Teaching Philosophy: Samuel Pedersen

Worldview of a Christian Educator

Introduction

            Biblical worldview can be defined as a framework for how one interprets reality based on the teachings of God’s Word. Because man was born into a sinful state, as evidenced in Romans 5:12, we do not naturally come into existence possessing a biblical worldview. Once saved, the Christian must work to develop a worldview that aligns with Scripture. In doing so, the Christian can embark throughout their life with a firm understanding of how God would have that person live. Within the field of education, and specifically educational leadership, a biblical worldview is demonstrated by an individual by how they treat those around them, as well as how they act when no one is looking. A strong biblical worldview paired with a sound educational philosophy can create an educational leader that makes a change in their school and community and influences all district stakeholders in a positive manner.

Biblical Worldview

            The beginning stages of a biblical worldview is rooted in a true understanding that Christ died, was buried, and was raised from the dead, as a substitutionary atonement for the sins of man. This piece is ultimately the crux of the issue. Without this belief, no other part of developing a biblical worldview matters. Man is dead to his sin, with no way of saving himself. Romans 3:23 states, for all have sinned and fall short of the glory of God” (English Standard Bible, 2016, Romans 3:23). All men have sinned, and this idea is highlighted in John 1:8. Romans 6:23 shares that, although the wages of sin is death, God has given us a free gift, which is salvation and eternal life through Christ Jesus. Once one believes this, and confesses it with his own tongue, as evidenced by Romans 10:9-10, the biblical worldview can begin to take shape.

            By studying the principles taught in the bible, one can become fully prepared to handle the challenges that life deals out. Tulung et al. states, “the biblical story offers solutions to the most important problems in life” (Tulung, et al., 2024, p. 1). In this style of essay, there is no need to draw on the specifics of various hypotheticals because the Bible is an all-encompassing text. God’s own words, written by over 40 men, over the time period of more than 1500 years, is as sufficient for man today as it was when it was newly written. Man’s responsibility is to bring glory to God. By developing a biblical worldview, man will follow the truth and guidance of Romans 12:2, which states, “Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect” (English Standard Bible, 2016, Romans 12:2).

Christian Philosophy of Education

            Combining a biblical worldview with a grounded educational philosophy is a natural action. Because the Bible is to be used for guidance in all areas of one’s life, it is completely understandable to apply a biblical worldview to the area of education. A biblical worldview in education “recognizes Scripture as the foundation for understanding all aspects of reality—not just religious matters but every academic discipline and life area” (EVCS, 2025). John 17:17b makes known that God’s word is truth, and Christ stated that He was “the way, the truth, and the life” in John 14:6. Therefore, by developing a biblical worldview, one is able to understand the purpose of using that worldview to further promote Christ’s message to others.

            Great leaders often possess the quality of being able to build great relationships. Northouse states, “another way of thinking about leadership is as an influence process” (Northouse, 2025, p. 5). Christ set the example of this idea by selecting a group of men that would spend their lives with Him, in order to develop those men as leaders. These disciples of Christ did not always understand Christ, but their strong relationship with Him allowed for immense growth to take place in their lives, excluding Judas Iscariot. While many values are evidenced by Christ on how a leader ought to act, the value of building relationships may be one of the most noteworthy for educators. As an educational leader, one must build relationships with various stakeholders, including students, staff, parents, and more. These relationships are valuable, and by following Christ’s example of developing strong relationships, a biblical worldview may be demonstrated to those who observe the leader.

Implications for Educational Practice

            The practical applications for utilizing a biblical worldview and Christian philosophy within the field of education are endless. To begin, all Christian educators must value prayer. Philippians 4:6 reminds believers to not be anxious about the troubles of this world, but to make our needs made known to God through prayer and supplication. Blackaby and Blackaby state, “prayer is fundamental because to be a spiritual leader, one must be filled with the Holy Spirit” (Blackaby & Blackaby, 2011, p. 183). Displaying the Christ-like qualities is unlikely to happen without the help of the Holy Spirit. All educators, whether that be the classroom teacher or the building principal, need to be filled with the Holy Spirit, and prayer is one way to accomplish this.

            A biblical worldview being practically displayed by an educational leader will take the form of that leader demonstrating to others what a quality work ethic looks like. Christ led the disciples by example, and that example clearly demonstrated a strong work ethic. Leaders must set an example for how they want those following them to work (Blackaby & Blackaby, 2011, p. 188). In a school, the building principal may demonstrate what a strong work ethic looks like towards his subordinates by showing up to the school early and greeting his employees and students as they walk in. They may also demonstrate that quality by applying themselves fully to the task at hand, and not leaving the work to others when the task becomes difficult.

