I would like to respectfully express concern regarding the requirement that “two such organizations should be noted in this portfolio to receive the highest rating on the rubric.” If these organizations require paid membership or fees, then the expectation creates an inequitable barrier for students who may not be able to afford those additional costs.

From my perspective, it feels unfair that a student’s ability to earn the highest rating could be connected to paying money beyond tuition and course fees. This places students like myself in a difficult position and can unintentionally create a system where those with more financial flexibility have greater access to higher rubric scores. I do not believe that reflects equitable practice, and it also feels inconsistent with Christian values that call us to fairness and consideration for all students, regardless of financial circumstance.

The Legal Entanglement Project serves as evidence of my ability to examine school policies through an ethical and legal lens, identify areas that could create concern if left unaddressed, and develop a proposed response grounded in professional norms. While the course itself did not provide as much practical legal learning as I had hoped, the project still required me to analyze policy, consider stakeholder perspectives, and create a final presentation that could be used to communicate a needed policy change to school leadership or faculty.

The Legal Entanglement Project serves as evidence of my ability to examine school policies through an ethical and legal lens, identify areas that could create concern if left unaddressed, and develop a proposed response grounded in professional norms. While the course itself did not provide as much practical legal learning as I had hoped, the project still required me to analyze policy, consider stakeholder perspectives, and create a final presentation that could be used to communicate a needed policy change to school leadership or faculty.

The Legal Entanglement Project serves as evidence of my ability to examine school policies through an ethical and legal lens, identify areas that could create concern if left unaddressed, and develop a proposed response grounded in professional norms. While the course itself did not provide as much practical legal learning as I had hoped, the project still required me to analyze policy, consider stakeholder perspectives, and create a final presentation that could be used to communicate a needed policy change to school leadership or faculty.

The Legal Entanglement Project serves as evidence of my ability to examine school policies through an ethical and legal lens, identify areas that could create concern if left unaddressed, and develop a proposed response grounded in professional norms. While the course itself did not provide as much practical legal learning as I had hoped, the project still required me to analyze policy, consider stakeholder perspectives, and create a final presentation that could be used to communicate a needed policy change to school leadership or faculty.

The Legal Entanglement Project serves as evidence of my ability to examine school policies through an ethical and legal lens, identify areas that could create concern if left unaddressed, and develop a proposed response grounded in professional norms. While the course itself did not provide as much practical legal learning as I had hoped, the project still required me to analyze policy, consider stakeholder perspectives, and create a final presentation that could be used to communicate a needed policy change to school leadership or faculty.

The Legal Entanglement Project serves as evidence of my ability to examine school policies through an ethical and legal lens, identify areas that could create concern if left unaddressed, and develop a proposed response grounded in professional norms. While the course itself did not provide as much practical legal learning as I had hoped, the project still required me to analyze policy, consider stakeholder perspectives, and create a final presentation that could be used to communicate a needed policy change to school leadership or faculty.

The Legal Entanglement Project serves as evidence of my ability to examine school policies through an ethical and legal lens, identify areas that could create concern if left unaddressed, and develop a proposed response grounded in professional norms. While the course itself did not provide as much practical legal learning as I had hoped, the project still required me to analyze policy, consider stakeholder perspectives, and create a final presentation that could be used to communicate a needed policy change to school leadership or faculty.

This serves as evidence because the Advocacy Plan shows the ability to identify school and community needs, create a clear plan of action, and connect families with meaningful resources. It also demonstrates how communication, resource distribution, and long-term access can be used to strengthen partnerships between the school and community.

Action Research Case Study serves as the course benchmark assignment gave me practical experience using action research in a field-based role-play setting. Through collaboration with a volunteer teacher, the project focuses on identifying a classroom need while applying research-based strategies and making adjustments to improve student achievement and instructional practice.

The Improvement Plan is designed to demonstrate my ability to support student learning and development through the use of data-informed decision making and the creation of effective strategies to help achieve those goals.

The Improvement Plan is designed to demonstrate my ability to support student learning and development through the use of data-informed decision making and the creation of effective strategies to help achieve those goals.

The Improvement Plan is designed to demonstrate my ability to support student learning and development through the use of data-informed decision making and the creation of effective strategies to help achieve those goals.

The Improvement Plan is designed to demonstrate my ability to support student learning and development through the use of data-informed decision making and the creation of effective strategies to help achieve those goals.

I would like to respectfully express concern regarding the requirement that “two such organizations should be noted in this portfolio to receive the highest rating on the rubric.” If these organizations require paid membership or fees, then the expectation creates an inequitable barrier for students who may not be able to afford those additional costs.

From my perspective, it feels unfair that a student’s ability to earn the highest rating could be connected to paying money beyond tuition and course fees. This places students like myself in a difficult position and can unintentionally create a system where those with more financial flexibility have greater access to higher rubric scores. I do not believe that reflects equitable practice, and it also feels inconsistent with Christian values that call us to fairness and consideration for all students, regardless of financial circumstance.

The Accountability Protocol Project allows the intern to address a real school-based need by using data, setting a measurable student achievement goal, and working with an onsite mentor to develop and monitor strategies for improvement. Through this process, the intern demonstrates leadership by tracking progress, communicating with stakeholders, supporting professional development, and helping create sustainable changes within the school setting.

