As principal at Lane Tech College Prep, I led both the High School and Academic Center for Middle School students. Lane Tech houses over 4,200 students and the attendance area is the entire city of Chicago. As a result, Lane Tech is one of the most diverse schools in the nation. Each year, we hosted an open house for students considering enrollment in both the Academic Center and the High School.

As principal at Lane Tech College Prep, I led both the High School and Academic Center for Middle School students. Lane Tech houses over 4,200 students and the attendance area is the entire city of Chicago. As a result, Lane Tech is one of the most diverse schools in the nation. Each year, we hosted an open house for students considering enrollment in both the Academic Center and the High School.

As superintendent, I partnered with and supported my fellow superintendent colleagues with unified vision and mission considerations for supporting our special needs learners. Our presentation included a commitment to evolving our paradigm and acknowledging the need to support the learning needs of all students, including students with disabilities.

As superintendent, I partnered with and supported my fellow superintendent colleagues with unified vision and mission considerations for supporting our special needs learners. Our presentation included a commitment to evolving our paradigm and acknowledging the need to support the learning needs of all students, including students with disabilities.

As principal, I led our school’s shift from professional development towards professional learning. Staff were provided professional learning to ensure awareness and participation in ongoing budgetary and programmatic decisions, school/campus events and curricular/facility initiatives, assessments, our collective “Goal 25.01” achievement aspirations, and our collective Equity Professional Learning needs supported through whole group and breakout student session work.

As principal, I led our school’s shift from professional development towards professional learning. Staff were provided professional learning to ensure awareness and participation in ongoing budgetary and programmatic decisions, school/campus events and curricular/facility initiatives, assessments, our collective “Goal 25.01” achievement aspirations, and our collective Equity Professional Learning needs supported through whole group and breakout student session work.

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.

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.

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.

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.

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.

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.

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.