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.

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.

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.

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.

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 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 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.

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.

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.