The Accountability Protocol Project allows the intern to address a real school-based need by using data, setting a measurable student achievement goal, and working with an onsite mentor to develop and monitor strategies for improvement. Through this process, the intern demonstrates leadership by tracking progress, communicating with stakeholders, supporting professional development, and helping create sustainable changes within the school setting.

When I first began my program at Liberty University, I saw educational leadership mostly through the lens of responsibility and service. I still believe those things are true, but I now understand much more clearly that leadership also requires patience and the ability to work through systems that are not always built with every educator in mind. Through this program, I have been pushed to think more critically about school improvement and the systems that influence student success. I have also grown in confidence, knowing that I may not always have every answer, and that a stronger leader is one who understands how to lead collaboratively to ensure staying grounded in student-centered decision-making. That growth connects directly to the standards because so much of this program has required me to think not only about what a leader does, but how a leader supports mission, learning, community, and continuous improvement in practical ways.
One of the biggest areas of growth for me has been in understanding that leadership is not about trying to do everything alone. Early on, I think I put too much pressure on myself to know everything and get everything right. Over time, I have learned that strong leadership also means listening well, creating space for others to contribute, and building systems where people feel supported and valued. As a department chair at Reach Cyber, I have had opportunities to lead curriculum conversations, support STEELS implementation, strengthen vertical alignment, and collaborate with teachers around instruction and student growth. Those experiences helped me become more competent in leading improvement processes and supporting a collaborative professional culture rather than simply managing tasks.
At the same time, I would be lying if I said this journey was easy. In many ways, I have had to work through unique hurdles as the only and first cyber teacher navigating parts of this process. There were moments when school rules, expectations, and older systems did not seem built for someone in my position, which created real frustration. At times, I felt isolated and honestly a little forgotten in the process. Still, I kept pushing because I believed that if I could work through those difficulties with patience and perseverance, maybe the path would become easier for the next professional coming from a cyber school environment. I hope some of the struggles I faced will eventually help bring change to policies that have not yet caught up to the reality of modern educational settings. Even in those harder moments, there were a few teachers and professors who truly stood out. Their support, encouragement, and willingness to reach out meant more than they probably realize, especially when that support was not always coming from everywhere else.
Because of all of this, I place a high value on continued professional growth as a school leader. Growth is not optional in this work. Schools change, students change, systems change, and leaders have to keep growing with them. For me, continued growth means staying reflective and staying willing to improve even when the process is uncomfortable. This program has sharpened me professionally, but it has also shown me that leadership growth often comes through challenge, not convenience. I am leaving this stage of the program with a stronger foundation in the standards, a deeper appreciation for collaboration and ethical leadership, and a clearer sense of the kind of leader I want to be. I want to be the kind of leader who helps others feel supported, heard, and capable, even in difficult systems, because I now know firsthand how much that matters.

At Reach Cyber Charter School, I demonstrated NELP Standard 7 by helping build the professional capacity of the middle school science department through collaboration, curriculum support, and ongoing professional growth. As department chair, I worked with teachers to review curriculum changes connected to the new Science STEELS standards and supported discussions around lesson alignment, science and engineering practices, and student expectations across grade levels. This work helped create a more collaborative professional culture where teachers could share ideas, ask questions, and problem-solve together in meaningful ways. I also supported staff by communicating clearly, following up on department needs, and encouraging reflective conversations about instruction and next steps. Through these efforts, I helped strengthen systems of support and professional learning while promoting both teacher growth and student success.

In my role as Middle School Science Department Chair at Reach Cyber Charter School, I support operations by improving communication across grade levels, aligning curriculum and pacing, and using data to guide 
instructional decisions. I also help teachers navigate online tools, school expectations, and resource needs in a cyber setting. 


Please contact my supervisor- Principal Alicia Swope- for evidence (717) 745-6925

During parent teacher conferences at Archbishop Wood, 
I helped support communication between families, 
teachers, and school staff. This experience allowed me 
to see how important family engagement is in 
strengthening student learning and addressing student
needs. It also connected to school improvement by 
showing how meaningful conversations with families 
can help build trust, support students, and create a 
stronger school community.

 

Please contact principal Dr. Nobels-   215-672-5050 Ext. 245

Helped North Rose-Wolcott develop a Crisis Call Flow Chart for teachers to use when a student incident arises. The goal of this work was to create a clearer and more consistent process for staff to follow in the moment, especially during situations that may require quick decision-making. This helped support a more unified response across the building and ensured that students were being treated more consistently and held to the same standard of conduct. It also strengthened communication and gave teachers a practical tool they could rely on when handling student concerns.

I was able to participate in a ride-along with the counseling and outreach staff at North Rose-Wolcott while conducting home visits to connect with families and provide needed supports. During these visits, we helped bring clothing and other resources to students and families who needed additional assistance. This experience gave me a better understanding of how schools can support students beyond the classroom and how important outreach is in building trust with families. It also showed me the value of meeting families where they are and responding to student needs in a more personal and supportive way.

 

Please Contact Joy Fields for evidence of ride along- 585-633-9690

I was able to participate in a ride-along with the counseling and outreach staff at North Rose-Wolcott while conducting home visits to connect with families and provide needed supports. During these visits, we helped bring clothing and other resources to students and families who needed additional assistance. This experience gave me a better understanding of how schools can support students beyond the classroom and how important outreach is in building trust with families. It also showed me the value of meeting families where they are and responding to student needs in a more personal and supportive way.

 

Please Contact Joy Fields for evidence of ride along- 585-633-9690