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.

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, my Cabinet and principal teams worked on establishing supports to improve safety for all students and to empower our students to achieve and succeed while enrolled in our schools. The district did not have any policies or procedures in place to support a variety of diverse student populations prior to me becoming superintendent. Included is a letter to staff, a presentation provided by the administrative team on opening day for all employees, new policies passed in April 2017, and procedures that were created and published during the current school year. The policy committee worked extremely close with our principals and their assistant principal teams to provide guidance and coaching to ensure improved equity for all students.

As superintendent, my Cabinet and principal teams worked on establishing supports to improve safety for all students and to empower our students to achieve and succeed while enrolled in our schools. The district did not have any policies or procedures in place to support a variety of diverse student populations prior to me becoming superintendent. Included is a letter to staff, a presentation provided by the administrative team on opening day for all employees, new policies passed in April 2017, and procedures that were created and published during the current school year. The policy committee worked extremely close with our principals and their assistant principal teams to provide guidance and coaching to ensure improved equity for all students.

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.

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.

As principal, I provided an annual “State of the School presentation for all stakeholders. The presentation included a focus on freshman student on-track progress, Advanced Placement (AP) enrollment, standardized testing data, school culture and climate, student support services, and parental involvement and support services.

As principal, I provided an annual “State of the School presentation for all stakeholders. The presentation included a focus on freshman student on-track progress, Advanced Placement (AP) enrollment, standardized testing data, school culture and climate, student support services, and parental involvement and support services.

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.

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.

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.

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.