LaNeisha M. Barner, M.S.
School Counselor
Nottoway High School
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-Liberty University,
Educational Administration & Leadership
Worldview and Educational Leadership
My Christian worldview influences both what I believe schools should achieve and how leaders should work toward those goals. Scripture provides a moral compass that guides professional judgment: honesty (Proverbs 12:22), the Golden Rule (“Do unto others…” Matthew 7:12), stewardship (Luke 16:10), and justice (Micah 6:8) are not optional extras but foundational commitments that direct decision making, relationships, and policy. These principles call leaders to foster student flourishing, protect dignity, and manage resources responsibly, all while anchoring every professional action in a higher purpose.
Anchoring Biblical Principles to Ethical Standards
I connect four biblical mandates to core ethical principles that guide research and practice: honesty and transparency, respect for persons, stewardship and accountability, and justice and fairness. Proverbs 12:22, “The Lord detests lying lips, but he delights in people who are trustworthy,” emphasizes the duty to report data honestly and avoid selective omission. Matthew 7:12 instructs us to treat colleagues as whole people deserving of dignity and cultural sensitivity. Luke 16:10, “Whoever can be trusted with very little can also be trusted with much,” highlights our responsibility to safeguard sensitive information and handle it responsibly.
Moral Character, Communication, and Vision in Practice
A faith-informed ethic shapes daily leadership practices such as integrity, clear communication, and a vision rooted in service. Proverbs teaches that integrity secures the leader (“Whoever walks in integrity walks securely,” Proverbs 10:9) and that the upright are guided by integrity (Proverbs 11:3); these truths lead to consistent behavior with stakeholders, transparent reasons for decisions, and resilience in adversity. Ethical communication and courage model Jesus’ use of narrative, empowering leaders to set expectations, resolve conflicts, and build trust. Vision, based on Proverbs 16:9, “In their hearts humans plan their course, but the Lord establishes their steps,” means leaders must develop shared goals that involve staff in purposeful, God-honoring work while staying open to divine guidance and community needs.
Professional Codes, Accountability, and Implications
Anchoring biblical principles to professional codes strengthens scholarly integrity and practical accountability. The Model Code of Ethics for Educators and state codes highlight dignity, non-harm, and equitable treatment; a Christian leader embraces these standards as expressions of stewardship and justice. Practically, this involves regular self-assessment, culturally responsive practices that elevate marginalized voices, and data practices that reveal rather than conceal disparities. Ultimately, my worldview makes leadership a vocation of service: to lead with honesty, treat others with respect, faithfully steward resources, and pursue justice so that policies, pedagogy, and research honor God and promote the flourishing of every student.
Evidence of the Standard: Presented for new teacher PLC meeting covering Nottoway High School’s history, vision, and mission.
Competency in Standard 1: Mission, Vision, and Improvement
CPR, First Aid, and AED Training Certificate Child Abuse and Neglect Recognition and Intervention Training
Child Abuse and Neglect Recognition and Intervention Training (.pdf) 0.11mb Evidence of the Standard: Faculty training on confidentiality requirements pertaining to student records (confidential issues, students with disabilities, IEP/504, disciplinary records, counselor notes, etc.).
Training on Confidentiality of Student Records & Access to Them Evidence of the Standard: PLC presentation to train teachers on equity and legalities of inclusive classroom practices for students with disabilities.
Competency in Standard 3: Equity, Inclusiveness, and Cultural ResponsivenessEvidence of the Standard: A Workplace Readiness and Ethical Behavior activity was used during the PLC training session with CTE department teachers. The training activity modeled the group-work activity that would be implemented in a classroom lesson to educate students on culturally responsive practice and to enhance teachers’ cultural awareness and sensitivity.
Competency in StaCompetency in Standard 3ndard 3: Equity, Inclusiveness, and Cultural ResponsivenessEvidence of the Standard: Developed fall SOL testing calendar and trained examiners and proctors on test day protocols. Oversaw testing for examiners, proctors, and students, and facilitated SOL testing sessions with students.