Conclusion

            The educator who has an educational philosophy that is rooted in a biblical worldview will make an impact on those around him. The possession of a biblical worldview is the cornerstone to a strong educator. Without this worldview, the educator will surely be tossed to and for by the challenges that this world brings. However, with a biblical worldview, the effective educator will grow in their understanding of who God is, as well as in their ability to educate those whom they are responsible for. God, in his sovereignty, has allowed his children to obtain this type of worldview; as followers of Him, it is the believers responsibility to act in a way that demonstrates that worldview to others.

References

Blackaby, H., & Blackaby, R. (2011). Spiritual leadership: moving people on to god's agenda. B&H publishing group.

EVCS. (2025). Integrating faith and learning: how biblical worldview shapes education. East valley christain school: https://evcsonline.com/blog/integrating-faith-and-learning-how-biblical-worldview-shapes-education#startOfPageId123

Northouse, P. G. (2025). Introduction to leadership: concepts and practice. Sage.

Tulung, J. M., Santoso, J., Tanasyah, Y., Sutrisno, Hutabarat, C., & Rismawati, N. (2024). Postmodernism and the challenges of a christian education worldview in higher education in indonesia. Pharos journal of theology, 1-11.

Resume & CV: Samuel Pedersen

Experience

APRIL 2023 – Current | CARDINAL COMMUNITY SCHOOL DISTRICT ●        Worked in a maintenance and grounds keeping role. Primarily responsible for beautification of grounds across campus ●        Coached high school boys basketball and boys track and field ●        Worked as 8th and 9th grade ELA teacher, being recognized as the Middle School Teacher of the Year, voted upon by the students at the conclusion of the school year (2024) ●        Served the district on the High School MTSS and Building Leadership Team ●        Administered disciplinary action for office referrals (2026)

JULY 2022 - APRIL 2023 | NCSA COLLEGE RECRUITING ●        As a Level 3 Recruiting Coordinator, I was responsible for identifying potential collegiate athletes for college coaches across 35 different sports, building immediate repour with the athlete’s family, and providing education and guidance for student’s future college plans   2015 – JUNE 2022 | CARDINAL COMMUNITY SCHOOL DISTRICT ●        Began working at Cardinal at the age of 17, holding responsibilities such as serving as a summer school program aid, as well as a maintenance and grounds keeping worker ●        Led as a head and assistant coach at the middle and high school levels. Sports coached included boys MS / HS basketball and boys and girls HS track and field ●        Taught 9th and 10th grade English from January 2021 to June 2022

Education

BEGAN SUMMER 2024 MASTER OF EDUCATION – ADMINISTRATION AND SUPERVISION, LIBERTY UNIVERSITY In progress of administration certificate. Expected graduation date is May 2026 ●        Currently maintaining 4.0 GPA   DECEMBER 2020 BACHELOR’S DEGREE IN SECONDARY ENGLISH EDUCATION, FAITH BAPTIST BIBLE COLLEGE ●        Senior Class President, Future Christian Teacher Association Officer, Captain of Basketball Team (2018-2019), Dean’s List, Honor Role, NCCAA High Jump National Qualifier (6’2.5”)

MAY 2017 ASSOCIATE OF ARTS, INDIAN HILLS COMMUNITY COLLEGE

Professional Skills Profile

●        As an effective communicator with leadership and instructional skills, I maintain a disciplined classroom that promoted friendly competition and individual growth ●        Excelling in organization and record keeping, I am able to plan and offer solutions to all stakeholders efficiently and effectively ●        Keeping abreast of developments in the field by reading current literature, collaborating with colleagues, and participating in ongoing professional development

Activities

• Served as deacon at North Court Baptist Church, while leading children’s church and vacation Bible school
• Served on Pastoral Search Committee, responsible for recruiting, interviewing, and hiring a pastoral candidate
• Volunteered with AWANA clubs, Kids 4 Truth club, and various community service projects

260216035319_Resume_2026.docx (.docx) 0.02mb

Skills: Samuel Pedersen
Activity #1 Description: Work with the HS principal and BLT to evaluate the current school vision and mission statement. Create an opportunity for students to participate in an activity that gauges students on whether they identify with the vision statement. Use this data to inform students of what the school’s vision and mission statement are.

Alignment with Standards: The attached artifact is a screenshot from the results of the question asking students if they identify with the mission statement of the school. 

