Standard 4
Learning & Instruction
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 evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.
Artifacts
Teacher Observation Prep Worksheet Focus 1 Board Configuration
This preperation document ensured we were focused during our observations and informed teachers on what to expect during the process.
Building Leadership Team
MTSS
This document will outline my involvement in the building leadership team meeting on MTSS.
KELPA Testing Prep
This document shows the preparation document shared with KELPA proctors.
Diploma + CU Disrupt Simulation
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Teacher Prep Board Configuration Focus
During my administration internship, I developed the Board Configuration observation guidance to give teachers a clear, practical roadmap for the first round of classroom observations. I synthesized meeting discussions, DigiCoach requirements, and best instructional practices into a focused document that highlights the five daily board elements (Essential Question, Language Objective, Content Objective, Daily Agenda, Success Criteria) and observable student behaviors tied to those elements. My intent was to make expectations concrete and actionable so teachers could organize lessons that promote student clarity, ownership, and alignment to the curriculum from day one.
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After finalizing the guidance, I shared it with building administrators and instructional coaches, walked them through the observation focus and DigiCoach evidence protocols, and coordinated a support plan for teachers (pre‑observation checklists and optional coaching). This ensured administrators were consistent in what they would observe and how feedback would be delivered, while giving teachers time and resources to prepare. The result was a more organized, equitable observation process that centered on the student's understanding and reduced ambiguity for both observers and classroom teachers.
KELPA Testing Preperation
As the administrator responsible for KELPA testing during my internship, I led a structured preparation and supervision process to ensure all staff understood how to administer and score the assessment reliably. First, I convened training sessions that reviewed test administration protocols, security requirements, timing, allowable supports, and scoring rubrics. I distributed step‑by‑step checklists and quick‑reference guides, modeled standard administration procedures, and ran a Q&A so proctors could clarify scenarios they might encounter. I also designated roles—test proctors, technology leads, rovers for student needs, and a chief test administrator—to ensure coverage and consistent practice across all sessions.
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Operationally, I secured appropriate testing spaces and verified technology readiness: we mapped testing stations, confirmed stable Wi‑Fi, checked devices and browser settings, and arranged backup devices and charging stations. I coordinated a modified bell schedule so testing students had uninterrupted sessions while non‑testing students continued learning in supervised areas with planned activities. During test windows, I monitored rooms, maintained test security, handled real‑time technical issues with the tech lead, and ensured accommodations were provided per student plans. After testing, I organized protocols for scoring review, secure data handling, and a debrief with staff to note improvements for future administrations. The result was a smoothly run testing cycle with clear staff responsibilities, functional technology, and appropriate supervision that maintained test integrity and student supports.
Diploma + CU Disrupt Simulation
I coordinated a district program with Mazuma Credit Union to help seniors earn their Diploma+ endorsement through the CU Disrupt Virtual Business Simulation. Partnering with Mazuma Credit Union, I identified eligible students, handled logistics, and prepared the simulation environment so students could fully participate. My responsibilities included scheduling the session, securing a suitable space, arranging devices and network access, and communicating expectations to teachers and partners so instruction could be temporarily adjusted without disrupting broader learning goals.
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On the day of the event, I supervised roughly 40 students, provided orientation and troubleshooting support, and ensured the simulation ran smoothly so their work would count toward the Diploma+ certification. Pulling students from class required coordination with teachers to supply meaningful replacement activities and to track attendance and outcomes. The project gave seniors a direct pathway to career-relevant skills and credentials while strengthening our relationship with local financial partners who are invested in students’ post‑graduation success.
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Building Leadership Team (MTSS)
I was invited by Dr. Williams to observe and participate in a Building Leadership Team meeting to evaluate meeting structure and identify opportunities to deepen staff engagement. During the meeting, I reviewed existing norms, observed facilitation patterns, and helped refocus the discussion on actionable outcomes. Early in the session, it became clear that our in-class MTSS strategies required more planning and concrete implementation guidance, so I facilitated a transition from broad discussion to specific strategy review.
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Over a productive 90-minute block, we worked through implementation methods, clarified roles for classroom application, and identified next steps to embed MTSS practices into daily instruction. I recommended allocating longer blocks of time for instructional work, insisting participants come prepared with classroom‑level examples and questions, and aligning MTSS tasks directly to current teaching routines. My contributions helped the team move from conceptual conversation to a practical, teacher-ready plan that strengthens instruction and supports student needs.