Competency in Standard 4: Learning and InstructionEvidence of the Standard: Represented NCPS at the community forum on school safety. Presented on understanding threat assessments.
Competency in Standard 5: Community and External Leadership - Community Forum PresentationEvidence of the Standard: Represented NCPS at the community forum on school safety. Presented on understanding threat assessments.
Competency in Standard 5: Community and External Leadership - Community Forum FlyerEvidence of the Standard: Attended school board meeting as Gear Up Coordinator to represent the grant program during the request for Board permission for out-of-state travel to the North Carolina's Universal Technical Institute campus. Board approval of this trip supported the engagement of community, family, and school personnel in strengthening student learning and in providing exposure to higher education and trade-school opportunities.
Competency in Standard 5: Community and External LeadershipEvidence of the Standard: Developed a revised and updated school counselor duty schedule in collaboration with NHS and NMS school counselors. The revised duty schedule was reviewed with the building principal and assistant principal for suggestions and final approval.
Competency in Standard 6: Operations and Management - Old Duties and ExpectationsEvidence of the Standard: Developed a revised and updated school counselor duty schedule in collaboration with NHS and NMS school counselors. The revised duty schedule was reviewed with the building principal and assistant principal for suggestions and final approval.
Competency in Standard 6: Operations and Management - Revised Duties and Expectations with TimelineEvidence of the Standard: Attend professional development for leaders or aspiring leaders. Attended the Virginia College Access Network Conference.
Competency in Standard 7: Professional Capacity Professional - RegistrationEvidence of the Standard: Attend professional development for leaders or aspiring leaders. Attended the Virginia College Access Network Conference.
Competency in Standard 7: Professional Capacity Professional - After travel reimbursementWhen I started the Administrative Leadership and Supervision program at Liberty University, I felt a mix of excitement and apprehension—especially because I had not been a student in twenty years. The shift to online learning was a tough challenge: I had to relearn study habits, get familiar with digital platforms, and juggle coursework with work and family responsibilities. That change required renewed commitment and self-discipline, and it improved my time management, written communication, and virtual collaboration skills. These practical improvements directly enhanced my leadership practice, helping me model perseverance and adaptability for staff who are also navigating changing instructional environments.
Program coursework and field experiences translated theory into practice and increased my competence across the NELP standards. Work on data-driven improvement plans and strategic goal setting reinforced Standard 1: Mission, Vision, and Improvement; ethical case analyses and reflective assignments deepened my grasp of Standard 2: Ethics and Professional Norms; and culturally responsive projects expanded my capacity for Standard 3: Equity, Inclusiveness, and Cultural Responsiveness. Studying instructional leadership and assessment use strengthened Standard 4: Learning and Instruction, while family engagement, community partnership, budgeting, and operations projects developed my skills in Standard 5: Community and External Leadership and Standard 6: Operations and Management. Each practicum and internship experience, particularly the Give Them Their Flowers activity carried out during the Accountability Protocol Project, improved my ability to lead with evidence, clarity, and measurable focus.
Liberty’s emphasis on SCRIP—Social Responsibility, Commitment, Reflective Practice, Integrity, and Professionalism—integrated professional dispositions into every course and field experience, aligning closely with both the NELP standards and my faith. Embracing Social Responsibility strengthened my commitment to fairness, differentiated support, and empathy for diverse learners; Commitment reinforced follow-through, punctuality, and a persistent work ethic; Reflective Practice encouraged journaling, data-driven decisions, and thoughtful choices; Integrity guided ethical behavior, confidentiality, and moral leadership; and Professionalism fostered respectful collaboration, emotional self-management, and lifelong learning. Liberty’s SCRIP connection helped me view these dispositions as vocational virtues rather than mere competencies.
