Leadership Portfolio | EPPSP Group 40
All NELP Standards, Butler proficiencies, and accomplishments in order are below. Click on the button next to each proficiency to view my summary and reflection.
Standard 1: Mission, Vision, and Improvement
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
1.1 Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
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1.2 Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation.
5. Purposefully analyze test data to make informed decisions toward improvement. Create a data analysis process that purposefully disaggregates (drills down) the data, involves staff, and promotes data-driven dialogue and decision-making. Define areas of academic strength and weakness across the content areas. Use this information to make decisions/changes that will increase student achievement. (NELP 1.2)
7. Develop and employ an innovative curricular/instructional idea and evaluate its effectiveness. Based on data analysis and research of best practice, conceptualize a new curricular/instructional practice. Develop appropriate strategies for their implementation. Once the practice has been fully implemented, systematically evaluate the outcome of the idea. (NELP 1.2)
Standard 2: Ethics and Professional Norms
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
2.1 Program completers understand and demonstrate the capacity to reflect on,
communicate about, cultivate, and model professional dispositions and norms (i.e., fairness,
integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong
learning) that support the educational success and well-being of each student and adult.
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2.2 Program completers understand and demonstrate the capacity to evaluate, communicate about, and advocate for ethical and legal decisions.
2.3 Program completers understand and demonstrate the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.
Standard 3: Equity, Inclusiveness, and Cultural Responsiveness
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
3.1 Program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.
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3.2 Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
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3.3 Program completers understand and demonstrate the capacity to evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instruction and behavioral support practices among teachers and staff.
13. Work with a diverse team of stakeholders to address an issue of equity. Working to exercise equitable and inclusive treatment of all stakeholders, work with school counselors, teachers, administrators and/or parents to address an issue of equity in the school community by using data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture. (NELP 3.1)
15. Equitable training program. Develop a research-informed training program that provides guidance for educators on how to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. (NELP. 3.2)
Standard 4: Learning and Instruction
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports and assessment.
4.1 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs.
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4.2 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.
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4.3 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being.
4.4 Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
18. High Quality, Technology-rich Curricula Programs. Develop a research-informed training program that provides guidance to educators on how to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. (NELP 4.1, 7.3)
20. Portfolio Entry. Develop a portfolio entry to include an example from your coursework or internship that demonstrates an example of how you evaluate academic and non-academic instructional practices, resources, technologies, and services showing how this supports equity, digital literacy, and a school’s academic and non-academic programs. (NELP 4.2)
21. Evaluate culturally responsive and accessible assessments. Develop a research-informed training program for educators providing guidance on how to evaluate, develop, and implement culturally responsive and accessible assessments that support data-informed instructional improvement, student learning, and well-being. (NELP 4.3)
Standard 5: Community and External Leadership
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
5.1 Program completers understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school.
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5.2 Program completers understand and demonstrate the capacity to collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.
5.3 Program completers understand and demonstrate the capacity to communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school community.
Standard 6: Operations and Management
Candidates who successfully complete a building-level leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improvement management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
6.1 Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
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6.2 Program completers understand and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development.
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6.3 Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being.
37. Participate in the resolution of a volatile social issue involving home, community, and school. Become administratively involved with a controversial social issue, such as child abuse, incest, teen pregnancy, illegal searches, and freedom of speech. Collaborate strategies for implementation. (NELP 6.3)
38. Explore district resources/funding and assist in the creation of a school’s budget. Explore sources, structures, and ramifications of school district-wide funding. Become acquainted with the various intricacies involved with the funding of local school districts. Become involved with the various aspects of a building-based budget project. These budgetary activities may include purchasing, extra-curricular accounts, book rental collection, lunch money dispersals, and fund-raising activities. (NELP 6.3)
Standard 7: Building Professional Capacity
Candidates who successfully complete a building-level leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
7.1 Program completers understand and demonstrate the capacity to collaboratively develop the school’s professional capacity through engagement in recruiting, selecting, and hiring staff.
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7.2 Program completers understand and demonstrate the capacity to develop and engage staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school.
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7.3 Program completers understand and demonstrate the capacity to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.
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7.4 Program completers understand and demonstrate the capacity to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success.
41. Participate in Climate Audit. Using data-collecting techniques like that of a climate audit, gather information concerning student and staff morale. Based on the results of data, design and implement a plan for improvement that positively influences change in the educational environment and aids in overall school improvement. (NELP 7.2)
42. Influence a colleague(s) to improve professionally. Through collegial interaction, help educator(s) to improve professionally by promoting reflection, cultural responsiveness, distributed leadership, digital literacy and/or school improvement for student success resulting in the retention of teachers. (NELP 7.2, 7.3)
44. Non-certified staff. Design a PLC, in-service, or focus group for custodial, administrative assistants, food service, transportation, or maintenance staff to share reciprocal understandings of how certified and non-certified staff work collaboratively for the success and well-being of each student and adult in the school. (NELP 7.3)
45. Professional Growth, Reading. Enhance professional growth through reading of relevant and current literature. Develop awareness for the vast amount of literature that exists in the field of educational leadership. In addition to reading this material, engage staff in professional learning that promotes reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success. (NELP 7.3)
46. Complete a supervision and evaluation cycle within your school district. Practice assuming responsibility for monitoring and improving a teacher’s performance by completing a supervision cycle with a teacher volunteer. This process should include conducting and scripting classroom observations, reviewing artifacts of teaching, monitoring evidence of student learning, establishing and monitoring professional goals, conferencing, scoring the teacher using a rubric, and completing other aspects of the supervision/evaluation process. (NELP 7.4)
48. Choice Proficiency. Using NELP Standard 7, participate in a leadership activity related to this standard and write summary and reflection providing adequate evidence of meeting this standard. (NELP 7)