Teaching Philosophy: Charlotte Ludolph, NBCT

Biblical Worldview

Charlotte Ludolph, NBCT

Liberty University

 

 

EDUC741 D04: Theories of Educational Leadership

 

Summer, 2018

Instructor: Dr. Jeffrey Crawford

 

 

 

 

 

 

 

  

 

 

 

 

Introduction

The Christian leader must do more than simply profess to be a Christian.  To

exercise a Biblical worldview, our actions must line up with our words.  Kouzes and Posner referred to this as Credibility, and they noted that everything is held together by credibility.  If I want people to follow my lead, I must be a person they can trust.  Living what you believe is the primary way to achieve this. 

Biblical Worldview

 

A biblical worldview is shaped by the basic tenants of Christianity.  Such tenants form what theologians term the propositional aspect of worldview.  Sire, (2009), summarized these tenants in his book, The Universe Next Door, A Basic Worldview Catalog.  They can be explained as follows:

• • God is Infinite (Sire, 2009, p. 27)

This aspect of Christianity recognizes that God is bigger than human understanding could

ever comprehend.  No one can equal the power of God and no one can be greater in all things that He does.  Exodus 13:4 states this best: “I AM WHO I AM.”  God is basically saying to Moses, Why would you even try to question me?  You will not be able to understand everything that I am if I told you.

• • God is Personal (p. 27)

Even though God is a mystery, he has a personality and so He is complicated.  This is one

way we are like God.  There are many names for God in the Bible, each one reflecting a different aspect of His character.  Some examples are: Jehovah Jireh, which means My Provider.  Elohim, which means God of Power and Might.  Abba, which means Daddy or Father.  You can see that some of His qualities seem in contradiction to each other, as He is very strong but also fiercely compassionate.  All of these qualities coexist in one supreme being.  God is interested in the individual characteristics of us as people, because He can relate to our complexity.

• • God is Transcendent (p. 29)

He rules over everything and He is above all the things that are happening in our world. 

Nothing is too difficult for God to handle.  This is a relief to us when we are in the middle of trials and troubles.  "But who is able to build a house for Him, for the heavens and the highest heavens cannot contain Him? So who am I, that I should build a house for Him, except to burn incense before Him? (2 Chronicles 2:6)

• • God is Omniscient (p. 29)

Sometimes it is just nice to know that God sees everything.  He sees the way others treat

us, the things happening to us in life, and our actions when others do not belief in our goodness.

• • God is Sovereign (p. 30)

"Before the mountains were born or you brought forth the whole world, from everlasting to everlasting you are God" (Psalm 90:2).

• • God is Good (p. 30)

This is pretty self-explanatory, but everything that comes from God is good.  There are

many churches teaching people to accept bad circumstances in life as part of God’s plan, but they do not come from God.  Evil is in the world and it affects us because of The Fall, but nothing evil comes from God.  God has to allow evil to exist because the only way to completely do away with it is to eliminate Free Will.  He wants us to choose Him voluntarily, so Free Will must continue and people will sometimes choose to do wrong to us.  Sickness and disease are also a part of the evil that exists in the world from The Fall.  But they are never from God.  God can use bad circumstances to shape us and to bring us to His glory, but He does not cause the bad.

• • God made the world and he made it to be in order (p. 31).

Unlike other cults or religions, Christianity is a belief that things are not randomly

happening in this life.  God has a plan and there is an order to it, with each step making sense and having a unique purpose towards the ultimate goal-To ensure that all people have had the opportunity to hear of Him and to accept Jesus as their atonement for sin, and that they would come to live with Him in Heaven forever.

• • Human beings were created in the image of God (p. 32).  This means:

• ♣ They have personality.
• ♣ They have intelligence.
• ♣ They have morality.
• ♣ They are fun-loving.
• ♣ They are creative.
• ♣ They can rise above themselves to be aware of a higher power.
• • Human beings were made to be in communication with God and with others around them

(p. 36).  Hebrews 10:25 admonishes us not to forsake, “…the assembling of ourselves together, as is the manner of some, but exhorting one another, and so much the more as ye see the Day approaching (King James Version).”  This means we were created to be in community with each other.  Other parts of the Bible compare Christians to a physical body, with each person forming a part of the whole.  In this way, we know that the Church is something that exists across denominational and geographical boundaries. 

• • Human beings were created to be good but through the Fall were separated from God

(p.38).  This is proof that Satan exists and he is always looking for ways to keep us apart from God.  The New Living Translation says: “Stay alert! Watch out for your great enemy, the devil. He prowls around like a roaring lion, looking for someone to devour (1 Peter 5:8).”

• • God provided redemption and a reconnection to Him through the sacrifice of Jesus (

p. 38).  The most famous verse about this tenant is John 3:16.  “¹⁶ For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life (King James Version).

• • By choosing to accept Jesus, death becomes a gate to eternal life (p. 41).
• • For those who do not accept Jesus as Savior, death is an eternal separation from God

(p. 41).

