Judgement and Problem Analysis

1. Identify the elements of a problem situation by analyzing relevant information, framing issues, identifying possible causes, and reframing possible solutions;

2. Demonstrate adaptability and conceptual flexibility;

3. Reach logical conclusions by making quality, timely decisions based on available information;

4. Identity and give priority to significant issues;

5. Demonstrate an understanding of and utilize appropriate technology in problem analysis; and

6. Demonstrate an understanding of different leadership and decision-making strategies; including but not limited to collaborative models and model appropriately their implementation.

Artifact 1: ISS/OSS/CAAP Document (Sub-competencies 1, 3, & 6)

Description:

I was part of a small group that was tasked with creating a chart to help administrators and deans with common decision making with regards to student discipline. The document was the differentiate between in-school suspension, out-of-school suspension, and the Community Accountability and Prevention program. CAAP is a St. Cloud ISD 742 Intervention and Prevention program that focuses on students in 6th through 10th grades who need one to three days to get better prepared, engaged, educated, empowered and inspired to be more successful and go farther in school.

Reflection:

Since I have not participated much in student discipline procedures in my current work, this task was very informative to me. I was able to work with both administrators and deans to discuss what offenses would result in each assignment and for how long. We were also able to connect this document with the student handbook and code of conduct to make sure behaviors, descriptions, and Skyward codes were consistent throughout.

Artifact:

ISS/OSS/CAAP Document, code of conduct, and secondary handbook

Artifact 2: Online School (Sub-competencies 2 & 3)

Description:

I was able to participate in the planning of our new online school, now named Central Minnesota Virtual Academy. I participated in numerous activities related to the online school including: interviewing other districts with online schools, identifying and collecting standards for online courses, identifying solutions to questions brought by stakeholders, registration practices, staffing, creating a course catalog, as well as, EL and SPED concerns among others.

Reflection:

Offering students and online option to not only increase course offerings, but provide a more flexible system has become an essential part of any large district post COVID. Many students and families have discovered that this style of learning fits them best and in order to keep students in the district and therefore maintain funding for those students, offering both comprehensive and supplemental opportunities is a must.

Artifacts:

CMVA Logo and Planning presentation to School Board

Artifact 3: McKinley ALC Credit Recovery (Sub-competency 1)

Description:

Assisted in management of staff and students during the summer credit recovery program at McKinley ALC. Helped students with class materials, assisted teachers with technology needs, and helped keep students in their assigned spaces. I also worked to create the Trimester 2 and 3 credit recovery courses for Biology.

Reflection:

I found that most students were quite willing to work on their credit recovery courses in order to complete credits toward graduation. These courses were set up so students could work asynchronously at their own pace on whichever trimester(s) they needed to complete with a content expert or experts in the room for support. EL and SPED teachers were also dispersed into each class providing more layers of students support.

Artifacts:

Credit Recovery Course Syllabus for Biology Tri 2 & 3

Artifact 4: Crush Academy (Sub-competency 1)

Description:

Assisted in management of staff and students during Crush academy, a summer opportunity for recommended students for enrichment and addressing learning gaps. Helped students with class materials, assisted teachers with technology needs, coordinated breakfast and lunch and helped keep students in their assigned spaces. I also contacted parents with behavior and transportation needs.

Reflection:

I found this experience to be one of the most difficult, but valuable. In this version of "summer school", students were recommended, but not required, to attend. They were not making up needed credits toward graduation. Many students did not want to be attending or did not find it valuable. That, coupled with general middle school brain development, led to challenging times keeping students in their assigned areas.

Activities:

• Phone calls to families for attendance, behavior and transportation

• Hallway supervision and management

• Transportation and food service coordination

Artifact 5: Decision-Making Process (Sub-competency 6)

Description:

I was able to attend a meeting with district administrators lead by new District 742 Superintendent Laurie Putnam. During this meeting she went over her decision making processes including spheres of decision making and group decisioun making styles.

Reflection:

This was immensely valuable information. By laying out her processes for decision making, it made her work completely transparent and consistent. I think administrators, and later teachers, appreciated this transparency. Often these processes are considered to be behind closed doors and not accessible to most district staff. This really laid out the process for all.

Artifacts:

Spheres of decision making and group decision making styles