NAME OF ARTIFACT: Student-Athlete Report Card
ARTIFACT DESCRIPTION:
The Student-Athlete Report Card keeps track of how student-athletes are performing in class, how they’re behaving, and whether they’re meeting expectations both in school and on their teams. It aligns with PSEL Standards 2, 3, and 5 because it’s about doing what’s right, being fair, and ensuring students are supported while still being held accountable. My role was to review student data, talk with teachers and athletic staff, and speak up when things didn’t align with school policy. In this case, the student was a Black student-athlete, which added another layer to how decisions were made and perceived. The focus remained on ensuring athletes aren’t treated differently just because they play sports and that expectations stay consistent for everyone.
Program Standards (PSEL): Standards 2,3,5
ARTIFACT REFLECTION:
This experience showed me that supporting student-athletes isn’t just about keeping them eligible or on the field—it’s about holding them to the same standards as everyone else. I learned that when we’re inconsistent, students notice, and it can break trust quickly. It also made me think more about what fairness really looks like, especially when race is part of the conversation and when certain students may be perceived as getting different treatment. I realized that being a leader means saying something when things don’t feel right, even if it’s uncomfortable. At the end of the day, real support means pushing students to be better while also giving them what they need to succeed.
ARTIFACT CONNECTIONS TO CAS COURSEWORK:
This artifact connects most to a few key courses that shaped how I think about leadership in real situations. In EDA 712 (Leadership for Diverse Learners and Communities), I learned the importance of fairness and making sure all students are treated equitably, which directly relates to holding student-athletes to the same standards as everyone else, especially when race and perception come into play. EDA 752 (Leadership for Organizational and Institutional Development) helped me understand the need for clear systems and structures, such as the Student-Athlete Report Card, to ensure expectations and policies are consistently followed. EDA 792 (Legal Basis of Education) also connected because it reinforced how important it is to follow school policies, especially when it comes to discipline and student behavior. This situation really brought those ideas together and showed me what it looks like to apply them in a real, sometimes uncomfortable, leadership moment.
ARTIFACT CONNECTION TO YOUR VISION:
This artifact connects to my vision of building a school where expectations are clear and fair for everyone. I believe every student should be supported but also held to high standards, and this tool helps make that a reality by tracking how student-athletes are doing in class and in their behavior. At the same time, this situation showed me where things didn’t fully line up with my vision. When rules weren’t followed the same way for everyone, it caused confusion and made people question fairness. That’s not the kind of school I want to be part of. It pushed me to be more intentional about speaking up and about making sure our actions match what we say we believe—that all students matter and that expectations should be the same across the board.
ARTIFACT IMPACT:
The Report Card shows how we can make a real difference by keeping everyone on the same page. For students, it makes it clear that being an athlete comes with responsibility—not just in games, but in the classroom and in how they carry themselves. It also helps prevent situations where race or status could influence how expectations are applied. For teachers, it encourages better communication and consistency in grading, behavior, and expectations. For families, it gives a clearer picture of how their child is doing overall, not just in sports. In the long run, it helps build a school culture where students know the rules apply to everyone, and where support and accountability go hand in hand.