Academic Achievement: This artifact aligns with NELP Standard 1 because it illustrates both an action of informing students what the school's mission statement is, as well as collecting appropriate data on whether or not students can identify with it. 260312114856_Screenshot_11_.png (.png) 0.08mb

Skills: Samuel Pedersen

Activity #2 Description: Observe and discuss ethical considerations with the mentor principal in regard to staff professionalism, including how professional norms and district policies guide decisions. Reflect on how ethical leadership influences school culture and trust.

Alignment with Standards: The artifact for this standard shows evidence of my competency in this standard because it serves as a reflection on the difficult nature of educational leadership, and the decisions that are made in the position of school principal.

Academic Achievement: This artifact demonstrates support for academic achievement by bringing to light the difficult decisions educational leaders must make in order to bring about the best opportunity for success with their students. 

260312114729_NELP_2.0_Ethics_and_Professional_Norms_Reflection.docx (.0_Ethics_and_Professional_Norms_Reflection) 0.01mb

Skills: Samuel Pedersen
Alignment with Standards: The following artifact is a PDF which shows the completion of the Child Abuse Awareness Training.

Academic Achievement: This artifact serves as evidence for NELP Standard 2 because is demonstrates my ability to complete mandatory trainings required by state law. 260312114639_dss.virginia.gov_family_cps_mandated_reporters_cwse5691_certificate_print.html_FirstName_Samuel_LastName_Pedersen.pdf (.virginia) 0.11mb

Skills: Samuel Pedersen
Alignment with Standards: The following artifact is a PDF which shows the completion of the CPR, First Aid, and AED Training

Academic Achievement: This artifact serves as evidence for NELP Standard 2 because is demonstrates my ability to complete mandatory trainings required by state law. 260312114543_Adult_First_Aid_CPR_AED_In_Person.pdf (.pdf) 0.03mb

Skills: Samuel Pedersen

Activity #3 Description: Work with the HS MTSS to create a document that allows all teachers to easily share data about students that are struggling in their classes, and ask the other teachers what successes they have had with those particular students.

Alignment with Standards: This artifact is a a screenshot from a shared Google Sheet that allows teachers to input information about struggling students, and it gives them a way to document the follow up actions that they implement to best support each student.

Academic Achievement: This artifact serves as evidence of my competency in NELP Standard 3 because it provides visual evidence on the way that I have worked with the building MTSS team to create a way for teachers to share their concerns with others, and document the challenges and improvements they have made with various students.

260312114449_MTSS_2026.png (.png) 0.22mb

Skills: Samuel Pedersen

Activity #4 Description: Participate in classroom observations or walkthroughs alongside the mentor principal, focusing on instructional practices and student engagement. Assist in analyzing instructional data or assessment results and discuss how the school uses this information to support teaching and learning.

Alignment with Standards: This artifact serves as evidence of my competency in this standard because it highlights my ability to collect data, aggregate the data, and use that information to help classroom teachers improve in their ability to instruct and assess. 

Academic Achievement: This artifact shows that academic achievement is being supported because it reflects an extended effort to track data in order to demonstrate growth in reading comprehension and stamina. Over the time this activity took place, the classroom teacher used paragraph shrinking assignments twice per week. On the third day, the teacher would use the DIBELS Maze Reading assessment to monitor reading growth or regression per student. 

260317110838_DIBELS_MAZE_READING.png (.png) 0.08mb

Skills: Samuel Pedersen

Activity #5 Description: Assist in planning parent-teacher conferences. Collaborate with the mentor to examine how the school builds relationships with families and community stakeholders to support student learning and school improvement.

Alignment with Standards: This artifact is a picture of a handout that was displayed during parent teacher conferences. During conferences, parents were asked to fill out a short, motivational postcard that their students would receive before they take their ISASP in a couple weeks.

Academic Achievement: This artifact serves as evidence of my competency in this standard because is shows how I was able to work with school leadership to identify a way in which we can improve student performance by engaging parents.

260312114308_PTC_Artifact.pdf (.pdf) 3.43mb

Skills: Samuel Pedersen

Activity #6 Description: Work with the HS principal to determine the most effective way of eliminating cell phone violations in the building. Collect the data on current violations and frequent violators and aggregate that data in order to make an informed decision on policy implementation to improve this issue.

Alignment with Standards: The attached artifact is a picture that shows where high school students are expected to place their cell phones upon arriving at there class.

Academic Achievement: This artifact serves as evidence for NELP Standard 6 because it shares an easy to implement approach to solving a problem faced by teachers in the classroom.

