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MSUM Internship Log

David Ruehs
6th Year K-12 Principal
Total Documented Hours: 482.5

Burlington High School - Associate Principal - July 1, 2020 - January 1, 2020 and February 3, 2020 - 28, 2020
Total High School Hours: 322.5
Activity Notes MN Core Leadership Competencies Addressed MN K-12 Principal Competencies Addressed Date Hours Level

B1. Demonstrating the ability to create a culture that


fosters a community of learners;
Planning and presenting G7. Promoting a positive image of schools and the school district; B2. Demonstrating an understanding of student guidance
8th Grade Parent graduation requirements and K2. Demonstrating an understanding of and model democratic value systems, ethics, and moral systems and auxiliary services;
2/18 3 High
Night suggestions for incoming 9th leadership; B7. Demonstrating the ability to understand and support a
grade families K4. Helping learners grow and develop as caring, informed citizens; comprehensive program of student activities.
C4. Demonstrating the ability to work with parents,
teachers and other staff in all levels of schooling;

D1. Developing, adjusting, and implementing policy to meet local, state, and federal requirements
and conditional provisions, standards, and regulatory applications;
D2. Recognizing and applying standards of care involving civil and criminal liability for negligence,
harassment, and intentional torts;
D3. Demonstrating an understanding of state, federal, and case law governing general education,
special education, and community education.
E3. Understanding the role and coordination of social agencies and human services; A1. Demonstrating the ability to understand and apply
G9. Demonstrating the ability to identify and articulate critical community issues that may impact school-wide literacy and numeracy systems;
local education. A2. Demonstrating the ability to understand and apply
8/20, 8/27,
H2. Demonstrating the ability to provide planning and methods to anticipate trends and educational district wide literacy and numeracy systems.
9/3, 9/10,
implications. B2. Demonstrating an understanding of student guidance
9/17, 9/24,
J1. Demonstrating knowledge of effective personnel recruitment, selection, and retention; systems and auxiliary services; 10/1, 10/8,
J3. Demonstrating the ability to select and apply appropriate models for supervision and evaluation; B5. Demonstrating the ability to develop a master 10/15, 10/22,
Administrator Discussion of current and J4. Describing and demonstrating the ability to apply the legal requirements for personnel selection, instructional schedule; 10/29, 11/5, 32 High
Weekly Meeting future building needs development, retention, and dismissal; C1. Demonstrating understanding of the articulation and 11/12, 11/19.
J5. Demonstrating an understanding of management responsibilities to act in accordance with federal alignment of curriculum from pre-school through grade 12; 11/26, 12/3,
and state constitutional provisions, statutory and case law, regulatory applications toward education, B6. Demonstrating the ability to meet the enrichment, 12/10, 12/17,
local rules, procedures, and directives governing human resource management; remediation, and special education needs of all students; 2/4, 2/11,
J6. Demonstrating understanding of labor relations and collective bargaining; C4. Demonstrating the ability to work with parents, teachers 2/18, 2/25
K1. Demonstrating an understanding of the role of education in a democratic society; and other staff in all levels of schooling;
K3. Demonstrating the ability to balance complex community demands in the best interest of learners; C5. Demonstrating understanding of the characteristics of
K5. Demonstrating an understanding and application of the Code of Ethics for Administrators under effective transitions from one level of schooling to the next;
Part 3512.5200.
L4. Reaching logical conclusions by making quality, timely decisions based on available information;
L5. Identifying and giving priority to significant issues.
M1. Demonstrating the ability to develop and implement policies and procedures for safe and secure
educational environments;
H7. Demonstrating an understanding of urgency of global competitiveness.
I5. Demonstrating the ability to implement alternative instructional designs, curriculum, behavior A1. Demonstrating the ability to understand and apply 10/24, 10/25,
Intake, progress, and exit management, and assessment accommodations and modifications. school-wide literacy and numeracy systems; 10/29, 10/30,
H6. Demonstrating an understanding of alternative instructional designs, curriculum, behavior B1. Demonstrating the ability to create a culture that fosters
At-risk programming meetings with students, 11/1, 11/11, 12 High
teachers, and families management, and assessment accommodations and modifications; a community of learners; 12/5, 12/9,
C1. Demonstrating an understanding and recognition of the significance of diversity, and responding B2. Demonstrating an understanding of student guidance 2/27
to the needs of diverse learners; systems and auxiliary services;

A10. Demonstrating the ability to implement change or educational reform.


