CAPE Connection Administrative Portfolio
Tangela Boler
Concordia University Irvine – Administrative Credential Program
West High School – Kern High School District
Date: February 16, 2026
Executive Summary
This portfolio documents my growth aligned to the California Administrator Performance Expectations (CAPE 1–6). Through instructional data analysis, stakeholder engagement, policy examination, and ethical reflection, I demonstrate leadership development grounded in equity, systems thinking, and student-centered decision-making. The following document includes my full CAPE narrative followed by linked evidence artifacts.
Appendix – Linked Evidence Documents
Appendix A – West High Academic Performance Report (2021–2025) – Click here to view document
Appendix B – Transforming School Culture Through Community Collaboration – Click here to view document
Appendix C – Personnel Evaluation Processes in Three California School Districts – Click here to view document
Appendix D – KHSD Hiring Practices: Building a Culturally Responsive Workforce – Click here to view document
Appendix E – Pathways to Graduation: Diploma vs. Certificate of Completion – Click here to view document
Appendix F – Ethics & Integrity Reflection (CAPE 5 Evidence) – Click here to view document
CAPE Connection Assignment
Administrative Portfolio Evidence (CAPE Standards 1-6)
Purpose: This document summarizes authentic examples of my leadership growth across the six California Administrator Performance Expectations (CAPE). Each section includes a detailed narrative of what I did, what I learned, and how the work connects to building systems that support equitable outcomes—especially for students with disabilities and students who need structured, consistent supports.
Portfolio note: In my e-portfolio, I will place these six CAPE sections as clearly labeled categories and upload the artifacts listed in each section (clean copies of assignments, data summaries, interview notes, meeting reflections, and policy analyses).
CAPE 1: Development and Implementation of a Shared Vision
To connect CAPE 1 to my current work, I started by going straight to the school’s existing vision and asking whether it is actually visible in the day-to-day experience of students—especially students with significant disabilities who can be unintentionally left out of the “big picture” when the vision is written in broad terms. I reviewed the West High vision statement, looked for the values it claims (student growth, postsecondary readiness, belonging, and high expectations), and then compared those priorities to what I was seeing on campus: placement decisions, diploma vs. COC pathways, access to grade-level content, and the types of supports students receive across settings.
After that analysis, I wrote a reflective essay that captured my findings and identified practical “vision-to-action” gaps. For example, I noted where the vision was strong but not consistently communicated in a way families could understand (especially around diploma-track expectations and what the COC track means for a student’s long-term options). My focus was on the implementation side: what adult behaviors, systems, and communication practices would make the vision feel real for students and families. This pushed me to think like an administrator—vision is not just a statement, it’s the consistency of decisions, messaging, and follow-through.
To strengthen the “shared” part of the vision, I also conducted interviews with site leadership (principal, APA, and deans). I asked questions about how the vision is communicated, what the current priorities are for the year, and how they measure whether the vision is being lived out. Those conversations helped me see how leaders build coherence across initiatives (academics, behavior supports, attendance, and campus culture) and how important it is to keep staff aligned without overwhelming them.
Portfolio Artifact(s) to Upload
-
West High Vision Analysis Essay (EDUA assignment) – includes alignment strengths, implementation gaps, and recommendations for making the vision actionable for all learners.
-
Interview notes and reflection: principal, APA, and dean(s) – focus on how the vision is communicated, reinforced, and monitored across the school year.
-
Brief portfolio reflection: “How shared vision shows up in diploma/COC guidance conversations with families.”
CAPE 2: Instructional Leadership
For CAPE 2, I centered my work on data-driven instructional improvement, because that is where leadership becomes measurable. I reviewed SBAC data and created a summary for the principal that didn’t just list numbers—it told a story about where students are thriving and where instruction needs targeted adjustments. I paid attention to patterns across content areas and student groups, and I asked, “What is the likely instructional experience behind these results?” As a Mod/Severe teacher, I also considered access and participation: how students with disabilities are being prepared, what accommodations are consistently implemented, and where staff may need support to translate accommodations into actual instructional access.
​
From that analysis, I wrote a detailed narrative with recommendations. I included specific areas for improvement (for example, strengthening evidence-based writing routines, increasing opportunities for structured academic discourse, and building consistency in progress monitoring). I also emphasized that improvement is not only a classroom issue—it’s a systems issue: common assessments, shared language for proficiency, and time for teachers to plan together with real data in front of them.
​
To deepen my understanding of instructional leadership in action, I observed PLC processes. I focused on what administrators look for: whether PLC time is used for learning, not just logistics; whether conversations stay anchored to student work; and whether action steps are clear and revisited. Watching PLCs through a leadership lens helped me see how an administrator can support teachers without taking over—asking the right questions, protecting the time, and keeping the focus on student outcomes.
Portfolio Artifact(s) to Upload
-
SBAC Data Analysis Summary for Site Leadership – includes trends, strengths, gaps, and actionable recommendations.
-
Narrative improvement plan based on SBAC findings – written for the principal with suggested instructional priorities and supports.
-
PLC Observation Notes and Reflection – focus on data use, instructional planning, and leadership moves that build effective PLC culture.
CAPE 3: Management and Learning Environment
My CAPE 3 evidence is grounded in real work supporting a safe, consistent learning environment—especially for students who need predictable structures and clear expectations. I participated in Tier 1 team discussions and supported systems aimed at improving overall campus behavior and learning conditions. From my perspective, Tier 1 work matters because it sets the baseline for fairness: when expectations and routines are consistent, students with disabilities and students who struggle behaviorally are less likely to be pushed out of learning time.
