SchoolFinanceReview (.docx) 0.05mb School Law Course Benchmark Project (EDUC 647/747)
Course Benchmark: The school law course benchmark project is related to changing the requirements for entering kindergarten be modified to allow for early entrance to kindergarten for children who are school-ready. The current Idaho code and our school district code require gifted student to be tested before being allowed to attend public school, but they are not allowed to be tested without a state id number which is not given until a child is five years old by Sept 1st. The law should be modified to meet the needs of students, especially when they are given an opportunity to pass certain tests and their birthdays are within months of the required date for entrance to school.
Alignment with Standards: This benchmark project addresses codes that are implemented as a legal parameter, but these laws work against advanced students who are school ready well before the time they are allowed to attend. In making the case for these students the NELP standars involving equity, learning and instruction and professional capacity are being met.
NELP Standard 3: Equity, Inclusiveness, and Cultural Responsiveness – Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. NELP Standard 4: Learning and Instruction – Evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. NELP Standard 7: Professional Capacity – 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.
Academic Achievement: When a child is allowed to attend kindergarten when they are academically ready, this provides an opportunity for the child to reach their highest achievement.SchoolLaw_policiesandprocedures (.docx) 0.03mb Community Relations Course Benchmark Project (EDUC 646/742)
Course Benchmark: The benchmark project for community relations involved doing a demographic study of the high school and community and coming up with a project where high school students could work on community service projects.
Alignment with Standards: The community partnership project aims to provide support to local institutions while giving students experience and connection within the local community. As students work with entities they will be exposed to programs that support diverse community needs. The following three standards are in line with this community relations benchmark project. NELP Standard 1: Mission, Vision, and Improvement – 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. NELP Standard 3: Equity, Inclusiveness, and Cultural Responsiveness – Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. NELP Standard 5: Community and External Leadership – Engage families, community, and school personnel to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
Academic Achievement: Student achievement is the first priority, and as students work to better their community, not only will they reap the benefits, but they will also experience giving and serving within their community.CommunityRelations (.docx) 0.36mb Theory to Practice Exam (EDUC 645/740)
Course Benchmark: The theory-to-practice exam benchmark project involved exploring the code of ethics for educators and establishing a personal code of ethics. The personal code of ethics paper involves holding oneself accountable for making sure that the curriculum is equitable and the leader is modeling ethical conduct.
Alignment with Standards: Establishing ethical accountability, a leader has included a core set of values, advocating for ethical decisions, and providing an inclusive school culture. NELP Standard 1: Mission, Vision, and Improvement – 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. NELP Standard 2: Ethics and Professional Norms – Understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms. NELP Standard 3: Equity, Inclusiveness, and Cultural Responsiveness – Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
Academic Achievement: Having a leader who is devoted to providing an ethical framework for students and teachers, including making sure each individual student has an opportunity to achieve to the highest level.QualitativeData_EthicalAnalysis (.docx) 0.04mb School Improvement Course Benchmark Project (EDUC 640/741)
Course Benchmark: The school improvement course benchmark project aimed to set goals that improve science and math standardized test scores, as well as increase student attendance at the high school for the fourth period at the end of the school day.
Alignment with Standards: This school improvement project meets the standards that are associated with implementing a process for continuous improvement, cultural responsiveness, and the refining of assessments. NELP Standard 1: Mission, Vision, and Improvement – 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. NELP Standard 4: Learning and Instruction – Evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. NELP Standard 3: Equity, Inclusiveness, and Cultural Responsiveness – Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
Academic Achievement: Student achievement is directly related to standardized test scores and attendance rates, which the school improvement plan has goals to address and improve these items.SchoolImprovement (.docx) 0.03mb Name of Association: The School Superintendents Association
Acronym for Association: AASA
Date of Initial Membership: November 30th, 2025
Description of Association: AASA (formerly the American Association of School Administrators) develops and supports school system leaders through the national exchange of ideas; access to professional learning, publications, and resources; and opportunities to champion initiatives to help transform the future of public education. For more than 150 years, our organization has proudly served as the voice of educational leaders and the more than 50 million children learning and growing in our public schools.
Association's Website: https://my.aasa.org/
Level of Activity/Involvement in the Association: Member
MembershipProof (.docx) 0.28mb Name of Association: Association of Supervision and Curriculum Development
Acronym for Association: ASCD
Date of Initial Membership: November 30th, 2025
Description of Association: Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas––superintendents, supervisors, principals, teachers, professors of education, and school board members]
Association's Website: www.ascd.org
Level of Activity/Involvement in the Association: Member
MembershipProof (.docx) 0.28mb The cut score for the leadership series Praxis test 6990 is 146, and I earned 167. The average passing rate is between 162-177; my score falls towards the middle of the average.