F2. Demonstrating facilitation skills;
H4. Demonstrating the ability to identify instructional objectives and use valid and reliable
performance indicators and evaluative procedures to measure performance outcomes; 10/8, 10/16,
I2. Describing and applying research and best practices on integrating curriculum and resources to 10/29, 11/5,
AIW scoring session help all learners achieve at high levels; A1. Demonstrating the ability to understand and apply 11/14, 11/20, 11 High
I4. Demonstrating the ability to design appropriate assessment strategies for measuring learner school-wide literacy and numeracy systems; 12/6, 12/14,
outcomes; 2/5, 2/20, 2/26
Authentic J2. Demonstrating an understanding of staff development to improve the performance of all staff
Intellectual Work members;
L7. Demonstrating understanding of different leadership and decision-making strategies, including
but not limited to collaborative models and model appropriately their implementation.

A2. Providing purpose and direction for individuals and groups;


I2. Describing and applying research and best practices on integrating curriculum and resources to
B1. Demonstrating the ability to create a culture that
Planning with teacher help all learners achieve at high levels; 10/7, 10/28 2 High
fosters a community of learners;
J2. Demonstrating an understanding of staff development to improve the performance of all staff
members;

All extra curricular programs


Activity Fair presented and solicitated 9th B7. Demonstrating the ability to understand and support a 9/4 3 High
graders to sign up comprehensive program of student activities.

A5. Through a visioning process, formulating strategic plans and goals with staff and community;
7/1, 9/6,
C4. Promoting sensitivity of diversity throughout the school community;
A2. Demonstrating the ability to understand and apply 10/29, 11/12,
E2. Demonstrating the ability to involve stakeholders in the development of educational policy;
Building Leadership Discussion of current and district wide literacy and numeracy systems. 11/26, 12/10,
G8. Monitoring and addressing perceptions about school-community issues; 20 High
Team future building needs C6. Demonstrating understanding of the developmental 1/14, 1/28,
M2. Demonstrating the ability to formulate safety and security plans to implement security procedures
needs of children of all ages. 2/11, 2/25,
including an articulated emergency chain of command, safety procedures required by law, law
3/10
enforcement assistance, communication with the public, and evacuation procedures;

Adapting Student Schedule


Changes and adjusting course B5. Demonstrating the ability to develop a master 7/9 8 High
offerings and sections instructional schedule;
Building Schedules

Daily Bell Schedule to reflect B5. Demonstrating the ability to develop a master 7/9 2 High
start and end time changes instructional schedule;

Communicating to families F8. Communicating appropriately speaking, listening, and writing for different audiences such as B7. Demonstrating the ability to understand and support a
about course request process students, teachers, parents, community, and other stakeholders;
2/7 2 High
comprehensive program of student activities.
F9. Understanding and utilizing appropriate communication technology.
Course Request
Work Modifying Program of A1. Demonstrating the ability to understand and apply
Studies, adding courses, B6. Demonstrating an understanding of facilities development, planning and management; school-wide literacy and numeracy systems; 12/2-12/18 10 High
deleting courses, aligning F1. Formulating and carrying out plans for internal and external communications; B7. Demonstrating the ability to understand and support a
with Infinite Campus comprehensive program of student activities.
B2. Demonstrating an understanding of student guidance
systems and auxiliary services;
B3. Demonstrating the ability to implement a positive and
effective student management systems;
Working with indidual, pairs,
Discipline - High B4. Demonstrating the ability to develop and implement
and groups of students and F5. Demonstrating an understanding of conflict resolution and problem solving strategies; All year 40 High
School effective student discipline plans;
teachers
C3. Demonstrating the ability to work with children of all
ages;
C4. Demonstrating the ability to work with parents,
teachers and other staff in all levels of schooling;