Continued professional growth is essential for school leaders who must manage resources, champion equity, and sustain improvement over time. The program taught me that leadership is iterative: I must keep learning, seek wise counsel (Proverbs 11:14), ask for wisdom when uncertain (James 1:5), and work wholeheartedly as for the Lord (Colossians 3:23). From a hesitant, out-of-practice student to a more confident, standards-aligned leader, my journey demonstrates that formal preparation, reflective faith-informed dispositions, and a willingness to adapt produce leaders equipped to build equitable, effective learning communities.
Evidence of the Standard: The Improvement Plan demonstrates competency across the listed NELP standards.
- Standard 1: Mission, Vision, and Improvement
The Improvement Plan demonstrates competency in Standard 1 by articulating a clear, schoolwide problem of practice and aligning measurable goals (attendance and on‑time graduation) with a mission‑driven vision for student success; the plan’s stated goals, timelines, and success metrics show how leadership translates vision into prioritized, measurable action.
- Standard 3: Equity, Inclusiveness, and Cultural Responsiveness
The Improvement Plan evidences Standard 3 through disaggregated data analysis that identifies groups disproportionately affected by absenteeism and lower graduation rates, and by proposing targeted interventions (e.g., culturally responsive supports, differentiated outreach) designed to remove barriers and promote equitable outcomes for all student subgroups.
- Standard 4: Learning and Instruction
Competency in Standard 4 is shown where the Improvement Plan links instructional gaps to student performance in core subjects, prescribes aligned instructional strategies and progress‑monitoring assessments, and defines how formative data will be used to adjust instruction and measure impact on learning outcomes.
- Standard 5: Community and External Leadership
The plan meets Standard 5 by embedding stakeholder engagement and family‑community partnership strategies of communication plans, collaborative problem‑solving structures, and supports for student well‑being, which demonstrate leadership in creating a coordinated system of care to support attendance and graduation.
Academic Achievement: The Improvement Plan demonstrates its capacity to support student achievement by establishing clear, measurable objectives and aligning instructional strategies accordingly. It encompasses professional development for educators and institutes regular evaluations to monitor student progress, adapting continuously as needed. The Improvement Plan functions as a structured, evidence-based roadmap that effectively guides all stakeholders toward improved student outcomes.School Improvement Course Benchmark Project (EDAS 741) (.docx) 0.05mb Evidence of the Standard:
The Action Research Case Study provides concrete, practice-based evidence of NELP standards by documenting a full cycle of problem identification, intervention design, implementation, data collection, analysis, and reflection. The study ties decisions to student outcomes, demonstrates the use of evidence to revise practice, and records stakeholder engagement and professional learning, all of which align with NELP district-level standards.
- Standard 1: Mission, Vision, and Improvement
The study begins by articulating a focused improvement goal that aligns with the school or district mission and measurable student learning targets. The study uses baseline data to diagnose needs, designs interventions with clear success criteria, and implements iterative cycles with progress monitoring and revision. These elements are needed for leadership capacity, strategic planning, and continuous improvement processes that engage stakeholders in data collection, diagnosis, design, implementation, and evaluation.
- Standard 2: Ethics and Professional Norms
The study records transparent data practices, informed consent for participants, and reflective professional decision‑making, which evidences adherence to ethical norms and professional responsibilities described in NELP Standard 2.
- Standard 3: Equity, Inclusiveness, and Cultural Responsiveness
The study documents the use of analyzed disaggregated data to identify inequities, select culturally responsive strategies, and adapt interventions to meet diverse learners’ needs. Evidence includes targeted support for underserved groups, adjustments to address access barriers, and reflection on how practices promote inclusive well-being, demonstrating the ability to cultivate an equitable, culturally responsive district culture and to ensure access to resources and opportunities.