• • History is linear and everything is a part of God’s plan (p. 43).  Some religions believe

in the concept of reincarnation, or that history can repeat itself in cycles. Christianity rejects this notion, as everything moves forward towards the final ending that is already purposed by God.

Behavioral and Heart-Condition

In addition to these propositional aspects, a biblical worldview also demands distinctive behavioral and heart-condition differences.  Sire alludes to these in two key statements (2009):

• • We must reflect the goodness of God in our actions (p. 41).
• • Our primary purpose is to seek God and to glorify Him (p. 44).

It is not enough, therefore, to call ourselves Christians.  Instead, our very lives should

daily reflect our beliefs as we attempt to live out our faith as a witness to others.  Being the goodness of God to other people is the plan for drawing others into the kingdom. (Romans 2:4)

 

Christian Philosophy of Education

 

“The challenge to Christian K-12 educators today is real: too many people

claiming identity with Christ do not hold to core doctrinal beliefs, let alone

apply those beliefs to their life (Schultz & Swezey, 2013, p. 5).” 

 

Methaphysics deals with the basic causes of things and the nature of life.  Axiology deals with value judgments and ethical considerations.  As a Christian Educator, my standards of behavior will line up with the Word of God as the final judge of right and wrong.  These standards, when followed, will almost always cause favor in the secular world.  Godly values of honest, integrity, hard work, perseverance, transparency, loving treatment of people, acceptance, and other connected commands cause us to place higher standards of behavior on ourselves than the model code of ethics for our state or the school district teacher handbook. 

When speaking of methaphysical ideas, the Christian educator understands that trials and struggles in the workplace are not just about the people involved.  There are many spiritual components underneath the surface that come into play in our daily battles.  We also understand that because, ^“…our struggle is not against flesh and blood, but against the rulers, against the authorities, against the powers of this dark world and against the spiritual forces of evil in the heavenly realms, (NIV), we have a weapon that the non-Christian does not: Prayer.  We learned in EDUC 746 and EDUC 740 that great leaders pray for their staff and their students.  This means we always have more ways to solve problems than the average principal or district leader.  We have access to unlimited creativity in problem solving and in conflict resolution.

 

Implications for Educational Practice

In a multidimensional conception of worldview, Ryken (2006) wrote the way to ‘‘live out

a faithful Christian testimony at home, at church, at school, at work, and in the marketplace of ideas [is] only by having ... a consistently Christian worldview that shapes our thoughts, guides our words, and motivates our actions (as cited by Sire, 2009).

Kouzes and Posner, (2017), identified five essential practices of exemplary leadership.  They were:

• o Model the Way
• o Inspire a Shared Vision
• o Challenge the Process
• o Enable Others to Act
• o Encourage the Heart

As we consider the implications of a Biblical worldview on educational leadership, we

know that Jesus himself modeled the way for us.  When we say we love people, our actions in the school building need to show it.  That means if I am a principal and a student misbehaves, I will not just look to the handbook to make my decision about the consequences.  I will consider everything I know about that child’s individual story: their background, family setting, current classroom placement, relationships with all involved, and the facts on all sides of the problem.  I will pray for the child who is struggling in my school building.  I will pray for the child’s teacher, that Christian or non-Christian, the teacher will have wisdom to deal with the needs of that student.  Then, I will consider my promises to the school board in upholding justice as the handbook dictates.  I will make a decision that makes best use of godly wisdom with all of these things taken into consideration. 

In applying biblical tenants to the evaluation process, I will recognize that I am a shepherd of people.  It is my duty to lovingly train up my employees to do the very best they can do.  Our building’s success or, as a district level leader, our district’s success, is what ultimately glorifies God.  But to glorify God, I first need to be an excellent relationship builder.  If I fail to do that but have great test scores, it will not matter to God that the district or state officials are happy with my performance.  I will still not be living my beliefs. 

When a teacher is not performing adequately, as a Christian principal I will recognize the need to help that teacher and to build the teacher up rather than tear her down.  The evaluation process is meant to inspire teachers to greater and greater roles of leadership in the building.  It is often used in today’s educational culture to rip people apart and end their careers.  Some teachers leave in the first five years because the evaluation process is so harsh they lose the love they had for the profession.  I cannot be part of this, even if there is top-down pressure to do so.  I am entrusted with the responsibility of Grace and I must exercise it consistently.

 

Conclusion

 

Saying we believe is not enough.  Knowing the Bible is not enough.  When we line up our words with our actions, then we are really glorifying God.  We are showing Jesus in human form.  We may be the only Jesus some people come into contact with, so it’s critical that we get it right.  We can’t do it alone.  We must consistently seek God’s guidance, His wisdom, and the help of the Holy Spirit as we continue to grow in goodness so we can be Love in action in our schools.

References

Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary

  things happen in organizations. Sixth edition. Hoboken, New Jersey: John Wiley & Sons,

Inc.

Schultz, K. G., & Swezey, J. A. (2013). A three-dimensional concept of worldview. 