C5. Demonstrating understanding of the characteristics of


Planning A2. Providing purpose and direction for individuals and groups; effective transitions from one level of schooling to the 6/4-9/2 20 High
B1. Demonstrating an understanding of organizational systems; next;
Freshman Bootcamp
A week long summer school B1. Demonstrating an understanding of organizational systems; C5. Demonstrating understanding of the characteristics of
program for incoming 9th F3. Recognizing and applying an understanding of individual and group behavior in normal and effective transitions from one level of schooling to the 9/5-9/9 25
grade students stressful situations; next;

Discussing procedures for the


9th graders with individual A3. Modeling shared leadership and decision-making strategies; B1. Demonstrating the ability to create a culture that fosters
a community of learners;
teachers throughout the C2. Creating and monitoring a positive learning environment for all students; 2/28 3 High
C4. Demonstrating the ability to work with parents, teachers
building as I transition to I3. Demonstrating the ability to utilize data for instructional decision making;
Grimes Elementary School and other staff in all levels of schooling;

A2. Providing purpose and direction for individuals and groups;


A3. Modeling shared leadership and decision-making strategies;
9/26, 9/27,
A5. Through a visioning process, formulating strategic plans and goals with staff and community;
10/1, 10/3,
B2. Defining and using processes for gathering, analyzing, managing and using data to plan and make A1. Demonstrating the ability to understand and apply
10/8, 10/10,
decisions for program evaluation; school-wide literacy and numeracy systems;
10/15, 10/17,
Freshman Success B4. Demonstrating the ability to analyze need and allocate personnel and material resources; A2. Demonstrating the ability to understand and apply
10/22, 10/24,
Team C1. Demonstrating an understanding and recognition of the significance of diversity, and responding district wide literacy and numeracy systems.
10/29, 10/31,
to the needs of diverse learners; B2. Demonstrating an understanding of student guidance
11/5, 11/7,
Working with team as a C2. Creating and monitoring a positive learning environment for all students; systems and auxiliary services;
11/12, 11/14,
participant and providing C3. Creating and monitoring a positive working environment for all staff; B3. Demonstrating the ability to implement a positive and 11/19, 11/21, 33 High
guidance, resources, and E1. Exhibiting an understanding of school districts as a political system, including governance effective student management systems; 11/26, 11/28,
answering questions models; B4. Demonstrating the ability to develop and implement 12/3, 12/5,
F2. Demonstrating facilitation skills; effective student discipline plans; 12/10, 12/17,
F4. Facilitating teamwork; B6. Demonstrating the ability to meet the enrichment, 12/19, 2/4,
I3. Demonstrating the ability to utilize data for instructional decision making; remediation, and special education needs of all students; 2/6, 2/11,
K1. Demonstrating an understanding of the role of education in a democratic society; C6. Demonstrating understanding of the developmental 2/13, 2/18,
L3. Assisting others in forming opinions about problems and issues; needs of children of all ages. 2/20, 2/25,
L6. Demonstrating understanding of and utilize appropriate technology in problem analysis;
2/27
M5. Demonstrating the ability to develop plans that connect every student with a school adult,
eliminate bullying and profiling and implement recommended threat assessment procedures.

Discuss the beginning of the B6. Demonstrating the ability to meet the enrichment,
year and work to focus on for M5. Demonstrating the ability to develop plans that connect every student with a school adult, remediation, and special education needs of all students; 8/12 2 High
eliminate bullying and profiling and implement recommended threat assessment procedures. C6. Demonstrating understanding of the developmental
Freshman Success the year needs of children of all ages.
Team Facilitator
Check Met with both team B2. Defining and using processes for gathering, analyzing, managing and using data to plan and make B1. Demonstrating the ability to create a culture that fosters
facilitators to discuss PLC, decisions for program evaluation; a community of learners; 11/4 2 High
MTSS, and Panorama B3. Planning and scheduling personal and organizational work, establishing procedures to regulate B3. Demonstrating the ability to implement a positive and
activities and projects, and delegating and empowering others at appropriate levels; effective student management systems;
A1. Demonstrating the ability to understand and apply
school-wide literacy and numeracy systems;
C1. Demonstrating an understanding and recognition of the significance of diversity, and responding B1. Demonstrating the ability to create a culture that fosters
to the needs of diverse learners; a community of learners;
Assisting with course design 7/16 2 High
C5. Demonstrating the ability to adapt educational programming to the needs of diverse B2. Demonstrating an understanding of student guidance
constituencies; systems and auxiliary services;
Healthy Choices C6. Demonstrating understanding of the developmental
Intervention Course needs of children of all ages.

