IL Performance Standards for School Leaders
2020-21
Collaborate with administration to assess student placement needs, analyze student achievement data to identify trends, instructional needs, and appropriate intervention design, and set data-driven, instructional goals (1a)
Work collaboratively with other content area coordinators and directors to ensure alignment, cohesion and integration across departments and grade levels (1a)
Co-facilitate/serve on the District MTSS Committee, Special Education Council (SEC) and other committees as aligned to the MTSS efforts (1a, 1b)
Provide (on a quarterly basis) a detailed report with an objective analysis of specific school-based practices that demonstrate the success of programs and/or methodologies (1c)
2019-20
Collaborate with administration to assess student placement needs, analyze student achievement data to identify trends, instructional needs, and appropriate intervention design, and set data-driven, instructional goals (1a)
Work collaboratively with other content area coordinators and directors to ensure alignment, cohesion and integration across departments and grade levels (1a)
Co-facilitate/serve on the District MTSS Committee, Special Education Council (SEC) and other committees as aligned to the MTSS efforts (1a, 1b)
Provide (on a quarterly basis) a detailed report with an objective analysis of specific school-based practices that demonstrate the success of programs and/or methodologies (1c)
2018-19
Organize, coordinate and facilitate overall district wide MTSS Plan (1a, 1b)
Ensure MTSS Plan aligns to the Districts’ Strategic Plan (1b)
Create and maintain a current “How To” reference manual that identifies key documents, provides examples of best practices, and highlights resource tools in a user-friendly format (1a, 1b)
2017-18
Led the Discipline Committee (1a, 1b, 1c)
Member of the Cell Phone Committee (1a, 1b, 1c)
PBIS Tier II Team Administrator (1a, 1b, 1c)
School based MTSS Team leader (1a, 1b, 1c)
2016-17
PBIS Tier II Team Administrator (1a, 1b, 1c)
School based MTSS Team leader (1a, 1b, 1c)
Serve on the District MTSS SEL subcommittee (1a)
2015-16
Leader, moderator & co-creator of #sd308 learns (1a, 1b)
Serve on the District MTSS Discipline subcommittee (1a)
Continue to evolve and implement school-wide attendance awareness and incentives (1a)
2014-15
Serve on the District MTSS Discipline subcommittee (1a)
Created and implemented school-wide attendance awareness and incentive (1a)
Reconstructed the Truancy team (developed and assigned roles, created benchmarks & timelines for action) (1b)
Met with each Truancy team member for input on how to redesign centered around student success (1c)
Designed a school-wide MTSS process (1a)
Reconstructed the MTSS team (developed and assigned roles, created resources accessible to staff, redesigned the referral process to include more data/substantial evidence, clarified Tier I/Universal expectations for staff) (1b)
Met with each MTSS team member for input on how to redesign centered around student learning and staff support (1c)
Immediately have difficult conversations with staff when necessary (i.e., student discipline, expectations for students, lunchroom supervision) (1b, c)
2013-14
Survey staff and parents, aggregate the data to determine school improvement initiatives
Utilize School Improvement Team to hold community as a whole accountable to aggregated initiatives and student learning goals (i.e., regular meetings, reports, email, and webpage updates)
Individual, team, and whole staff candid dialogue and action around data and student learning outcomes
Regularly post goals and action steps to School Improvement Team webpage
Infuse school spirit and community pride (i.e., set school colors, spirit wear, celebrations, functions)
Frequent time spent in classrooms, with entire days dedicated to observing, co-teaching, co-planning
Feedback emailed to staff before I exit the classroom
Teacher evaluation as a year long process of candid 2 way dialogue built around support of goals
Discussions focused on student learning as defined by team dialogue, experiences, and data at weekly RtI meetings
Have a standing offer to cover classrooms to provide release time for planning and peer observations