Journal Of Research On Christian Education, 22(3), 227-243.

doi:10.1080/10656219.2013.850612

Sire, James W. (2009) The Universe Next Door: A Basic Worldview Catalog, 5th Edition

(pp. 15-46). IVP Academic. Kindle Edition.

Resume & CV: Charlotte Ludolph, NBCT
Link to Professional Resume    

     This resume demonstrates a strong alignment with the NELP standards for a principal intern. My diverse teaching experience, coupled with leadership roles in school improvement and professional development, showcases my commitment to student learning and school improvement. The emphasis on data-driven decision-making, instructional leadership, and building strong relationships with staff, students, and families aligns with NELP standards 1, 4, 5, 6, 7, and 8. Additionally, involvement in community engagement initiatives, such as the Salvation Army Afterschool Program, demonstrates a commitment to serving the needs of the entire school community, aligning with NELP standard 5. Overall, the resume highlights my potential to be an effective school leader who can positively impact student achievement and school culture. Charlotte Ludolph Professional Resume

Skills: Charlotte Ludolph, NBCT
     This artifact is a letter of recommendation from my mentor and the principal of the school.  This letter of recommendation from Dr. Lassiter, Principal of Hertford Grammar School, highlights my commitment to building professional capacity, as outlined in NELP Standard 7. It showcases my dedication to creating positive learning environments, collaborating with colleagues, and taking initiative in school improvement initiatives. My ability to provide effective feedback during peer observations, coordinate successful programs like the Multi-Language Learner Night and the Salvation Army Reading Program, and build strong relationships with colleagues demonstrates my leadership potential and commitment to contributing to the school community. These experiences have equipped me with the necessary skills and knowledge to become an effective educational leader.

Skills: Charlotte Ludolph, NBCT
This artifact showcases my ability to give constructive feedback during a classroom teaching observation. This peer observation report highlights my commitment to professional growth, collaboration, and effective instructional practices, aligning with NELP Standard 7. By engaging in a collaborative observation with Ms. Dail, I demonstrated my willingness to seek feedback and reflect on my teaching practices. The report highlights my ability to create engaging and relevant learning experiences, foster a positive and inclusive learning environment, and effectively manage student behavior. Additionally, my active participation in school improvement initiatives, such as the STEM School of Distinction application, demonstrates my dedication to advancing student learning and school culture. By sharing best practices and providing support to colleagues, I contribute to a collaborative and supportive school community. Heather Dail Peer Observation Document

Skills: Charlotte Ludolph, NBCT
     This artifact is a letter of reference for a teacher that I observed in our Connect team. This teacher has taken on the challenge of applying for STEM School of Distinction status this year for our school, and as a part of that she is trying to integrate Literacy and Math instruction with her STEM content. I formally observed her using the regular evaluation tools that our administrators use. This included a preconference to discuss what I would see, notetaking during the lesson, and a post conference to offer feedback and suggestions. 

     This letter of recommendation highlights my qualities as an exceptional educator and positive impact on the school community, aligning with NELP Standard 7. It showcases a dedication to creating a warm and inclusive learning environment, my ability to build strong relationships with students and colleagues, and my innovative teaching methods. By taking on additional responsibilities and collaborating effectively with others, I demonstrated commitment to school improvement and my leadership potential. The letter alludes to my positive influence that extends beyond the classroom, making me a valuable asset to any educational institution. Additionally, Ms. Dail expressed gratitude for the thoughtful and meaningful feedback provided during the recent classroom observation, indicating a willingness to embrace professional development and continuously improve her teaching practices, as a result of the observation process being handled smoothly.

241214101316_PXL_20241202_220344703.jpg (.jpg) 1.57mb

Skills: Charlotte Ludolph, NBCT
  This artifact is an email indication of a teacher's conflict between the afterschool program and the School Improvement Team meetings. I was not anticipating so many of my tutors to have this same conflict and on this date I had to do a lot of shuffling around last minute to accommodate my afterschool program students.  This was a learning experience in operations and management for me, because I did not have a lot of time to make adjustments and could not just cancel the program for the day. There wasn't enough time to give parents sufficient notice to receive their children at home on the bus or to pick them up earlier at regular dismissal time.  So I had to reflect with my mentor and make a plan for how we would handle SIT Team days moving forward. I secured an additional substitute and cancelled STEM for those days in the next months so I could make sure there were enough tutors for the adult to student ratio we had promised Salvation Army reps.  
     This email thread illustrates my ability to adapt to unexpected challenges and maintain effective school operations, aligning with NELP Standard 6. When faced with a scheduling conflict between the after-school program and the School Improvement Team meetings, I quickly assessed the situation and implemented a solution to minimize disruptions. I prioritized the needs of the students by securing additional staffing and adjusting program activities, demonstrating my commitment to student well-being. By reflecting on the situation with my mentor and developing a proactive plan, I showcased my capacity for continuous improvement and effective decision-making. This experience highlights my ability to manage complex situations and maintain a high level of organization and efficiency. 241214100237_SIT_Meeting_Conflict_with_Afterschool.pdf (.pdf) 0.35mb

