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.

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.

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.

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 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.

As superintendent, I committed to empowering my principals to lead, develop accountability, and employ/analyze attitudinal and statistical data to make data-driven decisions and recommendations. This is one example where principals were empowered and coached to lead a district-wide stakeholder team to explore the effectiveness, responsiveness, and value of assessments used by the district.

As superintendent, I committed to empowering my principals to lead, develop accountability, and employ/analyze attitudinal and statistical data to make data-driven decisions and recommendations. This is one example where principals were empowered and coached to lead a district-wide stakeholder team to explore the effectiveness, responsiveness, and value of assessments used by the district.

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.

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.