The Communications Plan was created to maintain open lines of communication with all stakeholders and communicate that our relationship with the school community is vital to the success of the district. As a District, we needed to demonstrate a commitment to making continual efforts to understand the educational and organizational expectations of stakeholders while also informing stakeholders of the performance and challenges of both the district and schools.

The Communications Plan was created to maintain open lines of communication with all stakeholders and communicate that our relationship with the school community is vital to the success of the district. As a District, we needed to demonstrate a commitment to making continual efforts to understand the educational and organizational expectations of stakeholders while also informing stakeholders of the performance and challenges of both the district and schools.

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.

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.

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.

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.

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.

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, 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.

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.

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.