B3. Demonstrating the ability to implement a positive and


effective student management systems;
Selecting students C2. Creating and monitoring a positive learning environment for all students; 11/5, 11/6 4 High
B4. Demonstrating the ability to develop and implement
effective student discipline plans;

B6. Demonstrating the ability to meet the enrichment,


remediation, and special education needs of all students; 9/17, 9/19,
IEP Meeting LEA Representative C4. Demonstrating the ability to work with parents, teachers 10/8, 11/6, 6 High
and other staff in all levels of schooling; 12/10,
C5. Demonstrating understanding of the characteristics of
effective transitions from one level of schooling to the next;

Delivering and collecting C4. Demonstrating the ability to work with parents,
G2. Requesting and responding to community feedback; 9/24 3 High
design survey results teachers and other staff in all levels of schooling;
Discussion with rebranding 8/27, 9/19,
marketing company about G1. Articulating organizational purpose and priorities to the community and media; C4. Demonstrating the ability to work with parents,
9/26, 10/1, 5 High
district needs G6. Understanding and responding to the news media; teachers and other staff in all levels of schooling;
10/10
Final rollout assembly
planning, presentation, and F8. Communicating appropriately speaking, listening, and writing for different audiences such as C4. Demonstrating the ability to work with parents,
1/25-1/28 5 High
National Guard Concert students, teachers, parents, community, and other stakeholders; teachers and other staff in all levels of schooling;

Gather stakeholders to B7. Demonstrating the ability to understand and support a


represent their specific group F4. Facilitating teamwork; comprehensive program of student activities. 10/1-10/10 6 High
on the task force J1. Demonstrating knowledge of effective personnel recruitment, selection, and retention; C4. Demonstrating the ability to work with parents, teachers
and other staff in all levels of schooling;

Rebranding Plan and Presentation for E4. Demonstrating the ability to align constituencies in support of priorities and build coalitions for
School Board and Booster programmatic and financial support. C4. Demonstrating the ability to work with parents,
7/1-9/15 7 High
Club to propose rebranding F6. Making presentations that are clear and easy to understand; teachers and other staff in all levels of schooling;
and gather funding F7. Responding, reviewing and summarizing information for groups;

Planning and presenting final C4. Demonstrating the ability to work with parents,
designs to school board G3. Demonstrating the ability to build community consensus; teachers and other staff in all levels of schooling;
1/13 3 High

A5. Through a visioning process, formulating strategic plans and goals with staff and community;
A6. Setting of priorities in the context of stakeholder needs;
Taskforce Meeting G3. Demonstrating the ability to build community consensus; C4. Demonstrating the ability to work with parents, 10/10, 11/7,
9 High
G5. Indentifying and interacting with internal and external publics; teachers and other staff in all levels of schooling; 12/11
L1. Identifying the elements of a problem situation by analyzing relevant information, framing issues,
identifying possible causes, and reframing possible solutions;

Planning for groups, B1. Demonstrating the ability to create a culture that fosters
B3. Planning and scheduling personal and organizational work, establishing procedures to regulate
transportation, class a community of learners;
coverage and transitions for activities and projects, and delegating and empowering others at appropriate levels;
9/15-10/4 8 High
B3. Demonstrating the ability to implement a positive and
160 freshman students M4. Demonstrating understanding of procedural predictabilities and plan variations where possible;
effective student management systems;

