Standard 2
Ethics & Professional Norms
Candidates who successfully complete a building-level educational leadership preparation
program understand and demonstrate the capacity to promote the current and future success
and well-being of each student and adult by applying the knowledge, skills, and commitments
necessary to understand and demonstrate the capacity to advocate for ethical decisions and
cultivate and enact professional norms.
Artifacts
Schlagle Away Game Protocol
This document will show the policies and procedures our Admin team will follow when supervising Away Athletic Events
Teacher Meeting
Follow-Up Email
This is the follow-up email after a teacher meeting about the removal of a student from her classroom.
Schlagle Mascot Committee Meeting Norms
This document was created to ensure we could focus as a committee on the task at hand while being respectufl of all team members.
Building Response Protocol
This document is what I created to standardize the response protocol for our building in the event of an emergency situation.
Schlagle Away Game Protocol
During my administration internship, I created the Schlagle Away Game Protocol to ensure consistent, safety‑first coordination for all off‑site athletic events. I saw gaps between host‑school procedures and our own routines—unclear bus staging, inconsistent role assignments among administrators, and ad‑hoc post‑game release practices that introduced risk and confusion. Designing a written protocol allowed me to standardize pre‑game checks (bus parking, emergency exits, driver contacts), a clear communication setup (group text or school radios and defined administrator roles), and coach/sponsor check‑ins so every adult at the event knew expectations for movement, halftime and post‑game behavior, and emergency response.
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Implementing the protocol produced tangible operational improvements during events: administrators conducted timely periodic check‑ins, crowd control and sideline duties were more effectively managed, and post‑game procedures (headcounts, documented student releases, supervised bus departures) reduced the chance a student would be overlooked. I also incorporated practical recommendations—access to Infinite Campus for emergency contacts, incident logging, transportation contingencies, and weather planning, so the protocol supports both routine logistics and unexpected incidents. Overall, the protocol professionalized our away‑game operations, improved student safety and accountability, and created a replicable model that other administrators can follow
Teacher Meeting Follow Up Email
As Acting Administrator during my internship, I sent a follow‑up email after a meeting with Ms. Wilson to clarify my role and address concerns about student removals from class. In the message, I explained that, as part of the administration internship, I am assigned administrative support duties during designated hours and may, when necessary, remove students from classrooms to maintain safety and instructional continuity. I emphasized my desire to preserve a positive working relationship and offered to provide additional context about any incidents whenever I am at liberty to do so.
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The email reinforced transparency and collaboration by inviting questions and offering further discussion about specific situations. Copying relevant administrators ensured shared awareness and created a documented record of communication. My intent was to reassure staff that removals are performed in an administrative capacity and to keep lines of communication open so teachers feel supported and informed about decisions affecting their classrooms.
Schlagle Mascot Committee Meeting Norms
As part of my Administration internship and in my role as head of the Mascot Committee, establishing meeting norms was a necessary task to ensure the rebrand process remained orderly, equitable, and focused. The committee brought together diverse stakeholders — students, staff, alumni, and community members — each with strong, sometimes competing perspectives. Without clear norms, discussions became frustrated and unfocused, which threatened the integrity of the process and risked sidelining those most affected by the decision (students and classroom staff). Creating a formal set of expectations addressed these gaps immediately by defining roles, communication standards, and a transparent decision-making framework so meetings could be productive and inclusive.
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Completing this task also fulfilled key internship objectives around leadership, stakeholder engagement, and operational management. It demonstrated my ability to diagnose procedural barriers, design practical solutions, and implement structures that safeguard student-centered outcomes. By codifying norms, I reduced conflict, improved meeting efficiency, and built trust across constituencies — all critical outcomes for a successful rebrand. The protocol now serves as a replicable model for future committees and strengthened my experience in facilitation, policy formation, and community-centered administration
Building Safety Protocol
I created the Building Response Protocol during my administration internship to standardize safety and medical responses across our building and ensure every staff member understood their role during critical incidents. While reviewing routines at events and in daily operations, I identified inconsistent communication, unclear role assignments, and variable use of radios/walkie‑talkies that could delay responses or create confusion during medical emergencies, fights, or other safety threats. Drafting this protocol allowed me to translate best practices into a concise, actionable plan, assigning responsibilities to BHT, RJ, Admin, SRO, nurse, office staff, and interns; defining step‑by‑step general responses; and specifying walkie‑talkie etiquette to reduce radio traffic and protect student privacy.
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Implementing the protocol benefited the building by improving coordination, reducing response time, and increasing staff confidence during incidents. Clear pre‑assigned roles (who triages, who secures floors, who communicates with EMS and parents) meant fewer overlapping tasks and faster, more orderly interventions. The radio guidelines minimized background chatter and unnecessary disclosures, while post‑event steps like parent contact, incident logging, and end‑of‑day debriefs created accountability and continuous improvement. Overall, the protocol strengthened student safety, streamlined emergency workflows, and provided a replicable model for other administrators to use.