Licensure_leadershipSLLA_TestScore (.pdf) 0.38mb |
I have grown professionally in a variety of ways since I started the program over a year ago. The coursework, projects, benchmark projects, practicums, and the final internship have afforded me opportunities to experience education from an administrative perspective. While I do have an Educational Doctorate in educational leadership, the coursework and experience required for the executive licensure program brought opportunities to view the role from a variety of perspectives. The course projects, practicums, and internship provided authentic opportunities to work with teachers to build relationships and understand the amount of effort they put into their classrooms. Starting the program, I felt that I could perform the role of principal or assistant principal, but after being put into these roles to make these decisions, I now feel more than capable and confident that I would do well. Being a successful leader does not mean that all of my choices are going to be the right or best ones to make. Armed with the experience and compassion for teachers and students, I can, however, make decisions with a solid foundation. If the decisions are protested or viewed as negative, I will rely on my team to help make the necessary modifications. Part of being a good leader is not making decisions alone; you must have a sounding board, even if it is not someone you currently work with. Through this LU program, we were exposed to many situations that required critical thinking and most often included hearing the opinions of colleagues about a situation. We were asked to make decisions about when to meet with parents or how to respond to an incident that was put on social media. These situations, along with the coursework and the implementation of a Biblical Worldview, helped me to visualize myself in a leadership position. Building relationships, seeking wise counsel, and working for the good of the students, staff, and community helps to bring clarity into the decisions that make up a big portion of the job. The hands-on experience of implementing my benchmark project, along with the culmination of the coursework and smaller projects helped me to experience life as a leader as well as the values that I will make a priority. I have grown tremendously in my view of the responsibility of being a leader; it is even more service and relationship-centered than I originally had thought. |
NELP Standard 6: Operations and Management – Improve 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.
Alignment with Standards: The apology piece being implemented into the behavior incident reaction steps will be correlated to school district policies that promote student rights at school. The behavior incident document will provide data to inform administration of the success or lack therof of the conflict strategies being used.
Academic Achievement: Reducing the amount of conflict at school will help to build relationships between students and students as well as teachers and students and teachers and administration. This will have a direct effect on students’ personal and academic growthPLMSStudentHandbook (.pdf) 0.58mb NELP Standard 5: Community and External Leadership – 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.
Alignment with Standards: The conflict resolution curriculum uses staff and family involvement to provide well-rounded training in conflict resolution. This partnership will be paramount for the future when the entire curriculum is implemented, and will result in stakeholders having a common language to address conflicts in relationships.
Academic Achievement: When all stakeholders are involved in conflict resolution, the success of the program will have a positive impact on the entire school and this positively impacts student achievement.PLMSStudentHandbook (.pdf) 0.58mb NELP Standard 4: Learning and Instruction – Evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.
Alignment with Standards: The existing behavior incident document was analyzed and included behavior incidents that occur for students. This document will be maintained to verify whether the conflict resolution strategies are working and to reduce conflict at school.
Academic Achievement: Less conflict means happier students, especially those who feel bullied, and this leads to a focus on academics and positive relationships, which improve student achievement.ApologyLetter_ (.pdf) 0.23mb |
NELP Standard 3: Equity, Inclusiveness, and Cultural Responsiveness – Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. Alignment with Standards: The implemented conflict resolution apology includes steps that require the behavior offender to put themselves in another person’s shoes and to articulate how it made them feel and what they will do differently to treat the person fairly. Academic Achievement: The conflict resolution component helps build relationships between students and prevent conflicts, leading to fewer behavioral problems that distract from school and hinder student achievement. |
CommunicationApologyLetterArtifact_duringmeetingwithme (.pdf) 0.23mb |
NELP Standard 2: Ethics and Professional Norms – Understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms. Alignment with Standards: Designed and implemented a conflict resolution apology piece into the behavior conflict steps involved in adult response to behavior incidents at Payette Lakes Middle School. Academic Achievement: The conflict resolution component is designed to support the resolution and prevention of conflicts between students, making the school a more appealing place to be and, consequently, resulting in better attendance rates and experiences, which ultimately lead to higher student achievement. |
CommunicationApologyLetterArtifact (.pdf) 0.46mb NELP Standard 1: Mission, Vision, and Improvement – Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities which include data use, technology, equity, diversity, digital citizenship, and community.
Alignment with Standards: Designed and implemented a conflict resolution apology piece into the behavior conflict steps involved in adult response to behavior incidents at Payette Lakes Middle School.
Academic Achievement: The conflict resolution piece is supposed to support solving and preventing conflict between students, which will make school a more appealing place to be and consequently result in better attendance rates and experiences, thus higher student achievement.ApologyLetter_activity (.docx) 0.20mb 
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