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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
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;
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;
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;
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.
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;
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
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
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;
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
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