Skills: Charlotte Ludolph, NBCT
     This artifact is an email thread about training for bus call duty. This school year, I am responsible for after school bus calls at both the K-2 school and the 3-5 school. We have 15 buses involved in getting our K-5 students home each day and administrators take turns staying late to monitor the bus radios and respond to any concerns. Some examples of concerns I addressed during this management activity were K-2 students who did not have a parent in place to receive their child off the bus. Law requires us to make sure any student under the age of 9 has a parent or guardian there and visible when the bus drivers release students, to limit liability and to protect our students' safety.  Another type of concern I had to address was the bus driver calling to inform us that a student was getting sick and that the parent needed to meet the bus to pick them up early. When there is no parent available in these situations, I have to stay after to keep the student until I can make contact with a parent who comes to pick up the child. I had to also make sure appropriate identification was taken to ensure the students were going home with someone on the approved pickup list. As part of this role, I utilized our PowerSchool database to search for student information and emergency contacts. 
     This email thread demonstrates my commitment to student safety and effective school operations, aligning with NELP Standard 6. As the primary individual responsible for after-school bus call duty, I actively monitored bus radio communications and addressed a range of concerns, including student pickups and unexpected health issues. I utilized my problem-solving skills to ensure compliance with legal requirements and to protect the well-being of students. By effectively communicating with bus drivers, parents, and school administrators, I demonstrated my ability to manage complex situations and maintain a safe and secure school environment. Additionally, my use of the PowerSchool database highlights my proficiency in utilizing technology to support student needs and school operations. 241214095805_Training_for_Bus_Calls_Duty.pdf (.pdf) 0.39mb

Skills: Charlotte Ludolph, NBCT
     This artifact is a picture collage showing two separate Family Literacy Events we held at the school this year. I was a fundamental part in planning, managing, and implementing both of these events. The first two pictures show our Pastries with Parents and Pals Event, that was meant to draw in 3rd Grade Parents so we could inform them about the state Read to Achieve laws. 
     The rest of the pictures are from our Family Literacy Night, which is a Title 1 Night every Fall. I was in charge of planning this on the events committee. I also helped set up the stations, chose the supplemental activities, made sure teachers understood what they were doing and had all of their materials on the night of, and engaged families with a Fall Read Aloud. Additionally, I handled cleanup and an unexpected event that happened at the end of the Literacy Night when a parent accidentally ran into our school gate, damaging it severely. I learned how to report this to district maintenance and the steps needed to get it repaired. 
     This picture collage showcases my commitment to fostering strong family-school partnerships and promoting literacy development, aligning with NELP Standard 5. By organizing and implementing two significant family literacy events, I actively engaged parents and families in their children's education. The Pastries with Parents and Pals event provided an opportunity to inform parents about crucial state education policies, while the Family Literacy Night offered a variety of engaging activities to promote literacy skills. Through careful planning, effective communication, and resourceful problem-solving, I successfully executed both events, demonstrating my ability to create positive learning experiences for students and families. By addressing unexpected challenges, such as the gate incident, I further exemplified my dedication to maintaining a safe and supportive school environment. 241214094505_Family_Literacy_Events.jpg (.jpg) 0.19mb

Skills: Charlotte Ludolph, NBCT
     This artifact is a collection of emails between myself and one of our Salvation Army Representatives, Major Angela Hughes. As part of the afterschool program, we collaborated to provide basic safety training to teachers. The training covered how to prevent slips, trips, and falls, safe monitoring of students, bloodborne pathogens safety, basic First Aid, and how to identify potential child abuse indications as well as steps for mandated reporters through Salvation Army.  
     This collaborative training initiative with the Salvation Army aligns with NELP Standard 5 by prioritizing the safety and well-being of students. By equipping teachers with essential first aid skills, child abuse recognition, and mandated reporting procedures, the training fosters a safer learning environment. This proactive approach demonstrates a commitment to student protection and aligns with the standard's emphasis on creating a positive school climate. By empowering teachers to respond effectively to emergencies and potential risks, the training strengthens the school's capacity to provide a secure and supportive learning environment for all students.  Additionally, it shows my ability to partner with Salvation Army as an outside agency resource to create this safe culture within our program. 241214093048_Safe_From_Harm_Training_Afterschool_Program.pdf (.pdf) 1.95mb

Skills: Charlotte Ludolph, NBCT
     This artifact is a school Facebook page created exclusively to document the Salvation Army Afterschool Program. I was the administrator for this program, collaborating with the Salvation Army representatives to provide free afterschool tutoring and enrichment in Reading and Math. Students had the opportunity to also participate in STEM activities once every six sessions to encourage their interest in the program and Math 24 competitions if they reached 4th or 5th grade.  
     This Facebook page showcases a collaborative effort between myself and the Salvation Army to provide a comprehensive afterschool program aimed at enhancing academic skills and fostering community engagement. Through grant funding, the program offered paid tutoring in reading and math, along with engaging STEM activities and competitive Math 24 teams. The Christmas party celebrated student achievements and further solidified the program's positive impact on the community. This initiative aligns with NELP Standard 5 by demonstrating a commitment to community partnerships, leveraging external resources to support student learning, and fostering a strong sense of community within the school and beyond. The Facebook page serves as a valuable platform to document and share the program's successes, inspiring further collaboration and community support.