- Standard 4: Learning and Instruction
The Action Research Case Study centers on instructional change: it describes the research-based instructional strategy chosen, the plan for teacher professional learning, classroom implementation, and assessment systems used to measure impact on learning. The use of formative and summative data to refine instruction and assessment systems shows competence in designing, implementing, and evaluating coherent systems of curriculum, instruction, and assessment that support student learning and well‑being.
- Standard 6: Operations and Management
The Action Research Case Study documents the resource allocation, scheduling, and coordination needed to sustain the intervention, demonstrating applied competence in operational planning and management aligned with NELP Standard 6.
By documenting a problem-focused inquiry with measurable goals, stakeholder engagement, evidence-based interventions, professional learning, and iterative evaluation, an Action Research Case Study supplies direct artifacts and data that demonstrate candidate competency across multiple NELP standards.
Academic Achievement: The Action Research Case Study supports student achievement by identifying a specific learning need, implementing an evidence-based strategy, and using student data to measure and refine its impact. Through continuous analysis and adjustment, the study shows how intentional, data-driven leadership directly improves instructional practice and student learning outcomes.Supervision of Instruction Course Benchmark Project (EDAS 743) (.docx) 0.06mb Evidence of the Standard: The Theory to Practice Exam demonstrates the ability to apply leadership theory to authentic school-based challenges, aligning with multiple NELP District-Level Standards. Through essays and case studies, the Theory to Practice Exam shows proficiency in fostering collaboration, modeling ethical leadership, and promoting equity and cultural responsiveness.
- Standard 2: Ethics and Professional Norms
The Theory to Practice Exam exemplifies this standard in the Professional Norms Essay, which emphasizes integrating the Model Code of Ethics for Educators (MCEE), mentoring staff in ethical practices, and modeling integrity in decision-making. These actions reflect a commitment to high ethical standards and professional accountability.
- Standard 3: Equity, Inclusiveness, and Cultural Responsiveness
The Culturally Responsive Instruction Case Study addresses demographic shifts and the need for culturally relevant pedagogy. The Exam outlines plans for professional development, family focus groups, and collaboration with the PTA to enhance cultural awareness, demonstrating responsiveness to community needs and diversity.
- Standard 5: Community and External Leadership
The School Culture Essay proposes engaging the Parent-Teacher Association and the district’s community outreach coordinator to organize seasonal festivals and informational sessions. These initiatives foster trust and collaboration between the school and its stakeholders, directly supporting family and community engagement.
The Theory to Practice Exam illustrates competency in building inclusive school cultures, engaging families, and aligning leadership practices with ethical and community-focused standards. It reflects the ability to lead with integrity, equity, and collaboration, key components of effective educational leadership.
Academic Achievement:The Theory to Practice Exam demonstrates how research-based leadership strategies, such as building a positive school culture, promoting equity, and implementing culturally responsive instruction, create inclusive learning environments. These practices improve teacher effectiveness and engagement, which in turn boosts student performance and long-term success.
Theory to Practice Exam (EDAS 740) (.docx) 0.03mb Evidence of the Standard: The Community Resources Alignment Project demonstrates competency across the listed NELP standards.
- Standard 1: Mission, Vision, and Improvement
This standard emphasizes the ability to collaboratively develop and implement a data-informed vision and strategic improvement for the district. The project outlines a detailed demographic analysis with student and community socioeconomic data. It uses these insights to align the advocacy plan with the district’s strategic priorities of attendance, communication, and stakeholder engagement. This evidences the capacity for data-driven continuous improvement and strategic planning at the district level.
- Standard 5: Community and External Leadership
This standard focuses on cultivating and sustaining strategic partnerships with external stakeholders to support district goals. The culminating annotated directory catalogues agencies, nonprofits, counseling centers, and local businesses offering direct services and support to Nottoway families and schools. The outlines specific leadership actions such as distributing outreach materials, deploying school-community advocates, and establishing inter-agency subcommittees to strengthen and coordinate resource-driven partnerships.