I also participated in IEP meetings and supported the discipline process by assisting the assistant dean and having direct conversations with students about behavior concerns in class. In those moments, I practiced balancing accountability with skill-building—helping students understand the impact of their choices while also identifying what supports they need to be successful (replacement behaviors, check-ins, structured breaks, and clearer classroom routines). This work required careful communication and documentation, and it reinforced how important it is that discipline is not disconnected from instruction.
Overall, these experiences helped me connect management to learning: effective systems reduce crisis, protect instructional minutes, and build a campus culture where students feel supported and staff feel backed up. I left these experiences with a stronger understanding that administrators have to build systems that are consistent, legally sound, and humane—especially when students are navigating disabilities, trauma, or chronic academic frustration.
Portfolio Artifact(s) to Upload
-
Tier 1 Team participation reflection – notes on campus-wide systems, supports, and next steps.
-
IEP meeting artifacts (agenda notes, role reflection, and follow-up actions) – focused on creating access and appropriate supports.
-
Discipline support reflection – documentation of assisting with restorative/student conferences and how behavior supports connect back to instruction.
CAPE 4: Family and Community Engagement
For CAPE 4, I focused on family communication that is clear, respectful, and practical—especially when topics are sensitive and high-stakes. One of the most important areas where I supported families was around academics and pathway planning. I communicated with parents and students about diploma-track expectations versus the Certificate of Completion (COC) track, including what each pathway means for credits, graduation participation, and postsecondary options.
​
These conversations required more than just giving information. I made sure families understood the “why” behind recommendations, what supports are available, and what the next steps are if a student wants to change direction. I also learned how important it is to avoid jargon and to check for understanding—families may nod along while still feeling confused or overwhelmed. In my communication, I tried to be steady and transparent, especially when students were at risk of falling behind or when eligibility and placement questions came up.
​
​This work connects directly to leadership because administrators shape the systems that either build trust with families or break it. When families feel informed and respected, they’re more likely to partner with the school. My goal moving forward is to keep strengthening two-way communication practices that support student success—especially for families navigating special education systems.
Portfolio Artifact(s) to Upload
-
Family communication log samples (de-identified) – examples of diploma vs. COC explanations, academic concerns, and next-step planning.
-
Reflection: “How I build trust during hard conversations” – strategies used to ensure clarity, empathy, and follow-through.
-
Optional artifact: resource handout outline for families explaining diploma/COC pathways and who to contact for support.
CAPE 5: Ethics and Integrity
My CAPE 5 evidence is rooted in working with students who are often the most impacted by decisions adults make—students with significant disabilities, students in discipline processes, and students whose academic paths carry long-term consequences. In practice, ethics shows up in how I communicate, how I document, and how I protect student dignity. Whether I am in an IEP meeting, a behavior conference, or a parent call about diploma track concerns, I am constantly making choices about confidentiality, respectful language, and ensuring the student’s needs are the center of the decision-making.
​
During discipline support work, I was careful to approach conversations in a way that is firm but not demeaning. I focused on fairness and consistency, especially for students whose disability-related needs can be misinterpreted as defiance. I also learned that integrity in leadership includes knowing when to slow down and check: Are we following policy? Are we honoring the student’s legal protections? Are we making decisions we could explain clearly to a family and stand behind later?
​
Across these experiences, I have come to see ethics as proactive. It is not just avoiding mistakes—it is building habits of transparency, equity, and accountability so that students, families, and staff can trust the system. That mindset is what I want to carry forward as I continue developing administrative skills.
Portfolio Artifact(s) to Upload
-
Ethics reflection: confidentiality, student dignity, and equitable decision-making in IEP and discipline contexts
-
De-identified case reflection (scenario-based) – how I balanced accountability, disability-related needs, and respectful communication.
-
De-identified case reflection (scenario-based) – how I balanced accountability, disability-related needs, and respectful communication.
CAPE 6: External Context and Policy
For CAPE 6, I built my evidence through policy and systems analysis. I reviewed the Human Resources handbook and examined how policies are written, how expectations are communicated, and where there may be gaps between written procedure and what staff experience in practice. I approached this as a leadership skill: administrators need to understand policy well enough to apply it consistently, explain it clearly, and support staff through it—especially when policies connect to employee rights, due process, and professional expectations.
In addition to the HR handbook review, I examined district policies, discipline codes, and relevant state education codes. I focused on how policy shapes real decisions: student discipline processes, special education compliance, documentation expectations, and how schools protect equity and safety at the same time. This work helped me see that policy is not just “rules” — it’s the guardrails for leadership. Knowing the external context allows an administrator to avoid reactive decision-making and to lead in a way that is both fair and legally sound.
Connecting CAPE 6 back to my daily work, I noticed that policy understanding supports better communication with staff and families. When I explain diploma/COC pathways, behavior processes, or IEP procedures, I am translating policy into plain language. That translation work is leadership, and it is a skill I plan to keep strengthening as I move toward administrative responsibilities.
Portfolio Artifact(s) to Upload
-
Human Resources Handbook Policy Review – analysis of key procedures and leadership implications.
-
District policy and discipline code review notes – focus on process, consistency, and equity.
CAPE 6: External Context and Policy – Evidence
-
Human Resources Handbook Policy Review – analysis of key procedures and leadership implications.
-
District policy and discipline code review notes – focus on process, consistency, and equity.
-
State education code reflection – summary of takeaways and how external policy shapes site-level decisions.