Skills: Charlotte Ludolph, NBCT
     This artifact is a link to join a Google Classroom Site that serves as a professional development hub for teachers to find answers for their self-identified concerns, how to motivate and engage lower level readers in the classroom. I created this resource in collaboration with another staff member who is getting her Masters in School Administration, to offer teachers on-demand professional development they could take advantage of on their own time schedule. Many of the teachers are overwhelmed with district requirements and building professional development schedules, so they do not appreciate anything that is on top of that busy calendar. Additionally, they have outside commitments like young families or they are going to school in the evenings. The Google Classroom resource I created in collaboration with another staff member aligns with NELP Standard 4: Learning and Instruction. By addressing the specific needs of teachers in engaging diverse learners and lower-level readers, I am demonstrating my commitment to improving instruction and student outcomes. This resource provides teachers with on-demand access to strategies and tools that they can implement in their classrooms immediately. By offering flexible professional development options, I am respecting teachers' time constraints and promoting a work-life balance. This collaborative approach to professional development aligns with the principles of shared leadership and empowers teachers to take ownership of their own learning. On-Demand Professional Development Site: Engagement Strategies for Lower Level Learners

Skills: Charlotte Ludolph, NBCT
This artifact is a collection of emails and a Choice Board that showcase my sharing of best teaching practices with colleagues, to improve Reading instruction. 

     The artifacts provided demonstrate my proficiency in NELP Standard 4: Learning and Instruction. My emails showcasing collaboration among teachers and sharing resources for integrating science with other subjects highlight my commitment to curriculum development and instructional leadership. The professional development choice board demonstrates my dedication to ongoing professional growth and improvement in areas such as core instruction, assessment, and social-emotional learning. Additionally, the positive feedback from my colleagues and administrators further validates my efforts to enhance teaching and learning. Through these actions, I have effectively demonstrated my ability to create a positive learning environment, implement effective instructional strategies, and promote student achievement. Professional Development Resource File

Skills: Charlotte Ludolph, NBCT
This artifact is proof of a meeting I had with Ms. Hinton, our district liaison for families who works with students who are classified as homeless or economically disadvantaged, through the McKinney Vento Act. Ms. Hinton and I met for an hour to discuss how she coordinates with families to support their unique needs when in transitional housing situations. She is a former educator in Perquimans County and is doing this work part time to support the schools she loves. Ms. Hinton shared with me the ways that students in the program are kept anonymous to the teachers, students, and even to administrators unless a specific need arises that can be legitimately shared.  She explained the legalities of her job and also expressed the satisfaction she gets from knowing she is helping people in her community in their time of need.

     This artifact demonstrates my alignment with NELP Standard 3: Equity, Inclusiveness, and Cultural Responsiveness. By meeting with the McKinney-Vento liaison, I actively sought to understand the unique needs of homeless and economically disadvantaged students. This collaboration allowed me to gain valuable insights into the challenges these students face and develop strategies to support their academic and social-emotional well-being. By prioritizing the privacy and confidentiality of these students, I am demonstrating a commitment to equity and inclusivity. This artifact showcases my dedication to creating a supportive and inclusive learning environment for all students, regardless of their socioeconomic status or housing situation. 241214081440_Meeting_with_Jocelyn_Hinton_McKinney_Vento_Representative.pdf (.pdf) 0.32mb

Skills: Charlotte Ludolph, NBCT
This artifact is a copy of our superintendent's survey response after a special event that I hosted in collaboration with our district English Language teacher. The event was well attended and included several community organizations, with a local restaurant donating the food and the public library coming in to provide materials to parents and students. A good time was had by all.

     This artifact demonstrates my alignment with NELP Standard 3: Equity, Inclusiveness, and Cultural Responsiveness. By collaborating with the district EL teacher to organize an ELL night, I actively promoted equity and inclusion for English Language Learners. The event provided a valuable opportunity for families to connect with school resources, access culturally relevant materials, and learn about supporting their children's language development. The event's success, as evidenced by the superintendent's positive feedback, highlights my commitment to creating a culturally responsive learning environment. By addressing the specific needs of ELL students and their families, I am working to ensure that all students have equal opportunities to succeed. 241214080630_EL_Night_Documentation.pdf (.pdf) 0.25mb

Skills: Charlotte Ludolph, NBCT
This is a copy of my CPR and First Aid Certification Completion.

     This artifact demonstrates alignment with NELP Standard 2: Ethical Leadership. By completing CPR and First Aid training, I have acquired the skills and knowledge necessary to respond effectively to medical emergencies in a school setting. This certification demonstrates my commitment to student safety and well-being, which is a fundamental ethical responsibility of a school leader. By being prepared to handle emergencies, I can help ensure the safety of all students and staff members, fulfilling my ethical obligation to provide a safe and secure learning environment. 241214075413_CLudolph_American_Heart_Association_CPR_and_First_Aid_Card.pdf (.pdf) 0.22mb

Skills: Charlotte Ludolph, NBCT
This is a copy of my Child Abuse Prevention Certificate.