260312114124_20260221_132602.jpg (.jpg) 7.80mb

Skills: Samuel Pedersen
Activity #7 Description: Attend professional development workshop for leaders or aspiring leaders. 

Alignment with Standards: This artifact is a image of the School Administrators of Iowa (SAI) workshop series for aspiring administrators. The series of workshops trained aspiring school administrators in multiple areas, including how to step from the role of teacher to the role of building principal. 

Academic Achievement: This artifact aligns with NELP Standard 7 because it shows that I am working to grow in my ability to lead both young people and those who educate them at a high level. The SAI workshop series for aspiring administrators helped me to build my future school’s professional capacity because I learned about what it means to run a successful school.  260504013912_unnamed.png (.png) 0.35mb

Reflective Journal: Samuel Pedersen

          Liberty University, and more specifically, the Liberty University School of Education, has been instrumental in my professional growth over the past two years. The course work, as well as the practicum and internship opportunities, have shaped my leadership abilities, stretching me to become more than I was before entering this program. I have felt real joy in some courses, such as School Law, School Administration, and Foundations for Educational Leaders, which have been extremely engaging and educational. Other classes, such as School Finance and Management, School Leadership in Diverse Settings, and Educational Assessment and Intervention, have pushed me outside my comfort zone, allowing me to sharpen and diversify my leadership abilities. Looking back, I entered this program with a minimal knowledge of what educational leadership is; I now feel prepared to lead a school next school year.

          By reviewing the NELP standards, and applying them to nearly all of the coursework I have completed in this program, I feel that my professionalism has grown in the past two years. Developing a vision and mission for a school with a diverse cast of stakeholders is essential to school success. Placing an importance on ethics and professional norms is essential for school administrators. Schools must be a place where equality can be displayed. As a school leader, I am more than just a manager, I am a leader in my community, and I must carry myself like one. Effective operations will impact efficiency and improve school management. With the NEPL standards in mind, professional growth should not be considered optional.

            Keeping that in mind, the program has helped me prioritize using the NELP standards to dictate my own actions. The practicum and internship experiences have been the most beneficial for applying these standards to real-world experiences. Additionally, assignments that called for implementing changes into a school setting, whether during the hands-on work, or within the framework of an essay, have helped me grow in my understanding of using the NELP standards to make decisions. I intend to keep these standards in mind as I enter my school leadership role next school year. Fortunately, The Liberty School of Education has solidified these ideals into my subconscious.

260312115626_Part_D_Professional_Growth.docx (.docx) 0.02mb

Assignments: Samuel Pedersen
          The School Improvement Course Benchmark is a detailed plan that outlines the steps needed to improve the overall climate of Cardinal Community School District (CCSD). This assignment serves as evidence for this standard in that it proves my capability to identify problems within a district and implement realistic solutions to those problems. NELP standards 1.1, 1.2, 5.2, and 6.2 are all demonstrated at a high level. Specifically, the school vision statement is revised in this assignment, which shows I am able to not just work within the parameters of a pre-existing framework, but in fact, that I can create new and improved parameters. This benchmark demonstrates my ability to support student achievement because it shows how I work with school finances to provide a higher quality education for students.  260316114856_School_Improvement_Plan_Final_Submission.docx (.docx) 0.25mb

Assignments: Samuel Pedersen
          The Action Research Case Study: Final Assignment is a four part piece of work that documents the time spent in a volunteer teachers classroom, and suggests improvement that the volunteer teacher could make to their instructional practices. This assignment serves as evidence for this standard in that it illustrates my ability to work with educators and help them improve in their instructional skills. The NELP standards that are demonstrated in this assignment are 4.4, 4.2, 4.3, and 7.1. Specifically, in my working with the volunteer teacher, I effectively showed that I can implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement This benchmark assignment demonstrates my ability to support student achievement by working with a volunteer teacher to create improved instructional techniques, especially in regards to wasting less time during activity transitions.  260316120415_Action_Research_Case_Study_Final_Assignment.docx (.docx) 0.03mb

Assignments: Samuel Pedersen
          The Theory to Practice Exam is a extended response essay exam that provides answers to how hypothetical school administration challenges should be handled. This assignment serves as evidence for the standard in that it illustrates my ability to incorporate the NELP standards into my administrative actions. The NELP standards included in this assignment were 2.1, 2.2, 2.3, 3.1, 3.2, and 3.3. Specifically, the assignment highlights my ability to make ethical decisions; by not acting on my own, and working with stakeholders to bring about the best decision making in each decision, I demonstrated NELP 2.2. This benchmark assignment demonstrates my ability to support student achievement because it shows my advocacy for supportive and inclusive school culture.  260316121508_THEORY_TO_PRACTICE_EXAM_ASSIGNMENT.docx (.docx) 0.03mb

