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.

My Cabinet created a presentation for whole group and small breakout session work on Equity and supporting students by developing empathy and not acting as a bystander. The presentation focused on improving the learning environment for students by ensuring a safe and inclusive environment by adults, who act as learning communities. Participating staff were able to increase their knowledge with respect to responding to stereotypes, bias, and hate-speech. A “hate speech protocol” was also reviewed for empowering staff via professional learning to employ the protocol and not act as bystanders.

My Cabinet created a presentation for whole group and small breakout session work on Equity and supporting students by developing empathy and not acting as a bystander. The presentation focused on improving the learning environment for students by ensuring a safe and inclusive environment by adults, who act as learning communities. Participating staff were able to increase their knowledge with respect to responding to stereotypes, bias, and hate-speech. A “hate speech protocol” was also reviewed for empowering staff via professional learning to employ the protocol and not act as bystanders.

The district did not have a strategic plan before I became superintendent. I worked on the development of the plan for over one year and completed the plan thereafter. The plan was passed in September 2017 and implemented during the school year.

The district did not have a strategic plan before I became superintendent. I worked on the development of the plan for over one year and completed the plan thereafter. The plan was passed in September 2017 and implemented during the school year.

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.

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 spent nine years during my time as both a principal and an assistant principal developing and nurturing the growth of my school’s STEAM program. I led curriculum development efforts and the design of innovative learning spaces to implement creative, state-of-the-art course offerings.

I spent nine years during my time as both a principal and an assistant principal developing and nurturing the growth of my school’s STEAM program. I led curriculum development efforts and the design of innovative learning spaces to implement creative, state-of-the-art course offerings.

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.

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.

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.