     This artifact demonstrates alignment with NELP Standard 2: Ethical Leadership. By completing the Child Abuse Awareness and Prevention course, I have gained a deeper understanding of child abuse and neglect, and the legal and ethical responsibilities of educators in reporting and preventing such abuse. This knowledge equips me to create a safe and supportive learning environment for all students. Additionally, the course has enhanced my ability to recognize signs of abuse, implement appropriate interventions, and collaborate with child protective services to ensure the well-being of children. By prioritizing the safety and well-being of students, I am demonstrating ethical leadership and fulfilling my professional obligations as an educator. 241214075047_Charlotte_Ludolph_Child_Abuse_Certificate_2_.pdf (.pdf) 0.13mb

Skills: Charlotte Ludolph, NBCT
This artifact is a summary of teacher responses from a study of the book, "Culturally Responsive Teaching and the Brain."  I participated in this study as an administrative intern to show my support of lifelong learning, but also to show my interest in meeting the needs of diverse learners such as our neurodivergent population. 

     This artifact demonstrates my alignment with NELP Standard 2: Culturally Responsive Teaching & the Brain. By reflecting on the brain's response to learning and cultural experiences, I am actively seeking to improve my teaching practice to be more responsive to my students' needs.

     The reflection highlights key takeaways from the course material, such as the importance of positive relationships in creating a safe learning environment and the impact of cultural background on student responses. Understanding the "amygdala hijack" and its impact on learning allows me to develop strategies to de-escalate situations and refocus students.

     Furthermore, recognizing the importance of building on existing knowledge shows a commitment to culturally responsive teaching, which emphasizes connecting new learning to students' cultural experiences and backgrounds. This reflection demonstrates my ability to analyze research on the brain and translate it into practical strategies to create a culturally responsive learning environment.

241214074316_Culturally_Responsive_Teaching_the_Brain_Week_2_Responses_1_.pdf (.pdf) 0.45mb

Skills: Charlotte Ludolph, NBCT
This is a copy of information shared with my Salvation Army Afterschool Staff during our initial orientation.

    This artifact demonstrates my alignment with NELP Standard 1: Mission, Vision, and School Improvement. By organizing and managing an afterschool tutoring program, I am actively working to improve student achievement and support the school's mission of empowering students and building bright futures. The focus on creating a positive and supportive learning environment, as outlined in the behavior expectations and dismissal procedures, aligns with the school's vision of a nurturing environment. Additionally, the emphasis on data-driven instruction and the use of research-based materials demonstrates my commitment to instructional excellence. This artifact highlights my ability to implement effective strategies to support student learning and improve overall school performance. Fast Facts About Afterschool

Skills: Charlotte Ludolph, NBCT
This is our building Core Problem Solving Document that we led grade level content teams in completing each semester. The Core Problem Solving document helps us track progress towards SIT goals and MTSS areas of need. 

     This artifact demonstrates a strong alignment with NELP Standard 1: Mission, Vision, and School Improvement. My data-driven approach to problem-solving and focus on explicit phonics instruction align with the school's vision of preparing students to be resilient thinkers. By identifying areas of need and developing targeted interventions, I demonstrated a commitment to school improvement. Additionally, my collaboration with colleagues and the involvement of the MTSS team reflect the school's mission of creating a nurturing environment that empowers students. This artifact showcases my ability to analyze data, develop action plans, and collaborate with colleagues to improve student outcomes, aligning with the core competencies of a school leader. 241214070949__3rd_Grade_Core_Problem_Solving_24_25_3rd_Grade_ELA_BOY.pdf (.pdf) 0.07mb

Reflective Journal: Charlotte Ludolph, NBCT

Professional Growth Reflective Essay

     My internship experience at Hertford Grammar School has been instrumental in my professional growth. Initially, I approached my role with enthusiasm but a certain degree of uncertainty. One of the most difficult parts of this particular internship was the fact that I was embarking on a new teaching position while also taking on an internship. One of the concerns I had for myself, that was echoed by my mentor, was that I would struggle to establish strong relationships with teachers in such a short time that could facilitate me being viewed as a leader. This is something I had previously worked to construct in my prior district over ten years of teaching. However, the structure of our PLC meetings and grade level shared leadership opportunities provided by my mentor and the assistant principal made this transition an easier one that I initially thought it would be.  Additionally, the staff at this new school immediately took a respectful attitude towards me on their own, viewing my years in the classroom as an asset to the team.  Those two supports along with hands-on experiences, mentorship, and reflection, helped me develop a deeper understanding of the multifaceted role of a school leader.

