Standard 7
Building Professional Capacity
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 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.
Artifacts
Cardiac Arrest Drill
This video will show the mock cardiac arrest situation to certify LSN as a Project Adam Cardiac Arrest Drill.
Elementary BIP & IEP Meeting
These documents will recap our meeting for an initial BIP and IEP plan for a 4th grade student.
Teacher Observation Feedback (McClarty)
Here is a copy of the feedback with strengths and growth opportunities for completed observation with Ms. McClarty a 1st year ELA teacher.
Teacher Observation feedback (Carver)
Here is a copy of the teacher observation feedback from Ms. Carver who is our most tenured teacher and the lead of our Math department.
Cardiac Arrest Drill
Attending the Project Adam Heart Safe cardiac arrest drill at Lee's Summit North High School as part of my administration internship gave me a front‑row view of effective emergency team operations. I observed clear role assignments, strategic AED placement and access, and the small but critical supplies like scissors, razors, gloves, and absorbent towels that make rapid response effective. Watching live scenarios revealed practical challenges, such as safely exposing a chest for pad placement, and reinforced the importance of established protocols and role clarity before an event occurs.
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As the person filming the drill, I had a unique vantage point that allowed me to capture both strengths and opportunities for improvement in real time. Recording the drill made it easier to document team performance, communication flows, and logistical issues (like access to AEDs and privacy concerns during clothing removal) for later review. Those video artifacts became key tools for drafting our site plan: designating responders, mapping AED locations, assembling a ready kit, and creating training that emphasizes respectful, efficient procedures for exposing a chest while minimizing privacy risks. I also used footage to develop communication and documentation steps on how to notify first responders, staff responsibilities during an event, and post‑event debriefing to ensure our drill would be realistic, safe, and instructive.
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This experience strengthened my professional capacity as an administrator and shaped my leadership journey by blending observational learning with practical action. Filming the drill forced me to attend closely to detail, translate observations into concrete policy and training materials, and communicate recommendations persuasively to stakeholders. The project reinforced that effective leadership in school safety requires preparation, clear roles, and the ability to turn real‑time observations into sustainable systems that build staff confidence and improve student safety.
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Teacher Observation Feedback McClarty
I observed Ms. McClarty, a first-year ELA teacher, during a scheduled observation in which Dr. Williams joined me for part of the visit. Ms. McClarty demonstrated strong classroom management overall: transitions were smooth, expectations were clear, and student engagement was consistently high during whole‑group instruction. We also reviewed building principles together and discussed several “glows” areas of clear strength, including her positive rapport with students and well‑structured lesson pacing.
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There were a few targeted growth areas to address. Group reading time would benefit from tighter procedures and clearer turn‑taking cues to ensure all students remain focused and accountable, and minimizing seated distractions (materials and off‑task behavior) should be a priority moving forward. During the visit, we also focused on practical classroom strategies such as board configuration and collaborative structures that can support those goals. This quiet observation was an important part of my administrative internship; I look forward to setting specific goals with Ms. McClarty and conducting a follow‑up visit after the break to monitor progress and offer further support.
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Teacher Observation Feedback Carver
I observed Ms. Carver, a tenured math teacher and our math department leader, during a scheduled observation that Dr. Williams joined to provide feedback on my observation practices. Ms. Carver presented a well‑crafted lesson plan and did a fantastic job engaging students through thoughtful questioning and meaningful tasks. Her board configuration was exemplary (5/5), and the presence of co‑teacher Mr. Kelly strengthened student support and concept development throughout the lesson. Overall, instruction was purposeful and reflected her many years of experience.
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During the observation, we did encounter a few disruptive students whose behavior briefly interrupted instruction and required attention; I stepped in to help address those incidents so the class could refocus. Despite those moments, being in the classroom and assisting was rewarding, and Ms. Carver—who has served in the building for over 15 years—was receptive and eager for feedback. We met afterward to discuss building principles and next steps; I look forward to sharing targeted observations and continuing to support her leadership in the math department.
Elementary School BIP & IEP Meeting
During my visit to West Park Elementary School, I participated as an admin intern in a BIP and IEP meeting for a fourth‑grade student. At the high school level I rarely have the opportunity to observe the initial IEP or BIP development because most students arrive with established plans that are adjusted yearly by their social worker. This case was different: the student had not been receiving services previously and the family was new to the IEP process. I was asked to serve as the administrator for the meeting, which gave me a firsthand look at how teams collaborate to design supports from the ground up.
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The meeting was eye‑opening. The team—teachers, social workers, and parents—worked through observational data and classroom behavior reports, and together determined that a Behavior Intervention Plan needed to be incorporated into the student’s IEP. The parents were highly engaged: they listened closely to the findings, asked thoughtful questions, and expressed both concern and a strong willingness to partner with the school to improve their child’s performance. Their questions extended the meeting to over three hours; in hindsight I would have scheduled the meeting earlier in the day or chosen a day with additional building support, since elementary buildings often have only one administrator and pulling that person away can strain daily operations. Overall, taking part in this process deepened my understanding of how IEPs and BIPs are initiated at the elementary level and was invaluable preparation for my work as a future administrator.