IL Performance Standards for School Leaders
2018-19
Develop effective practices through a continuum of supports: training, coaching, leadership, evaluation, and organizational systems that are supported by evidence (3a, 3b, 3e, 3f, 3g)
Collaborate, consult, and finalize all implementation plans and professional development activities with the Assistant Director of Curriculum & Instruction and the Curriculum and Instruction Coordinators (3a, 3b, 3f, 3g)
Coordinate, organize, and facilitate on a bi-weekly or monthly basis the MTSS Lead and Team meetings with the Assistant Director (3a, 3b, 3e, 3f, 3g)
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 (3a, 3c)
Collaborate with other U-46 Department staff to develop and provide cutting-edge implementation approaches to differentiated individual and groups of students (3a, 3c, 3f, 3g)
Plan and implement culturally relevant responsive Professional Development opportunities that are directly correlated to actual academic, social-emotional, and behavioral situations faced by U-46 schools (3a, 3b, 3c, 3f, 3g)
Provide leadership oversight related to the implementation of local universal screening, benchmarking, and progress monitoring data for all students (i.e.Dibels, Idel, and STAR 360) (3b, 3c)
Ensure the alignment of all content usage to district’s curriculum and instruction research based methodology priorities (i.e. common core) for all three Tiers of the model (Core instruction, targeted instruction, intensive instruction) in collaboration with relevant stakeholders (3c)
Promote the use of research-based, Tier-Two and Tier-Three Interventions with the express purpose of reducing the number of students in need of this support (3c)
2017-18
Regularly assess & evolve our MTSS program (3a)
Make data driven decisions regarding tiered interventions and supports via MTSS (3c)
Member of interview teams (3d)
Evaluate staff (3e)
Meet with grade level PLCs (3f, 3g)
Meet with teachers to share resources and support educational pedagogy (3g)
Regularly share resources with all staff via email and SD308 hashtag (3h)
Meet with teachers to offer resources and support educational technology (3h)
School Webmaster (3h)
2016-17
Regularly assess & evolve our MTSS program (3a)
Make data driven decisions regarding tiered interventions and supports via MTSS (3c)
Member of interview teams (3d)
Evaluate staff (3e)
Meet with teachers to share resources and support educational pedagogy (3g)
Regularly share resources with all staff via email and SD308 hashtag (3h)
Meet with teachers to offer resources and support educational technology (3h)
School Webmaster (3h)
2015-16
Regularly reflect, assess, & revise our MTSS program (3a)
Regularly reflect, assess, & revise our Truancy program (3a)
Utilize attendance data to drive school wide goal and incentive program (3b)
Member of interview teams (3d)
Evaluate staff (3e)
Moderator & co-creator of #sd308 learns (3h)
Regularly share resources with all staff via email and SD308 hashtag (3h)
Meet with teachers to share resources and support educational pedagogy (3g)
Meet with teachers to offer resources and support educational technology (3h)
School Webmaster (3h)
2014-15
Organized & hosted EdCamp Chicago in our District (3f)
Presented a session on Student Discipline at EdCamp Chicago (3f)
Member of interview teams (3d)
Exposed and support in infusing flexible and adaptive learning processes for students (i.e., Genius Hour) (3a)
Regularly reflect, assess, & revise our MTSS program (3a)
Regularly reflect, assess, & revise our Truancy program (3a)
Utilize attendance data to drive school wide goal and incentive program (3b)
Assess Universal/Tier I data and evidence to determine need for MTSS intervention plans (3b)
MTSS interventions are specifically focused on 1-2 student skill target areas to meet academic, behavioral, and social emotional needs (3b)
Progress monitor MTSS interventions to determine success/revisions of individualized student plans(3c)
Worked to design specific needs to be met by new administrative team member (3d)
Evaluate staff (3e)
Frequent pop-ins with immediate feedback (3e)
Regularly share resources with all staff via email and school hashtag (3g)
Meet with teachers to share resources and support educational pedagogy (3g)
Meet with teachers to offer resources and support educational technology (3h)
2013-14
Redesigned schedule to prioritize common planning time for grade level teams
Grade level teams meet regularly with RtI team to utilize data and continuously progress monitor to inform instruction and planning to teach the whole child
Implement best practice instruction:
- I do, We do, You do
- Project based
- Multi-disciplinary
- All school writing projects
- Global blogging challenge
- Team teaching
- Co-teaching
- Genius Hour
239 page book edited and published by two 5th graders
- Collaboration across the grade level, school, state, country, world
1st grade classroom twitter account
Skyping with a class in Spain
Assessment data utilized in flexibly grouping
Staffing designed with all staff input to meet student learning needs
Staff leaders developed via support of strengths in a climate of respectful candor
Staff evaluation is a process of year long dialogue, formal observations and meetings, and numerous informal observations with immediate feedback (before I exit the room upon observation) and numerous conversations
Staff share instructional strategies via EdCamp staff meetings, peer observations, daily common plan time, school hashtag, pinterest, google docs
Increased formal Professional Development by 600% (workshops, EdCamps, Playdates, EduCon)
All classrooms (including Gifted and Library) outfitted with interactive projectors