     One significant area of growth has been in the realm of data-driven decision-making. By analyzing student data, such as iReady assessments and NC Check-Ins, I have learned to identify trends, pinpoint areas of need, and develop targeted interventions. This skill, coupled with my ability to collaborate with colleagues and stakeholders, has allowed me to advocate for the resources and support necessary to improve student outcomes.  My administrative team’s careful sensitivity to the perceptions of teachers when using individual classroom data helped me develop a better understanding of the many considerations principals must use when displaying and communicating about classroom results. Data has the potential to hurt or to harm depending upon how it is shared.  I learned that if teachers feel put on the spot in front of other peers when viewing school data, this can have a detrimental effect on administrative initiatives. I also learned that sometimes you have to slow down to speed up, as our superintendent loves to say. This is not a strength of mine, as I am passionate about learning and want to see results right away. However, I do feel that I possess a strong sense of caring for the staff that will help me overcome any weaknesses this passion might bring to my first role as an administrator. 

     Furthermore, my internship has honed my leadership skills. Through leading professional development sessions, facilitating collaborative planning, and providing instructional coaching, I have developed the ability to inspire and motivate others. I have also learned the importance of building strong relationships with teachers, students, and parents, as these relationships are essential for fostering a positive school culture and achieving organizational goals. The Salvation Army Afterschool Tutoring and Enrichment program gave me a lot of opportunity to practice my leadership skills in a place where I was not interfering with the activities of the current administrative team, while providing an essential supplement to our MTSS action plan.  One of the biggest things I learned was to look ahead to the calendar and try to anticipate organizational and management challenges that could impact the programs, to head them off instead of encountering unplanned stressful situations.

     As I embark on my career as a school leader, I am committed to continuous professional growth. I believe that effective leaders must be lifelong learners, constantly seeking new knowledge and skills. By staying informed about current trends in education and engaging in ongoing professional development, I can ensure that I am well-prepared to meet the challenges of the 21st century. Additionally, I will prioritize building strong relationships with colleagues and community members, as these relationships are essential for creating a supportive and collaborative learning environment.  I feel that my Liberty University education has well prepared me to be ready for the challenges ahead of me, even though growth is a continuous and lifelong process.  I would like to thank all of my professors for the role they have played in helping me to get this far, with special consideration to Dr. Bartlett, my Internship advising professor. Their support has made my success possible.

Assignments: Charlotte Ludolph, NBCT
*The Benchmark assignments for these courses were different at the time I took EDAS 740. I am uploading the required benchmark assignment for my course completion plan at the time I completed it for my Liberty EdS.

     Completing a professional ethics course directly aligns with several NELP standards for a principal intern. By studying ethical principles and dilemmas in education, interns develop a strong moral compass and a commitment to ethical decision-making. This aligns with Standard 2: Ethical Norms, which emphasizes the importance of integrity, honesty, and fairness. Additionally, the course can help interns develop skills in problem-solving, critical thinking, and effective communication, which are essential for addressing ethical challenges in school leadership. This aligns with Standard 6: Operations and Management, as ethical leadership is crucial for creating a positive and productive school environment. Ultimately, a strong ethical foundation enables school leaders to build trust, foster collaboration, and make decisions that prioritize the best interests of students and staff. Leadership Ethics Course Completion Certificate (.pdf) 1.10mb

Assignments: Charlotte Ludolph, NBCT
I took this course in 2018 as part of my EdS and the benchmark assignment was not the same.  I have uploaded the comparable benchmark assignment for this course at the time. These assignments were approved through Liberty transfer of credit.

Passing an Ethics Theory to Practice Exam proves that the skills learned in the Professional Ethics Course are there for the principal intern's use when a situation develops. Completing a professional ethics course directly aligns with several NELP standards for a principal intern. By studying ethical principles and dilemmas in education, interns develop a strong moral compass and a commitment to ethical decision-making. This aligns with Standard 2: Ethical Norms, which emphasizes the importance of integrity, honesty, and fairness. Additionally, the course can help interns develop skills in problem-solving, critical thinking, and effective communication, which are essential for addressing ethical challenges in school leadership. This aligns with Standard 6: Operations and Management, as ethical leadership is crucial for creating a positive and productive school environment. Ultimately, a strong ethical foundation enables school leaders to build trust, foster collaboration, and make decisions that prioritize the best interests of students and staff. Theory to Practice Ethics Course Completion Exam Certificate (.JPG) 0.84mb

Assignments: Charlotte Ludolph, NBCT
     This action research project demonstrates a strong alignment with the NELP standards for a principal intern. By investigating microschooling as an alternative education model, the intern demonstrates a commitment to innovative practices and student-centered learning. The focus on data-driven decision-making, collaboration with stakeholders, and the development of a personalized learning environment aligns with standards 1, 2, 3, 4, 5, 6, 7, and 8. The intern's engagement in professional development and their ability to apply research to practice further highlight their potential as a future school leader. This project showcases a deep understanding of educational challenges and a commitment to finding innovative solutions that benefit all students. EDUC 743 Action Research Case Study for Curriculum and Instruction, Final Course Benchmark (.rtf) 0.27mb

