CURRICULUM PLANNING AND DEVELOPMENT
1. Demonstrate the ability to enhance teaching and learning through curriculum assessment and strategic planning for all learners, including pre-K, elementary, middle, high school, special education and adult levels;
2. Demonstrate the ability to provide planning and methods to anticipate trends and educational implications;
3. Demonstrate the ability to develop, implement, and monitor procedures to align, sequence, and articulate curriculum and validate curricular procedures;
4. Demonstrate the ability to identify instructional objectives and use valid and reliable performance indicators and evaluative procedures to measure performance outcomes;
I served as the Principal of Northside Elementary (ECSE-5) for four years. At the end of the first year, Commissioner Cassellius called our Superintendent to tell her that Northside had been designated as a Priority School (one of the twenty-four poorest performing schools in Minnesota who receive Title I funds). The Superintendent and I determined that we would face this challenge head-on and applied for $1.5 million in federal School Improvement Grant (SIG) funds to help close our achievement gaps, raise awareness towards instructional best practices and engage our families. It worked well. Over the next three academic years Northside moved from Priority status to Focus status to Continuous Improvement status and landed in the Fall of 2015 as a Celebration-eligible School. After applying, Northside was named one of twenty-four Celebration Schools. What a journey! What a life-changing leadership opportunity for me.
But the 6-12 building was on a different journey: stay the course. The problem with staying the course is that the initial data from the 2011 and 2012 MCAs which was used to designate Northside as a Priority School was no better in the High School than it was at the school who received federal funding and assistance from MDE and the Regional Centers of Excellence in school transformation. Achievement gaps in Hispanic/non-Hispanic and FRL/non-FRL closed over the three years of SIG work at the Elementary. The Achievement Gaps in those same categories at the High School stagnated and, in some grade levels, widened. A racially and socially conscious Superintendent lays-out this data truthfully and in a forthright manner. That is what I presented to the entire ECSE-12 staff at Fall 2015 workshop. The data was difficult to digest for our High School staff as they saw that the work at the Elementary had paid-off in multiples - literally. But this is what is right to do, as changes won't occur until gaps and truths are named and known.
Fall data presentation for full school and staff - MCA Data
5. Appropriately use learning technologies;
We are living in and around technology. Placing agendas, minutes and notes in teachers' mailboxes is old school. Sending home notes that you hope will get to parents/guardians is old school. I decided this year to 'go tech.' Outside of a printed and signed copy of the employee's formal evaluation, I seldom use paper. I have found Google Communities and Google Classroom easy to use and a great way to connect with community, staff and Board of Education members.
Google Communities for Middle School Exploration Team - MS Team
Community Google Site for Building Project Update - Building Update
6. Demonstrate an understanding of alternative instructional designs, curriculum, behavior management, and assessment accommodations and modifications;
As we explore a Middle School model, our Middle School Exploration Team determined that we needed to see Middle Schools in action. Every team member committed to visiting two schools, while I visited all five schools. As a racially conscious Superintendent exploring and implementing instructional practices and models that have been successful for other diverse populations would be a proactive leadership stance.
Middle School visit to Redwood Valley - MS Visit
7. Demonstrate an understanding of the urgency of global competitiveness.
1. Demonstrate the ability to enhance teaching and learning through curriculum assessment and strategic planning for all learners, including pre-K, elementary, middle, high school, special education and adult levels;
2. Demonstrate the ability to provide planning and methods to anticipate trends and educational implications;
3. Demonstrate the ability to develop, implement, and monitor procedures to align, sequence, and articulate curriculum and validate curricular procedures;
4. Demonstrate the ability to identify instructional objectives and use valid and reliable performance indicators and evaluative procedures to measure performance outcomes;
I served as the Principal of Northside Elementary (ECSE-5) for four years. At the end of the first year, Commissioner Cassellius called our Superintendent to tell her that Northside had been designated as a Priority School (one of the twenty-four poorest performing schools in Minnesota who receive Title I funds). The Superintendent and I determined that we would face this challenge head-on and applied for $1.5 million in federal School Improvement Grant (SIG) funds to help close our achievement gaps, raise awareness towards instructional best practices and engage our families. It worked well. Over the next three academic years Northside moved from Priority status to Focus status to Continuous Improvement status and landed in the Fall of 2015 as a Celebration-eligible School. After applying, Northside was named one of twenty-four Celebration Schools. What a journey! What a life-changing leadership opportunity for me.
But the 6-12 building was on a different journey: stay the course. The problem with staying the course is that the initial data from the 2011 and 2012 MCAs which was used to designate Northside as a Priority School was no better in the High School than it was at the school who received federal funding and assistance from MDE and the Regional Centers of Excellence in school transformation. Achievement gaps in Hispanic/non-Hispanic and FRL/non-FRL closed over the three years of SIG work at the Elementary. The Achievement Gaps in those same categories at the High School stagnated and, in some grade levels, widened. A racially and socially conscious Superintendent lays-out this data truthfully and in a forthright manner. That is what I presented to the entire ECSE-12 staff at Fall 2015 workshop. The data was difficult to digest for our High School staff as they saw that the work at the Elementary had paid-off in multiples - literally. But this is what is right to do, as changes won't occur until gaps and truths are named and known.
Fall data presentation for full school and staff - MCA Data
5. Appropriately use learning technologies;
We are living in and around technology. Placing agendas, minutes and notes in teachers' mailboxes is old school. Sending home notes that you hope will get to parents/guardians is old school. I decided this year to 'go tech.' Outside of a printed and signed copy of the employee's formal evaluation, I seldom use paper. I have found Google Communities and Google Classroom easy to use and a great way to connect with community, staff and Board of Education members.
Google Communities for Middle School Exploration Team - MS Team
Community Google Site for Building Project Update - Building Update
6. Demonstrate an understanding of alternative instructional designs, curriculum, behavior management, and assessment accommodations and modifications;
As we explore a Middle School model, our Middle School Exploration Team determined that we needed to see Middle Schools in action. Every team member committed to visiting two schools, while I visited all five schools. As a racially conscious Superintendent exploring and implementing instructional practices and models that have been successful for other diverse populations would be a proactive leadership stance.
Middle School visit to Redwood Valley - MS Visit
7. Demonstrate an understanding of the urgency of global competitiveness.