- Standard 6: Operations and Management -
The Community Resources Alignment Project presents clear, structured strategies that align with the core competencies expected of district leaders preparing to improve equity and student outcomes.
Academic Achievement: The Community Resources Alignment Project illustrates the ability to support student achievement by removing barriers and fostering collaboration. It uses demographic data to identify needs, connects families to essential resources, and promotes professional development to improve instruction. Structured communication strategies strengthen family engagement, creating an environment that enhances equity and academic success.
Community Relations Course Benchmark Project (EDAS 742) (.docx) 0.62mb Evidence of the Standard: The legal entanglement project on installing surveillance cameras demonstrates competency across the listed NELP standards.
- Standard 2: Ethics and Professional Norms
- Standard 5: Community and External Leadership
- Standard 6: Operations and Management
Together, these project aspects demonstrate the integration of ethical leadership, legal compliance, and equity considerations into practical school safety initiatives, aligning with the NELP standards and showcasing professional growth as an educational leader.
Academic Achievement: The Legal Entanglement Project on installing surveillance cameras demonstrates the ability to support student achievement by fostering a safer, more secure learning environment that minimizes disruptions and promotes focus. By ensuring the project fully complies with local and state policies on student privacy, data security, and ethical use of monitoring technologies, a balanced approach is provided that respects students’ rights while prioritizing their safety. This adherence to legal and ethical standards helps build trust among students, staff, and families, creating a positive school climate that is essential for academic success. Ultimately, your project supports student achievement by promoting a stable, respectful, and well-managed environment where students can learn without fear or distraction.
School Law Course Benchmark Project (EDAS 747) - 1 of 2 (._Barner) 1.34mb Evidence of the Standard: The legal entanglement project on installing surveillance cameras demonstrates competency across the listed NELP standards.
- Standard 2: Ethics and Professional Norms
- Standard 5: Community and External Leadership
- Standard 6: Operations and Management
Together, these project aspects demonstrate the integration of ethical leadership, legal compliance, and equity considerations into practical school safety initiatives, aligning with the NELP standards and showcasing professional growth as an educational leader.
Academic Achievement: The Legal Entanglement Project on installing surveillance cameras demonstrates the ability to support student achievement by fostering a safer, more secure learning environment that minimizes disruptions and promotes focus. By ensuring the project fully complies with local and state policies on student privacy, data security, and ethical use of monitoring technologies, a balanced approach is provided that respects students’ rights while prioritizing their safety. This adherence to legal and ethical standards helps build trust among students, staff, and families, creating a positive school climate that is essential for academic success. Ultimately, your project supports student achievement by promoting a stable, respectful, and well-managed environment where students can learn without fear or distraction.
School Law Course Benchmark Project Part 5 (EDUC 747) - 2 of 2 (Duplicate) (._Barner) 1.28mb Evidence of the Standard:
The Program Financial Review showcases my competency in several NELP district-level standards.
- Standard 1: Mission, Vision, and Improvement
By aligning budget allocations such as teacher salary increases, professional development funding, and enhancements to the Technical Center, with strategic goals, the Review demonstrates the ability to lead mission-driven financial decisions that build organizational capacity and support continuous improvement processes. - Standard 3: Equity, Inclusiveness, and Cultural Responsiveness
The Review’s emphasis on equitable access, investing in transportation, technology, and instructor diversification, illustrates the commitment to ensuring all students, regardless of background, can benefit from CTE programs designed to meet diverse community workforce needs. - Standard 6: Operations and Management
By detailing logistical considerations, like transportation expenses, staffing schedules, and centralized budgeting for maintenance and equipment upgrades, the Review exemplifies the ability to manage operational systems effectively to support programmatic goals.
Through these examples, the Review fulfills NELP’s expectations for leaders who make data-informed, mission-aligned decisions, promote equitable opportunities, and manage resources to enhance district-wide educational outcomes.