Assignments: Charlotte Ludolph, NBCT
     This assignment demonstrates a strong understanding of NELP standards, particularly in the areas of ethical leadership, social justice, and reflective practice. The plan's emphasis on data-driven decision-making, stakeholder engagement, and equity ensures that all students have the opportunity to succeed. By addressing the potential consequences of decisions and considering the diverse needs of the school community, the plan demonstrates a commitment to ethical and socially just leadership. The focus on professional development and teacher well-being aligns with the standards for effective school leadership. Overall, this assignment showcases the intern's ability to analyze complex problems, develop comprehensive solutions, and advocate for the needs of all students. School Improvement Plan Part 4: Dispositions (.rtf) 0.10mb

Assignments: Charlotte Ludolph, NBCT
This improvement plan demonstrates a strong alignment with NELP standards. By addressing principal turnover, teacher professional development, and student achievement in math, the plan showcases a commitment to school improvement. The focus on data-driven decision-making, collaboration with stakeholders, and effective communication aligns with Standards 1, 2, 3, 5, and 6. The detailed strategies for resource allocation, professional development, and parent engagement demonstrate a comprehensive approach to implementing the goals. This plan provides a solid foundation for improving school culture, instruction, and student outcomes. School Improvement Project Part 3 (.rtf) 0.14mb

Assignments: Charlotte Ludolph, NBCT
     This action research project aligns with multiple NELP standards. By analyzing school data and identifying areas for improvement, such as principal turnover and student achievement, the intern demonstrates a commitment to data-driven decision-making and school improvement. The proposed goals address key areas like leadership development, teacher quality, and parental involvement, aligning with Standards 1, 2, and 3. The focus on professional development, community partnerships, and student achievement demonstrates a comprehensive approach to school leadership. This project showcases the intern's ability to analyze complex problems, develop actionable solutions, and advocate for the needs of all students. School Improvement Project Part 2: Goals (.rtf) 0.15mb

Assignments: Charlotte Ludolph, NBCT
     This assignment aligns with multiple NELP standards. By analyzing the district's mission, vision, and data, the intern demonstrated a strong understanding of school culture and leadership. The focus on equity, collaboration, and data-driven decision-making aligns with Standards 1, 2, and 7. Identifying areas for improvement, such as increasing teacher retention and addressing disparities in student achievement, showcases the intern's ability to think critically and advocate for the needs of all students. This analysis provides a solid foundation for developing a comprehensive school improvement plan. School Improvement Project Part 1 (.rtf) 0.10mb

Projects: Charlotte Ludolph, NBCT
In my accountability protocol project, I chose to examine the problem of declining 3rd Grade Reading Scores at Hertford Grammar School, a 3-5 school in the North Eastern Region of North Carolina public schools. Using interviews of administrators, staff members, and parents, I identified the perceptions of the problem. I examined state EOG data over the last three years, iReady diagnostic data, Dibels 8 data, and classroom data to gain understanding of the problem. Next, I chose several action steps to improve 3rd Grade Reading Scores. Working with the school Leadership Team, I designed and conducted professional development in best practices for reading instruction. I supported administrative direction as we conducted team data digs, problem solving activities, and action research in our classrooms. We collaborated with the 3rd grade teachers during release time and PLC time to discuss incorporation of best practices. Additionally, I organized and administered an afterschool tutoring program in conjunction with the Salvation Army to help students with reading and math deficits. We included an enrichment Math 24 Club and a STEM club to provide interesting outlets for student creativity and competition. I observed several teachers as part of the formal evaluation process at our school to gain knowledge that would inform classroom practice. All of these activities led to increased test scores on the middle of year benchmark assessment. There was, as of the date of this project submission, 71% growth on the diagnostic compared to the expected 50% goal. This indicates that we are successfully closing achievement gaps in the 3rd Grade. More data will be collected in January through Dibels assessment, but I am celebrating the efforts of our teachers. This has been a long and difficult process with much stress and pressure being put on one team of teachers, but it will all be worth it when we see raised achievement. C Ludolph Accountability Protocol Project Assignment (.docx) 0.06mb

Association & Society Membership: Charlotte Ludolph, NBCT
Joining the Christian Educators Association Network (CEAN) aligns with multiple NELP standards for a principal intern. By becoming a member, interns gain access to a wealth of resources, professional development opportunities, and a supportive community of Christian educators. This allows interns to develop their leadership skills, enhance their understanding of educational theory and practice, and stay informed about current trends in education. CEAN's focus on integrating faith and learning aligns with the ethical and moral dimensions of leadership. By participating in CEAN's activities and engaging with other members, interns can develop a strong foundation for ethical decision-making and a commitment to serving students and their communities. Christian Educators Association Membership (.pdf) 0.23mb

Exam History: Charlotte Ludolph, NBCT
The strong SLLA scores in Strategic Leadership, Instructional Leadership, Climate and Cultural Leadership, and Ethical Leadership demonstrate alignment with NELP standards. These scores indicate a strong understanding of vision, mission, instructional improvement, school climate, and ethical decision-making. This demonstrates readiness to assume the responsibilities of a school leader and positively impact student learning and school improvement. Charlotte Ludolph SLLA6990 Exam Results (.pdf) 0.40mb