A worldview is the lens through which individuals view life, make decisions, and interact with others. It encompasses one's assumptions about truth, purpose, values, and the human condition. As an education leader, my worldview significantly shapes what I see in regards to leadership, student development, and the responsibility entrusted to me. Rooted in Christian values and shaped by a world perspective, my worldview influences not only the decisions I make but also how I construct inclusive, equitable learning communities. 

     My personal worldview relies on the Christian faith that is founded on servant leadership, the worth of every individual, and searching for truth in love and humility. Jesus demonstrated leadership built on compassion, justice, and service to others. As indicated in Mark 10:45 (NIV), "For even the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many." This perspective keeps me in mind that leadership is not about authority or fame but service, accountability, and positioning others, students, teachers, and communities.

     Besides my Christian beliefs, I have a belief system in the world which is cross-culturally oriented, problem-solving by cooperation, and diverse. As education in the world becomes increasingly globalized, I understand that we need to equip learners to thrive in multicultural settings. That means honoring cultural identity and promoting educational equity. Galatians 3:28 (NIV) supports this concept: "There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus." I work to lead schools in which every student feels prized, no matter his or her background or situation.

     My worldview has a direct effect on how I professionally lead. I place a premium on building relationships, cultivating a culture of empathy, and making decisions that reflect ethical character and concern for the common good. Leadership, I believe, is not just about policy and process but about moving hearts and minds. In every encounter, I work to model Micah 6:8 (NIV): "To act justly and to love mercy and to walk humbly with your God." These are the values that guide how I mentor staff, serve families, and advocate on behalf of students.

     In short, my Christian and global worldview provides a consistent foundation for my educational leadership. It encourages me to lead with love, pursue justice, and rejoice in the diverse voices of my school community. It is not a personal belief system; it is something I put into action daily that influences how I serve, teach, and lead. By faith and expansive vision, I am called to create educational spaces that are full of love, dignity, and purpose for all.

References

Holy Bible, New International Version. (2011). Zondervan.

Since the start of my Liberty University program until the present, I have been on a profound path of professional development as both a teacher and an emerging school leader. Early on, I tended to see leadership as simply getting work done or resolving immediate issues. Through the years, though, my courses, mentorship, and practical field experiences have helped demonstrate that leadership is far more than day-to-day administration. It is about inspiring a shared vision, building a culture of equity and inclusion, and ensuring systems and practices are aligned to enable the success of all students. My program impacted not only my understanding of leadership but also my confidence in doing it.

One of the most defining parts of my growth happened through my internship experience at Creighton's Corner Elementary School. With guidance from my mentor and the school leadership team, I was able to engage in activities that directly applied to the NELP standards. In particular, assisting in the creation of the master schedule gave me a close-up view of the way NELP Standard 6—operations and management—affects student learning in a key supporting role. Beyond assigning classes, scheduling entailed balancing staff requirements, student services, and pedagogical needs in a way that delivers equity and access to every learner (National Educational Leadership Preparation [NELP], 2018). I learned strategic and thoughtful thinking, realizing how every choice impacts the larger school community.

My internship also provided bountiful opportunities to build family and community partnerships, which are in alignment with NELP Standard 5. I helped plan events that invited parents into the learning process, and I saw the fruits of connecting school with the community. These experiences reinforced that leadership is not just about structures inside the school but also about building trust and collaboration beyond the school. In the same way, through observation and support with instructional practice, I grew in my capacity to connect with NELP Standard 4 by discovering the means through which coherent systems of curriculum and assessment guide student development (NELP, 2018). These experiences all served to deepen my esteem for the interconnectedness of leadership roles.

And maybe most importantly, I learned the definition of leadership in terms of equity and ethics, through NELP Standards 2 and 3. Through my work with administrators and staff members, I was shown to fight for all students, particularly students with special needs, and ensure resources and support were distributed evenly. I learned the importance of making every decision with integrity, humility, and professionalism. I was reminded by these experiences to be a strong believer that school leadership must be student-centered, compassionate, and of high expectations (NELP, 2018).

In the future, I place great importance on continuous professional learning as a school leader. Education continues to change, and school leaders must be learners themselves in order to be prepared to meet new challenges and opportunities. Experience within Liberty and at Creighton's Corner has given me the skills, knowledge, and confidence to practice competently, but also with the conviction that leadership is a continuous learning process. I am committed to ongoing professional development, reflective practice, and building collaborative networks which will allow me to develop alongside the people I serve. With the NELP standards as my guide, I am prepared to lead with vision, equity, and integrity, continuing to develop in ways that support students, staff, and the broader community.

Reference

National Educational Leadership Preparation (NELP). (2018). NELP building-level standards. Council for the Accreditation of Educator Preparation. https://caepnet.org/~/media/Files/caep/standards/nelp-building-standards.pdf

My score report. My score is 149. I scored in the middle 50% of all test takers which is the performance band where most candidates fall.

My score of 149 is below the average performance range. While you passed the assessment, your score is outside the typical band of the majority of test takers, suggesting potential areas for growth if you're aiming for highly competitive roles or endorsements.