Academic Achievement: The Program Financial Review supports student achievement by strategically allocating resources to recruit and retain qualified instructors, enhance professional development, and upgrade technology for career and technical education programs. These investments ensure students have access to high-quality instruction and hands-on learning experiences that prepare them for academic success and workforce readiness.School Finance Course Benchmark Project (EDAS 748) (.docx) 0.07mb Evidence of the Standard: Data gathered from surveys, interviews, and project participation offered both quantitative and qualitative evidence of improved teacher-student relationships.
Accountability Protocol Project (.docx) 5.30mb Name of Association: Virginia School Counselors Association – member # 50354740
Acronym for Association: VSCA
Date of Initial Membership: 01/2015
Description of Association: The Virginia School Counselor Association (VSCA), founded in 1962 and serving as Virginia’s chapter of the American School Counselor Association (ASCA), is the state’s professional organization dedicated to advancing the school counseling profession and supporting counselors at the elementary, middle, and high school levels. VSCA promotes excellence through high‑quality professional development workshops, conferences, and continuing education while advocating for policies that address mental health, equity, and college and career readiness. The association fosters professional growth and connection through leadership opportunities, committee involvement, and networking across social platforms and events, and it supplies up‑to‑date resources, best‑practice guidance, and tools for data‑driven counseling programs. VSCA also awards scholarships to students influenced by VSCA‑member counselors and remains committed to ensuring every student receives comprehensive academic, career, and social‑emotional support.
Association’s Website:
https://www.vsca.org/
Level of Activity/Involvement in the Association: I have been an active member of the VSCA since 2015, attending state conferences from 2015–2018 and again from 2022–2025, and serving as a VSCA conference facilitative assistant from 2017–2018—2003. I attended the 2003 ASCA national conference.
Name of Association: Virginia Education Association/National Education Association – member # 305145437
Acronym for Association: (VEA/NEA)
Date of Initial Membership: 03/2006
Description of Association: The Virginia Education Association (VEA), founded in 1863, is the state’s largest union, representing more than 40,000 public school educators, including teachers, education support professionals, aspiring educators, and retirees, and operates as an affiliate of the National Education Association (NEA). As an advocate for quality public education, VEA members lobby the General Assembly in the state capital, Richmond, for adequate school funding, competitive teacher pay, and fair working conditions, while promoting high standards in instruction and curriculum and supporting credentialing initiatives such as National Board Certification. The association provides robust member support through legal representation and liability insurance, professional development opportunities, discounts, and a collective voice for educators. Committed to equity and justice, VEA champions human and civil rights for students and staff and works to ensure educational equity across the Commonwealth. Organized statewide with more than 130 local affiliates, VEA unites educators to strengthen schools, elevate the profession, and help ensure every student has access to a high‑quality education.
Association's Website:
https://www.veanea.org/about/who-we-are/
https://www.nea.org/
Level of Activity/Involvement in the Association: I've been an active member of the Virginia Education Association (VEA) and National Education Association (NEA) since 2006. During this time, I served as the local president from 2006 to 2015, while also representing the VEA as a legislative delegate at state conferences and the NEA as a legislative delegate at national conferences. Additionally, I participated in VEA Lobby Day at the Virginia State Capitol from 2006 to 2019, advocating for key issues like school funding, educator compensation, and policy priorities for my colleagues.
Score: 158
Discussion: The SLAA cut score for Virginia is 146. With a score of 158, I exceed the cut score by 12 points. In test category III. Climate and Cultural Leadership, my raw score of 14 surpasses the average of 10-13. My raw scores are average in category IV. Ethical Leadership (14; 12-14), V. Organizational Leadership (7; 7-9), and VI. Community Engagement Leadership (9; 8-11). My raw scores are below average in category I. Strategic Leadership (9; 11-14), II. Instructional Leadership (11; 14-18), and VII. Analysis Constructed Response (15; 16-21).
SLLA Test Score (.pdf) 0.40mb 
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