Steps to Success B1. Demonstrating the ability to create a culture that fosters
a community of learners;
Planning for programming B2. Demonstrating an understanding of student guidance 9/30
A5. Through a visioning process, formulating strategic plans and goals with staff and community; 2 High
with SCC systems and auxiliary services;
B7. Demonstrating the ability to understand and support a
comprehensive program of student activities.
F3. Recognizing and applying an understanding of individual and group behavior in normal and
Steps to Success
Trip to Southeastern stressful situations; B1. Demonstrating the ability to create a culture that fosters 10/4 5 High
Community College M3. Demonstrating the ability to identify areas of vulnerability associated with school buses, a community of learners;
buildings and groups and formulate a plan to take corrective action;

9/9, 9/13,
9/23, 9/26,
9/30, 10/1,
Observation and feedback - A1. Demonstrating the ability to understand and apply 10/14, 10/18,
High School and Open I1. Demonstrate an understanding of research of learning and instructional strategies; school-wide literacy and numeracy systems; 10/25, 11/5, 15 High
Response Strategy J3. Demonstrating the ability to select and apply appropriate models for supervision and evaluation; B1. Demonstrating the ability to create a culture that fosters 11/13, 11/14,
a community of learners; 12/5, 12/11,
12/13, 12/16,
2/5, 2/13, 2/24
Systemic Literacy

A1. Demonstrating the ability to understand and apply


school-wide literacy and numeracy systems;
H1. Demonstrating the ability to enhance teaching and learning through curriculum assessment and
Planning and monitoring of strategic planning for all learners, including early childhood, elementary, middle and junior high A2. Demonstrating the ability to understand and apply
systemic literacy of grades 5- school, high school, special education, and adult levels; district wide literacy and numeracy systems. 6/4, 9/19,
9 High
C1. Demonstrating understanding of the articulation and 10/7, 4/14
12 H3. Demonstrating the ability to develop, implement, and monitor procedures to align sequence, and
alignment of curriculum from pre-school through grade 12;
articulate curriculum and validate curricular procedures;
C6. Demonstrating understanding of the developmental
needs of children of all ages.

Check in on teachers to pass B1. Demonstrating the ability to create a culture that fosters 10/2, 11/6,
during the next staff meeting A1. Collaboratively accessing and improving culture, and climate;
2 High
a community of learners; 12/4, 2/26

The Empty Chair B1. Demonstrating the ability to create a culture that
Deliver to new teachers A9. Demonstrating the ability to facilitate and motivate others; 8/15 1 High
fosters a community of learners;
B1. Demonstrating the ability to create a culture that
Remind entire staff A9. Demonstrating the ability to facilitate and motivate others; fosters a community of learners;
8/20 0.5 High

Aldo Leopold Intermediate School - Interim Associate Principal - January 2, 2020 - January 31, 2020
Total Middle School Hours: 69
Activity Notes MN Core Leadership Competencies Addressed MN K-12 Principal Competencies Addressed Date Hours Level

B1. Demonstrating the ability to create a culture that


Restructering BLT members 1/3, 1/10,
Building Leadership fosters a community of learners;
and purpose conversations A10. Demonstrating the ability to implement change or educational reform. 1/17, 1/24, 5 Middle
Team B7. Demonstrating the ability to understand and support a
and meetings 1/31
comprehensive program of student activities.

B3. Demonstrating the ability to implement a positive and


effective student management systems;
B4. Demonstrating the ability to develop and implement
effective student discipline plans;
Working with indidual, pairs,
Discipline - Middle C3. Demonstrating the ability to work with children of all Every day in
and groups of students and F5. Demonstrating an understanding of conflict resolution and problem solving strategies; 30 Middle
School ages; January
teachers
C4. Demonstrating the ability to work with parents,
teachers and other staff in all levels of schooling;
C6. Demonstrating understanding of the developmental
needs of children of all ages.
B6. Demonstrating the ability to meet the enrichment,
remediation, and special education needs of all students;
C4. Demonstrating the ability to work with parents, teachers
IEP Meetings LEA Representative and other staff in all levels of schooling; 1/14, 1/21,
3 Middle
C5. Demonstrating understanding of the characteristics of 1/27
effective transitions from one level of schooling to the next;
C6. Demonstrating understanding of the developmental
needs of children of all ages.

