Summer and winter retreats and professional learning were provided for my principals, assistant principals, assistant superintendents, and directors focused on team building, relationship development, value-based discussions, and district strategic plan goal setting. The “overarching goal” for each retreat was to create a common administrative vision for centering all actions on the strategic plan and shift the district from an adult-centric mindset to a student-centered mindset for improving student outcomes.

Summer and winter retreats and professional learning were provided for my principals, assistant principals, assistant superintendents, and directors focused on team building, relationship development, value-based discussions, and district strategic plan goal setting. The “overarching goal” for each retreat was to create a common administrative vision for centering all actions on the strategic plan and shift the district from an adult-centric mindset to a student-centered mindset for improving student outcomes.

When I became superintendent, I was in the unique position of hiring all my principals, assistant superintendents, and almost every district director. I inherited a district that has been experiencing high administrative turnover over the previous four years.

When I became superintendent, I was in the unique position of hiring all my principals, assistant superintendents, and almost every district director. I inherited a district that has been experiencing high administrative turnover over the previous four years.

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.

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.

As superintendent, my Cabinet and principal teams worked on establishing supports to improve safety for all students and to empower our students to achieve and succeed while enrolled in our schools. The district did not have any policies or procedures in place to support a variety of diverse student populations prior to me becoming superintendent. Included is a letter to staff, a presentation provided by the administrative team on opening day for all employees, new policies passed in April 2017, and procedures that were created and published during the current school year. The policy committee worked extremely close with our principals and their assistant principal teams to provide guidance and coaching to ensure improved equity for all students.

As superintendent, my Cabinet and principal teams worked on establishing supports to improve safety for all students and to empower our students to achieve and succeed while enrolled in our schools. The district did not have any policies or procedures in place to support a variety of diverse student populations prior to me becoming superintendent. Included is a letter to staff, a presentation provided by the administrative team on opening day for all employees, new policies passed in April 2017, and procedures that were created and published during the current school year. The policy committee worked extremely close with our principals and their assistant principal teams to provide guidance and coaching to ensure improved equity for all students.

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.

As principal, I provided an annual “State of the School presentation for all stakeholders. The presentation included a focus on freshman student on-track progress, Advanced Placement (AP) enrollment, standardized testing data, school culture and climate, student support services, and parental involvement and support services.

As principal, I provided an annual “State of the School presentation for all stakeholders. The presentation included a focus on freshman student on-track progress, Advanced Placement (AP) enrollment, standardized testing data, school culture and climate, student support services, and parental involvement and support services.

During my transition to serving as superintendent, I learned the district did not have a mentoring program, nor did we have an induction program for licensed staff. As a district team of licensed staff and school leaders, we created a mentoring ad-hoc committee and implemented the Mentoring and New Teacher Induction Program and eventually rolled out a full mentoring and Induction program.

During my transition to serving as superintendent, I learned the district did not have a mentoring program, nor did we have an induction program for licensed staff. As a district team of licensed staff and school leaders, we created a mentoring ad-hoc committee and implemented the Mentoring and New Teacher Induction Program and eventually rolled out a full mentoring and Induction program.

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.