Leadership

These Truths of Success were collaboratively developed for the level III emotional/behavior disorders program team.  They serve the purpose of providing a common foundation that drives program mission; how staff view, advocate, and build relationship with students, and one another.

As Department Lead of the Success programs, I developed rolling agendas which are attached to both bi-weekly site meetings and weekly department meetings which are available in every calendar invitation, to all stakeholders.  Each agenda is editable and has a section specifically for staff to add agenda items regarding program, student or staff needs/celebrations.

As part of the Leadership for Inclusive Learning Environments course, a group of peers and I analyzed a Minnesota school district's cultural proficiency.  A group member suggested Austin Public Schools following recent media coverage.  As a 2001 graduate of AHS, I was able to add qualitative data to our quantitative research through MDE.  The analysis and findings of this case study underscored the importance of a school leader's duty to continuously assess, first; the ever-changing culture and issues impacting the students and community they serve, second; the district's mission, vision, and values to ensure they are student-centered, and third; that district actions align with the mission, vision, and values in practice.