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 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.

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.

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.

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.

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 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.

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.

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.