Assignments: Samuel Pedersen
          The Community Resources Alignment Project: Final Submission Assignment is a four part project that combines a demographic study, needs assessment, resource report, and advocacy plan for one school, in order to implement necessary changes into the school. This assignment serves as evidence for this standard in that it illustrates my ability to conduct in-depth research into a school, and use that research to identify and implement necessary improvements. The NELP standards demonstrated in this assignment are 3.1, 5.1, 5.2, and 5.3. Specifically, I was able to outline a plan that addressed the needs of various stakeholder groups. This benchmark assignment demonstrated my ability to support student achievement by assessing the needs of students in the district and implementing a plan and solution to those needs.  260316122733_Community_Resources_Alignment_Project_Final_Submission_Assignment_CORE_Comp_MS.docx (.docx) 0.22mb

Assignments: Samuel Pedersen
          The Legal Entanglement Project is a four part project broken down into six assignments; the work analyzed a particular policy in my school that could lead to litigation if left unaddressed. Each part of the project will build from one section to the next with the goal of amending current school policy. This assignment serves as evidence for this standard in that it documents my ability to understand what policies in a school should be revised, and highlights my ability to make that change into reality. The NELP standards demonstrated in this assignment are 2.1, 2.2, 2.3, and 3.3. Specifically, I was able to provide multiple sources of data as a rational for the root causes of the inequity within the problem at hand. This benchmark assignment demonstrates my ability to support student achievement by working to create an environment that is ultimately safe for students by implementing appropriate policies into a school. 260316010125_Legal_Entanglement_Project_Part_1_Topic_Selection_and_Ethical_Analysis.docx (.docx) 0.03mb

Assignments: Samuel Pedersen
          The Legal Entanglement Project is a four part project broken down into six assignments; the work analyzed a particular policy in my school that could lead to litigation if left unaddressed. Each part of the project will build from one section to the next with the goal of amending current school policy. This assignment serves as evidence for this standard in that it documents my ability to understand what policies in a school should be revised, and highlights my ability to make that change into reality. The NELP standards demonstrated in this assignment are 2.1, 2.2, 2.3, and 3.3. Specifically, I was able to provide multiple sources of data as a rational for the root causes of the inequity within the problem at hand. This benchmark assignment demonstrates my ability to support student achievement by working to create an environment that is ultimately safe for students by implementing appropriate policies into a school. 260316010140_Legal_Entanglement_Project_Part_1_Preliminary_Communication_and_Advocacy_Plan.docx (.docx) 0.43mb

Assignments: Samuel Pedersen
          The Legal Entanglement Project is a four part project broken down into six assignments; the work analyzed a particular policy in my school that could lead to litigation if left unaddressed. Each part of the project will build from one section to the next with the goal of amending current school policy. This assignment serves as evidence for this standard in that it documents my ability to understand what policies in a school should be revised, and highlights my ability to make that change into reality. The NELP standards demonstrated in this assignment are 2.1, 2.2, 2.3, and 3.3. Specifically, I was able to provide multiple sources of data as a rational for the root causes of the inequity within the problem at hand. This benchmark assignment demonstrates my ability to support student achievement by working to create an environment that is ultimately safe for students by implementing appropriate policies into a school. 260316010151_Legal_Entanglement_Project_Part_2_Personal_Reflection_and_Communication_of_Professional_Norms.docx (.docx) 0.04mb

Assignments: Samuel Pedersen
          The Legal Entanglement Project is a four part project broken down into six assignments; the work analyzed a particular policy in my school that could lead to litigation if left unaddressed. Each part of the project will build from one section to the next with the goal of amending current school policy. This assignment serves as evidence for this standard in that it documents my ability to understand what policies in a school should be revised, and highlights my ability to make that change into reality. The NELP standards demonstrated in this assignment are 2.1, 2.2, 2.3, and 3.3. Specifically, I was able to provide multiple sources of data as a rational for the root causes of the inequity within the problem at hand. This benchmark assignment demonstrates my ability to support student achievement by working to create an environment that is ultimately safe for students by implementing appropriate policies into a school. 260316010205_Legal_Entanglement_Project_Part_2_Professional_Norms_Knowledge_Base.docx (.docx) 0.04mb