Create and order new PBIS B3. Demonstrating the ability to implement a positive and
F1. Formulating and carrying out plans for internal and external communications; 1/9 2 Middle
tickets through AEA effective student management systems;

B1. Demonstrating the ability to create a culture that


PBIS fosters a community of learners;
Work with individual
teachers to understand PBIS F3. Recognizing and applying an understanding of individual and group behavior in normal and
B4. Demonstrating the ability to develop and implement 1/2, 1/6, 1/7,
3 Middle
system stressful situations; effective student discipline plans; 1/8, 1/9
C6. Demonstrating understanding of the developmental
needs of children of all ages.

Communictating how to use


the brand with various users 20
F1. Formulating and carrying out plans for internal and external communications;
Rebranding (on average, 30 minutes of conversations 10 Middle
F7. Responding, reviewing and summarizing information for groups;
discussion per individual in January
person)

A1. Demonstrating the ability to understand and apply


Delivering professional school-wide literacy and numeracy systems;
A2. Demonstrating the ability to understand and apply 1/23, 1/28,
learning for intermediate I1. Demonstrate an understanding of research of learning and instructional strategies; 4 Middle
teachers district wide literacy and numeracy systems. 1/30, 1/31
Systemic Literacy C1. Demonstrating understanding of the articulation and
alignment of curriculum from pre-school through grade 12;

Observation and feedback - 2/6, 2/7, 2/8,


Intermediate School and I1. Demonstrate an understanding of research of learning and instructional strategies; A1. Demonstrating the ability to understand and apply 2/10, 2/11, 12 Middle
Annotating Text Strategy J3. Demonstrating the ability to select and apply appropriate models for supervision and evaluation; school-wide literacy and numeracy systems; 2/15, 2/18

James Wilson Grimes Elementary School - Interim Principal - March 2, 2020 - June 30, 2020
Total Elementary School Hours: 90
Activity Notes MN Core Leadership Competencies Addressed MN K-12 Principal Competencies Addressed Date Hours Level
Building Leadership Addressing COVID-19 B1. Demonstrating the ability to create a culture that
Team distance learning needs A10. Demonstrating the ability to implement change or educational reform. fosters a community of learners;
3/13, 4/2 4 Elementary

A4. Demonstrating an understanding of issues affecting education


A10. Demonstrating the ability to implement change or educational reform.
Digital Support of B3. Planning and scheduling personal and organizational work, establishing procedures to A2. Demonstrating the ability to understand and apply 3/31, 4/2, 4/7,
2 Elementary
instructional coach regulate activities and projects, and delegating and empowering others at appropriate district wide literacy and numeracy systems. 4/15
levels;
H5. Appropriately using learning technologies;

A4. Demonstrating an understanding of issues affecting education


COVID-19 A10. Demonstrating the ability to implement change or educational reform. B1. Demonstrating the ability to create a culture that 4/1, 4/2, 4/3,
Digital Support of teacher B3. Planning and scheduling personal and organizational work, establishing procedures to regulate fosters a community of learners; 4/6, 4/7, 4/9
4.5 Elementary
activities and projects, and delegating and empowering others at appropriate levels;
H5. Appropriately using learning technologies;

B3. Demonstrating the ability to implement a positive and


Distribution of Chromebooks A7. Serving as a spokesperson for the welfare of all learners in a multicultural context; Serving as a
effective student management systems;
2/25 8 Elementary
spokesperson for the welfare of all learners in a multicultural context; C4. Demonstrating the ability to work with parents,
teachers and other staff in all levels of schooling;
C1. Demonstrating understanding of the articulation and
alignment of curriculum from pre-school through grade 12;
District wide administration C2. Demonstrating understanding of different
A4. Demonstrating an understanding of issues affecting education organizational systems and structures at early childhood, 3/10 4 Elementary
planning session
elementary, middle or junior high, and high school levels;
C6. Demonstrating understanding of the developmental
needs of children of all ages.

