Principal of Lincoln Park High School in Chicago Public Schools

¬ Developed school-wide supports to move school from yearly “intensive support” to “good standing” for the first time in over a decade.¬ Established a Multi-Tiered System of Support (MTSS) structure to be on pace to improve from 66% to above 82% Freshman on-track.¬ Developed teacher leadership to engage teams in SAT skill development through skill bands and skills insight.¬ Established Loyola University Partnership to engage in cycles of support through hosting practice spaces for Loyola students, student teaching opportunities, ESL courses for our teachers, PD support, academic opportunities for our students, and hiring pipeline.¬ Created a culture for learning with 100% student attendance for SAT.¬ Improved daily attendance from 87% to 90%.¬ Decreased dropout rate from 8.1% to 3.8% from SY17 to SY19.¬ Provide structures and accountability for IEP development and implementation to improve student learning outcomes.¬ Creating an English Language Learner program and instructional design to meet the needs of 35.9% of the students. Developed systems and leadership resulting in an improvement from 5 to 36 students earning the State Seal of Bi-literacy.¬ Developing a new two-way Dual Language program to provide academic language proficiency in Spanish and English¬ Building leadership and instructional capacity of an Instructional Leadership Team (ILT) to develop an instructional target for the school and develop a Continuous Instructional Work Plan (CIWP).¬ Aligning instructional and curriculum practices amongst Teacher Course Teams.¬ Engaged culture and climate leadership in meaningful Restorative Justice practices to reduce major incidents 76%, In School Suspension 95%, and Out of School Suspension 91%.¬ Increased school enrollment through school improvement and the development of Scholars, Dual Language, CTE, and Fine Arts programs of study.¬ Member of CPS Race and Equity working group.

-Eliminate a 11% NWEA achievement gap for African American students in reading to 0%, while increasing performance growth from the 78th to 88th national percentile Reduced the achievement gap for African American students in math from 13% to 1%, while increase national percentile performance from the 45th to 52nd percentile-Diverse Learners’ performance improved from the 52nd to 99th percentile in reading and 56th to 86th percentile in math-Align International Baccalaureate curriculum development practices at all grade-levels. Upon entry as Head of School reduced 26 matters to be addressed to 3 at IB audit and have addressed remaining items.-Identify and develop instructional leadership and department/grade-level teams to establish protocols for cycles of data analysis to inform instructional development and student needs for academic success-Increased percentage of students enrolling at Selective, STEM, Arts, Agriculture, and IB high schools.-Led Senior Leadership Team and Instructional Leadership Team to create and implement School Improvement Plan targeting student-learning needs.-Increased instructional practices of all teachers through REACH observations and developing individual professional development plans for each teacher differentiated towards new, developing, and mastering teachers. -Develop instructional leadership capacity to coach and support other instructors.-Led special education development team in an internal audit and created effective systems and structures for promoting least restrictive environment and ensure instructive supports and practices.-Establish emergency preparation plan to ensure the safety of all teachers and students.-Obtained grants and funding for IMacs, SMART boards in every classroom. One-to-one computers for all 5th – 8th grade students, computer and I pad carts for Kindergarten – 4th grades. Led team to establish technology scope and sequence for learning at all grade levels.

(School Demographics: 98.2% Black, 1.7% Hispanic, 94.7% Low Income, 9.3% SPED, 900 students)Resident Principal - UIC Urban Educational Leadership Doctoral Program – A residency to develop transformational leadership, create clear and effective school systems, and develop instructional practices with coaching and mentoring structures in order to transform low-performing urban schools.1. Create a data analysis and diagnostic cycle of inquiry for organizational and instructional development 2. Create Parent Teacher Board to increase parent communication and motivation structure to engage 50% of freshman parents in school activities.3. Lead Professional Development sessions to build capacity of instructional leadership to facilitate and lead productive teams implemented school wide4. Increase instructional practices of all teachers through REACH observations and developing instructional leadership development plans for teachers.5. Monitor and build instructional capacity for all new teachers and teachers needing improvement through intensive professional development plans6. Establish emergency preparation plan to ensure the safety of all teachers and students7. Align curriculum development with best instructional practices in all content areas.8. Special Education cycle of inquiry for developing effective system and instructional practices

(School Demographics: 99.2% Black, 0.6% Hispanic, 86.1% Low Income, 30.5% SPED, 500 students)ILT and English Department Chair1. Increase the ACT’s Educational Planning and Assessment System (EPAS)Reading score 5% and Meets/Exceeds % on PSAE from 10.5% to 14.1%2. Led ILT to promote interim analysis and development of CRS skills3. Led the English Department team to develop instructional practices through observations, evaluations of student work products, analysis of unit plans, and formative and summative assessments to measure student growth targets and scaffold CRS skills4. Developed intensive intervention plan based on low benchmark indicators to promote cohort growth for the ACT and on pace performance5. Ensured Advanced Placement compliance6. Increased AP success from 10% to 31.6%, retained and included teachers demonstrating best practices for AP for the following year, allocated funding and attendance at Advanced Placement Institute at the University of Arkansas, hosted by test development chair7. Collaborated with grade-level interventions to achieve 90% on-track success8. Monitored and collaborated to improve culture and climate in the halls and in individual classrooms9. Coached new teachers and teachers needing improvement to develop instructional practices

(School Demographics: 59% White, 41% Black, 56% Low Income, 7% SPED, 1800 students)ILT, Advanced Placement, English Teacher1. Created School Improvement Plan based on cycles of student performance analysis and skill development improving the school performance score from 86.5 to 113.6 our of 120 and a state rating of B2. Led the alignment of grade level expectation skills and CRS skills resulting in a 19.5 ACT composite and 68% of students performing on or above grade level3. Collaborated with SPED department to align grade level skills and CRS skills to increase SPED performance on or above grade level to 46%4. Member of career academic and career endorsement committee to increase graduation rate from 64.4 to 79.5% in 20125. Led the Advanced Placement Development team and to develop the capacity of Advanced Placement instructors and their instructional practices for student achievement resulting in a 10% increase in students achieving 3+ scores on the AP exam6. Co-collaborated in the development of the senior project committee and senior project development to increase student college preparedness7. Monitored and collaborated to improve culture and climate in the halls and in individual classrooms8. Coached and developed the Women’s Varsity and JV soccer teams, establishing a state competitive program enabling students to pursue the athletics in college programs across the nation

School Demographics: 78% White, 12% Hispanic, 7% Black, 3% Asian,17% Low Income, 13% SPED, 2140 students)English, Art, Painting, and AP Art History Teacher; Varsity and JV Soccer Coach1. Developed AP Art History Curriculum for Rockwall ISD2. Co-created scaffolding of content and skill development for English department resulting in 98% Passing Rate for Reading ELA on TAKS state exam3. Member of District Education Improvement Committee addressing development of two new high schools – Heath High School and Quest Academy4. Member of School Improvement Committee to address instructional development resulting in Recognized state performance ranking.5. Led students across Europe as an EF Group Leader – 2006, 2007, 2008, 2009, 2012 – Greece, Italy, Austria, Switzerland, Germany, France, England6. AP Test Administrator 7. PSAT Test Administrator 8. Coached and developed the Women’s Varsity and JV soccer teams, establishing a state competitive program enabling students to pursue the athletics in college programs across the nation.