A major goal of my leadership team was to imbed equity in all practices across the district. This included, for example, discipline practices, instructional delivery and assessment practices, student representation in clubs, athletics, and all extracurricular opportunities, and student voice in decision-making.

A major goal of my leadership team was to imbed equity in all practices across the district. This included, for example, discipline practices, instructional delivery and assessment practices, student representation in clubs, athletics, and all extracurricular opportunities, and student voice in decision-making.

I became principal at Lane Tech College Prep in 2012. Weeks after becoming principal, the teachers’ union declared a strike and the State of Illinois began implementing PERA via Danielson as a newly mandated evaluation tool and criteria. Despite these challenges, after the strike was settled (it was the first strike in 25 years) we were able to welcome back staff and collaborate with external stakeholders to partner with teachers for opening up new curricular programs and learning spaces.

I became principal at Lane Tech College Prep in 2012. Weeks after becoming principal, the teachers’ union declared a strike and the State of Illinois began implementing PERA via Danielson as a newly mandated evaluation tool and criteria. Despite these challenges, after the strike was settled (it was the first strike in 25 years) we were able to welcome back staff and collaborate with external stakeholders to partner with teachers for opening up new curricular programs and learning spaces.

In an effort to support interdisciplinary teaching and learning, as a principal, I regularly presented STEAM professional learning for staff. Our professional learning work was centered on using data-informed decision-making that indicated our students needed to improve problem-solving skills for improved lifelong learning.

In an effort to support interdisciplinary teaching and learning, as a principal, I regularly presented STEAM professional learning for staff. Our professional learning work was centered on using data-informed decision-making that indicated our students needed to improve problem-solving skills for improved lifelong learning.

This is another example of a principal being empowered to lead a district-wide stakeholder team with respect to the district’s calendar. During the needs analysis stage of the development of our strategic plan, data collected indicated the number one social/emotional concern by students and parents was the placement of first semester finals and end of the first semester after winter break.

This is another example of a principal being empowered to lead a district-wide stakeholder team with respect to the district’s calendar. During the needs analysis stage of the development of our strategic plan, data collected indicated the number one social/emotional concern by students and parents was the placement of first semester finals and end of the first semester after winter break.

As superintendent, my Cabinet and principal teams were committed to preparing all learners for global citizenship and high-quality Science, Technology, Engineering, Arts, and Mathematics (STEAM) instruction. As a result, we initiated a STEAM philosophy district-wide. We embedded STEAM across the curriculum and also included professional learning for content areas beyond the STEAM acronym to ensure high-quality teaching and learning was provided. We also partnered with our three sending school districts to ensure STEAM articulation remained in place for years to come.

As superintendent, my Cabinet and principal teams were committed to preparing all learners for global citizenship and high-quality Science, Technology, Engineering, Arts, and Mathematics (STEAM) instruction. As a result, we initiated a STEAM philosophy district-wide. We embedded STEAM across the curriculum and also included professional learning for content areas beyond the STEAM acronym to ensure high-quality teaching and learning was provided. We also partnered with our three sending school districts to ensure STEAM articulation remained in place for years to come.

During my transition to becoming superintendent, I presented a study I conducted for all staff at both schools, the district office, and for the Board of Education regarding a four-month analysis of District leadership structures and roles.

During my transition to becoming superintendent, I presented a study I conducted for all staff at both schools, the district office, and for the Board of Education regarding a four-month analysis of District leadership structures and roles.

While superintendent, my Cabinet created a presentation based on an analysis of student mathematics and reading/literacy utilizing Grant funds to meet student needs (funds were monitored annually). A Task Force was also assembled to examine alternatives to suspension and work with the counseling department and Dean to implement changes for better supporting truant students. A review of cultural competencies was also provided along with recommendations for better supporting all students via an equity lens.

While superintendent, my Cabinet created a presentation based on an analysis of student mathematics and reading/literacy utilizing Grant funds to meet student needs (funds were monitored annually). A Task Force was also assembled to examine alternatives to suspension and work with the counseling department and Dean to implement changes for better supporting truant students. A review of cultural competencies was also provided along with recommendations for better supporting all students via an equity lens.

As a component of my efforts to support cross-curricular teaching and learning, I provided a presentation on employing STEAM philosophy for interdisciplinary teaching and learning. Participants engaged in whole and small group work on integrating collaborative curricular course team planning. Professional learning also focused on thinking “beyond the acronym” for including special education, library, humanities, etc.

As a component of my efforts to support cross-curricular teaching and learning, I provided a presentation on employing STEAM philosophy for interdisciplinary teaching and learning. Participants engaged in whole and small group work on integrating collaborative curricular course team planning. Professional learning also focused on thinking “beyond the acronym” for including special education, library, humanities, etc.

While completing my doctorate, I was invited and presented at the National Staff Development Council (NSDC) Summer 2005 conference on the role of teachers in educational leadership. The presentation focused on dialogue as a means to facilitate teacher leadership by advancing and nurturing close, trusting, and authentic relationships with colleagues via collegial discourse.

While completing my doctorate, I was invited and presented at the National Staff Development Council (NSDC) Summer 2005 conference on the role of teachers in educational leadership. The presentation focused on dialogue as a means to facilitate teacher leadership by advancing and nurturing close, trusting, and authentic relationships with colleagues via collegial discourse.

While superintendent, we created and established the district’s first-ever Facilities Maintenance Plan and an interactive assessment tool for long-term alignment of the plan.

While superintendent, we created and established the district’s first-ever Facilities Maintenance Plan and an interactive assessment tool for long-term alignment of the plan.