G4. Relating political initiatives to stakeholders, including parental involvement programs;


COVID-19 Planning and delivering B7. Understanding and using technology as a management tool. B1. Demonstrating the ability to create a culture that
digital professional learning I6. Demonstrating the ability to appropriately use technology to support instruction. fosters a community of learners;
3/31, 4/7, 4/14 12 Elementary
J2. Demonstrating an understanding of staff development to improve the performance of all staff
members;

Planning and delivering initial


B1. Demonstrating the ability to create a culture that
distance learning A8. Understanding how education is impacted by local, state, national, and international events; fosters a community of learners;
3/13 6 Elementary
professional development
Planning for username,
B3. Demonstrating the ability to implement a positive and 2/23, 2/24,
password, and Chromebook B4. Demonstrating the ability to analyze need and allocate personnel and material resources; 15 Elementary
effective student management systems; 2/25
distribution

B3. Demonstrating the ability to implement a positive and


effective student management systems;
B4. Demonstrating the ability to develop and implement
effective student discipline plans;
Working with indidual, pairs,
Discipline - C3. Demonstrating the ability to work with children of all
and groups of students and F5. Demonstrating an understanding of conflict resolution and problem solving strategies; 3/2-3/13 10 Elementary
Elementary ages;
teachers
C4. Demonstrating the ability to work with parents,
teachers and other staff in all levels of schooling;
C6. Demonstrating understanding of the developmental
needs of children of all ages.

1st day I read a book to every


class instead of having an
assembly so I could B1. Demonstrating the ability to create a culture that
personally meet each teacher A1. Collaboratively accessing and improving culture, and climate; fosters a community of learners; 3/2 4 Elementary
and the students would see
me in their own classroom on
day 1.
Elementary
Transition A1. Demonstrating the ability to understand and apply
school-wide literacy and numeracy systems;
B2. Demonstrating an understanding of student guidance
Discussions of state of the B1. Demonstrating an understanding of organizational systems; systems and auxiliary services;
building with Curriculum L2. Demonstrating adaptability and conceptual flexibility; B4. Demonstrating the ability to develop and implement 3/2 5 Elementary
Director and Interim Principal B5. Developing and managing budgets and maintain accurate fiscal budgets; effective student discipline plans;
C2. Demonstrating understanding of different
organizational systems and structures at early childhood,
elementary, middle or junior high, and high school levels;

B6. Demonstrating the ability to meet the enrichment,


remediation, and special education needs of all students;
C4. Demonstrating the ability to work with parents, teachers 3/2, 3/5, 3/6,
IEP Meeting LEA Representative and other staff in all levels of schooling; 3/9, 3/10,
8 Elementary
C5. Demonstrating understanding of the characteristics of 3/13, 4/6, 4/8,
effective transitions from one level of schooling to the next; 4/14, 4/16
C6. Demonstrating understanding of the developmental
needs of children of all ages.
B1. Demonstrating the ability to create a culture that
fosters a community of learners;
Work with individual
teachers to understand PBIS F3. Recognizing and applying an understanding of individual and group behavior in normal and
B3. Demonstrating the ability to implement a positive and
PBIS 3/13 2 Elementary
system stressful situations; effective student management systems;
B4. Demonstrating the ability to develop and implement
effective student discipline plans;

A teacher was on
administrative leave when I
took over the elementary J7. Demonstrating understanding of the administration of employee contracts, benefits, and financial
Teacher on
school, plan for room account; C4. Demonstrating the ability to work with parents,
Administrative Leave
coverage and moving M4. Demonstrating understanding of procedural predictabilities and plan variations where possible; teachers and other staff in all levels of schooling; 3/2-4/15 5 Elementary
forward for multiple J4. Describing and demonstrating the ability to apply the legal requirements for personnel selection,
contingencies depending on development, retention, and dismissal;
HR and Superintendent
recommendation

B1. Demonstrating the ability to create a culture that


The Empty Chair Deliver to full staff A9. Demonstrating the ability to facilitate and motivate others; fosters a community of learners;
3/13 0.5 Elementary

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