school. I collected behavior data and have collaborated with the behavior coach to determine a
plan to best assist this student in his transition to a new school with less structure.
Reflection: 504 meeting and behavior plans are a common occurrence for administrators in
present times. From this experience, I learned the procedure of creating a behavior plan. I was
also able to give input on the plan for the student. The guardian for this student was present
during the meeting where it was decided to create a behavior plan. I was in charge of data
collection for this student and sharing the information with all of his teachers. From this data, we
decided on target behaviors, analyzed conditions, and created a plan that was most beneficial to
this student.
Artifact: Professional Leave Form for 504 Meeting
Standard 3: Equity and Cultural Responsiveness
3a. Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s
culture and context.
3b. Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and
learning.
3c. Ensure that each student has equitable access to effective teachers, learning opportunities, academic and
social support, and other resources necessary for success.
Activity: Gifted and Talented Program
Time: 20 hours
Description: I planned and instructed the Gifted and Talented program for my fifth grade
students. These students met with me daily and were given projects to work on while I guided
and monitored. This program had to be balanced with teaching students in both Tier 3 and Tier 2.
Reflection: Equity means that all students are getting what is appropriate. Often times, students
who are gifted and talented or performing above grade level get less attention than those who are
below grade level. This was my first experience with the Gifted and Talented program. I was
able to learn about equity and balance between all students of different levels. Even though these
students were able to perform above grade level, my responsibility was to continue to push them.
These students were not just meant to stay above grade level. A good leader pushes those
students to continue to work at a higher level. The same can be said with a principal and her
teachers. Just because a teacher is seen as highly effective, a good leader should push that teacher
to continue to grow and be better.
Artifact: Example of a math enrichment plan for all groups
Standard 3: Equity and Cultural Responsiveness
3d. Develop student policies and address student misconduct in a positive, fair, and unbiased manner.
3e. Confront and alter institutional biases of student marginalization, deficit-based schooling, and low
expectations associated with race, class, culture and language, gender and sexual orientation, and disability or
special status.
3g. Act with cultural competence and responsiveness in their interactions, decision making, and practice.
3h. Address matters of equity and cultural responsiveness in all aspects of leadership.
Activity: PBIS Data Analysis
Time: 15 hours
Description: I acted as the data analyst for the PBIS team. I was able to use this data in my
capstone research project to determine the effectiveness of PBIS on behavior. With the program
being new at Yough Glades, my research and analysis helped us to create a better plan to
implement during the next school year.
Reflection: The role of data analyst was never something I thought I would enjoy. As I collected
data, I realized how beneficial this data was to not just the PBIS team, but to my fellow teachers.
Data is evidence that helps us to create change when needed and improve the school as a whole.
I determined the most frequent behaviors, frequent times of day, and frequent locations of
behavior. This breakdown of data allowed us to fine tune our behavior instruction to share with
teachers. For example, one of the highest places for behavior issues was the bus or bus line. This
led to the team planning a workshop for students that taught bus time expectations. Using what
we know to be proactive is a leadership skill.
Artifact: PBIS sign in sheet with job titles