Assignments: Samuel Pedersen
          The Legal Entanglement Project is a four part project broken down into six assignments; the work analyzed a particular policy in my school that could lead to litigation if left unaddressed. Each part of the project will build from one section to the next with the goal of amending current school policy. This assignment serves as evidence for this standard in that it documents my ability to understand what policies in a school should be revised, and highlights my ability to make that change into reality. The NELP standards demonstrated in this assignment are 2.1, 2.2, 2.3, and 3.3. Specifically, I was able to provide multiple sources of data as a rational for the root causes of the inequity within the problem at hand. This benchmark assignment demonstrates my ability to support student achievement by working to create an environment that is ultimately safe for students by implementing appropriate policies into a school. 260316010218_Legal_Entanglement_Project_Part_3_Policies_and_Procedures_1.docx (.docx) 0.03mb

Assignments: Samuel Pedersen
          The Legal Entanglement Project is a four part project broken down into six assignments; the work analyzed a particular policy in my school that could lead to litigation if left unaddressed. Each part of the project will build from one section to the next with the goal of amending current school policy. This assignment serves as evidence for this standard in that it documents my ability to understand what policies in a school should be revised, and highlights my ability to make that change into reality. The NELP standards demonstrated in this assignment are 2.1, 2.2, 2.3, and 3.3. Specifically, I was able to provide multiple sources of data as a rational for the root causes of the inequity within the problem at hand. This benchmark assignment demonstrates my ability to support student achievement by working to create an environment that is ultimately safe for students by implementing appropriate policies into a school. 260316010230_LEGAL_ENTANGLEMENT_PROJECT_PART_4_PRESENTATION.pptx (.pptx) 1.14mb

Assignments: Samuel Pedersen

          The Program Financial Review is a five part assignment that serves as a cumulative document which analyzes the school finances of Cardinal Community School District (CCSD); through this analysis, a three year plan is put into place to implement the created financial S.M.A.R.T. goal. This assignment serves as evidence for this standard in that it demonstrates I have the capability to thoroughly review the entire finances of a school and use that knowledge to develop a plan to implement financially responsible goals. The NELP standards covered in this assignment are 6.1, 6.2, and 6.3. Specifically, in the area of making data informed decisions to support the finances of the school. This benchmark assignment demonstrates my ability to support student achievement by my taking responsibility for the school budget, prioritizing spending in areas that benefit students and removing areas that are wasteful. 

260316011920_Program_Financial_Review_Final_Submission.docx (.docx) 0.06mb

Projects: Samuel Pedersen
Project Description: 
This Accountability Protocol Project focuses on understanding the correlation between students that participate in at least one extracurricular activity and students that perform at a proficient or advanced level on the ELA portion of the statewide ISASP assessment. 

Evidence of the Standard:
This artifact serves as evidence for the standard because it clearly outlines my ability to work with multiple groups of stakeholders over an extended period of time in order to carry out a project that directly impacts the overall success of the students.  260504112626_Accountability_Protocol_Project.docx (.docx) 0.06mb

Association & Society Membership: Samuel Pedersen

Name of Association: Early Childhood Development Task Force

Acronym for Association: ECDtf

Date of Initial Membership:  03/12/2026

Description of Association: The Early Childhood Development Task Force (ECDtf) is a global network of leaders, practitioners, technical experts, service providers, advocates, and researchers who believe in the importance of early childhood development and early childhood intervention.

Association's Website: https://ceinternational1892.org/ 

Level of Activity/Involvement in the Association: Member

Association & Society Membership: Samuel Pedersen

Name of Association: National Association of Secondary School Principals

Acronym for Association: NASSP

Date of Initial Membership:  9/30/2025

Description of Association: The National Association of Secondary School Principals (NASSP) is the leading association for middle level and high school principals, assistant principals, and other school leaders across the United States and beyond.

Association's Website: https://www.nassp.org/   

Level of Activity/Involvement in the Association: Member

Exam History: Samuel Pedersen
Score: 171

Discussion: I scored a 171 out of 200 on the School Leaders Licensure Assessment (6990). This score 25 points above a passing score. The average score range is 162-177, meaning that I would be on the higher end of that rating. My highest category for this test was the Ethical Leadership section, where I scored a 15 out of 16. My lowest category for this test was the Instructional Leadership section, where I scored a 16 out of 23; the average score on this section is a 16-19. 260310122150_ScoreReport.pdf (.pdf) 0.45mb