Leona Hall
Standard 1: Mission, Vision, and Improvement
​
"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 collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include change process, data use, technology, equity, diversity, digital citizenship, and community" (NPBEA, 2018).
Artifact 1:
In the video of Leona Hall greeting students as they walk into West Salem High School, This supports the spirit of NELP Standard 1: Mission, Vision, and Core Values, by translating the school’s guiding beliefs into visible, daily practice. Standing at the entrance offering warm smiles, genuine greetings, and brief check-ins with students, actively reinforces the vision of West Salem High School—that all students will belong—and the mission statement—that West Salem Titans will build authentic relationships. This welcoming routine serves as more than a friendly gesture; it is an intentional act of leadership designed to nurture a culture of belonging, respect, and trust that sets the tone for the entire school day. By greeting students personally, Demonstrating that every student matters and that the school is a safe, caring place where positive relationships form the foundation of learning and growth. Consistent presence in these morning interactions models the mission’s call to build authentic connections—relationships rooted in kindness, attention, and genuine care. This daily practice also strengthens the vision by ensuring that inclusivity and belonging are not abstract ideals but lived experiences for all Titans. Leadership in greeting students illustrates how embodying the mission and vision through intentional, relational actions transforms the entryway of West Salem High School into a powerful symbol of community, unity, and shared purpose.
West Salem High School Mission and vision Statement
Our Vision: All West Salem Titans will belong, be known, and be connected, and all of our students will graduate prepared to engage in a diverse world with confidence and self-worth.
Our Mission: As West Salem Titans, we build authentic relationships, provide relevant learning experiences in and out of the classroom, and listen, learn, and inspire each other to be our best selves every day.
This artifact shows me welcoming students, and while it may appear polished or scripted on the surface, the story behind it is deeply personal and meaningful. When I explained to one of my classes that I was in college working toward becoming a principal and would need to collect artifacts such as photos and videos, something unexpected and powerful happened: every student in the room immediately spoke up at once, offering to help however they could. The moment was overwhelming—in the best way—and my eyes filled with tears knowing that my students were not only supportive, but genuinely motivated to see me succeed. What made this moment truly magical was the authenticity behind it; let’s be honest, not every student is always eager to participate in school-related tasks, yet here they were, united in encouragement. Their response demonstrated the strength of the relationships I have built with them—relationships rooted in trust, kindness, humor, and an unwavering belief in their potential. Even more meaningful is that these students reflected back the same mission and vision I hold for them: to grow, to belong, and to reach for opportunities that support their future. In that moment, they shared that mission for me as well. This artifact captures not just a welcoming gesture, but a powerful reminder that leadership grounded in genuine connection inspires students to rise beside you, support you, and believe in your journey just as deeply as you believe in theirs.
Creating a leadership style paper serves as an essential reflection activity aligned with NELP Standard 1: Mission, Vision, and Core Values, as it allows aspiring leaders to examine the beliefs, principles, and motivations that guide their leadership practices. This reflective process promotes self-awareness, helping leaders identify personal strengths and potential blind spots that may impact their decision-making and interactions with others. Reflection encourages continuous growth and alignment between one’s actions and the shared mission and vision of the school community. By intentionally analyzing leadership style, candidates can develop a deeper understanding of how their values influence their approach to building positive school culture, fostering collaboration, and promoting equity.
The artifact 2 (see below)—Leadership Style Paper—demonstrates this process of introspection and synthesis, documenting how personal experiences, educational philosophies, and professional goals shape my leader identity. This artifact highlights the importance of reflective practice as a tool for ethical and effective leadership development, ensuring that future administrators lead with intentionality, empathy, and a commitment to organizational improvement.
Artifact 2: Leadership Paper
Artifact 3
Artifact 3: I intentionally used time to supervise the hallways, greet students, and check in with those transitioning between classes. This practice directly supports NELP Standard 1 because it demonstrates stewardship of the school’s mission, vision, and core values through proactive, relational leadership. By being present and visible, I modeled the core values of safety, respect, belonging, and connection that our school promotes. These informal check-ins allowed me to build trust with students, reinforce positive behavior expectations, and ensure the hallways reflected the safe and welcoming environment outlined in our school’s mission. My presence communicated that every part of the school day— not just classroom instruction—matters to our shared purpose. Supervising hallways during prep allowed me to embody and operationalize the mission by supporting a culture where students feel seen, valued, and supported, which is a critical component of Standard 1 leadership.
Artifact 4: West Salem High School Mission and Vision Statement
The West Salem High School Mission and Vision Statement Is what I focused on developing, articulating, and upholding a shared mission, vision, and core values. This artifact reflects the foundational beliefs that guide our school community, including our commitment to student success, academic excellence, equity, safety, and belonging. By examining and referencing this statement throughout my practicum, I grounded my leadership decisions in the guiding purpose of our school. Whether supervising hallways, supporting staff, participating in meetings, or building relationships with students, I consistently aligned my actions with the school’s stated mission and values. a clear mission and vision unify staff, students, and families around a collective direction and reinforce the importance of purpose-driven leadership.
Artifact 4
Artifact 5
Artifact 5:This artifact is a photo capturing a moment of genuine connection between me and a student during a classroom visit, where he was being silly and playful. Instead of reacting with frustration or redirecting him harshly, I chose to embrace the humor of the moment and laugh with him. This small but powerful interaction reflects how I intentionally build relationships grounded in joy, trust, and emotional safety—core components of West Salem High School’s mission and values. By responding with grace rather than correction, I signaled to the student that he is seen, valued, and safe to be himself within our school environment. This artifact demonstrates how leaders cultivate a positive school culture through everyday interactions and by modeling emotional intelligence, warmth, and a people-first mindset. It shows my belief that meaningful relationships with students are not built solely through formal conversations or discipline structures, but through authentic moments of shared humanity. In this instance, humor became a bridge for connection, and the photo represents the type of relational leadership that strengthens belonging and reinforces a mission-driven school culture where students feel known and cared for.
Standard 1: Mission, Vision, and Improvement practicum hours log