Kurt Wagner

Educational Administration Portfolio

http://www.linkedin.com/in/wagnerpsychological/

Table of ContentsProfessional Résumé...................................................................................................................................3

Letter of Recommendation: Julia Nadler.....................................................................................................5

Letter of Recommendation: Michele Witt...................................................................................................6

Letter of Recommendation: Scott LeMoine.................................................................................................7

Letter of Recommendation: Lisa Connell.....................................................................................................8

Vision Statement.........................................................................................................................................9

Standard 1 – Visionary Leadership............................................................................................................10

Continuing professional development instruction: Social-Emotional Learning in the Classroom..........11

Montessori theorist paper.....................................................................................................................12

RtI Team Leadership..............................................................................................................................13

Standard 2 – Instructional Leadership.......................................................................................................14

Response to professional evaluation.....................................................................................................15

Development and implementation of study skills curriculum...............................................................16

Standard 3 – Organizational Leadership....................................................................................................17

Public Relations proposal......................................................................................................................18

Investment proposal..............................................................................................................................19

Standard 4 – Collaborative Leadership......................................................................................................20

Response to hazing incident..................................................................................................................21

Development and implementation of study skills curriculum...............................................................22

Standard 5 – Ethical Leadership................................................................................................................23

Analysis of school culture......................................................................................................................24

Assessment of Tinker v. Des Moines.....................................................................................................25

Phone: 847.641.0140Email: Kurt.Ashton.Wagner@gmail.com

http://www.linkedin.com/in/wagnerpsychological/

Professional Résumé

Community High School District 155

School PsychologistResponsible for facilitating problem solving teams, responding to referrals, completing documentation, conducting psychoeducational evaluations, producing written reports, developing intervention plans, consulting with staff, counseling students, and contributing to systems change. Have also delivered instruction to teachers and administrators on Response to Intervention, Social and Emotional Learning in the Classroom, Direct Behavioral Observation. Committee member, RtI, System of Interventions.

School Psychology Internship Supervisor 2010-2011,2012-2013Provided direct supervision for degree-seeking school psychology interns.

Saint Xavier UniversityMasters in Educational Administration with Type 75 2014

Eastern Illinois University

Thesis: Predicting Eating Disordered Behavior in Adolescent Boys

Internship: 1200+ hours, John Hersey High School, Township HS District 214

Bradley UniversityBachelor of Science

Major: Psychology; Minors: Sociology, PhilosophyMember, Psi Chi honors fraternity in psychology

Awards/DistinctionsDistinguished Service Award, Illinois School Psychologists Association 2012Co-Chair, Illinois School Psychologists Association Technology Committee 2011 - PresentSchool Suicide Prevention Specialist (American Association of Suicidology) 2010Nationally Certified School Psychologist – Eagle Scout 2000

Publications/Presentations“A Parents’ Guide to Study Skills” (presentation) 2012, 2013, 2014

“Role of Counselor in Evaluations” (presentation) 2010

“Direct Behavioral Observation” (presentation) 2009

“Easy IEP & Triennial Evaluations” (presentation) 2009

“Problem Solving and RtI” (presentation) 2009

“Social and Emotional Learning in the Classroom” (class) 2008 - Present

“Technology Column”, “School Psych Tech”

Contributing columnist, School Psychology in Illinois

MembershipsIllinois School Psychologists Association

National Association of School Psychologists

Professional skills TESTS

Adaptive Behavior Scale – School: Second Edition

Asperger Syndrome Diagnostic Scale

Behavior Assessment System for Children, Second Edition

Beck Hopelessness Scale

Beck Youth Inventories

Behavioral Observation of Students in Schools

Behavior Rating Inventory of Executive Function

Cognitive Assessment System

Comprehensive Tests of Nonverbal Intelligence, Second Edition

Conners 3 behavioral rating scale

Conners Comprehensive Behavior Rating Scale

Millon Adolescent Clinical Inventory

Minnesota Multiphasic Personality Inventory - Adolescent

Piers-Harris Children’s Self-Concept Scale, Second Edition

Vineland Adaptive Behavior Scales, Second Edition

Wechsler Abbreviated Scale of Intelligence, Second Edition

Wechsler Adult Intelligence Scale, Fourth Edition

Wechsler Fundamentals Academic Skills

Wechsler Individual Achievement Test, Third Edition

Wechsler Intelligence Scales for Children, Fourth Edition

Wechsler Memory Scales, Fourth Edition

Wechsler Nonverbal Intelligence Scale

Woodcock-Johnson III Normative Update Tests of Achievement

Woodcock-Johnson III Normative Update Tests of Cognitive Abilities

OTHERDirect behavioral observation

Response to Intervention/problem solving

Team facilitation/special education eligibility/special education law

Letter of Recommendation: Julia Nadler

Letter of Recommendation: Michele Witt

Letter of Recommendation: Scott LeMoine

Letter of Recommendation: Lisa Connell

Vision Statement

As a high school principal, I intend to promote teachers’ capacity for authenticity in instruction, students’ capacity for genuine interest in education, parents’ participation in the educational practice, and the community’s investment in the development and maintenance of quality educational priorities. My training and practice as a school psychologist has led me to establish a scientist-practitioner model for myself, which I will employ in transparent, goal-directed administration. I believe that leadership through demonstration, honesty in communication, and simplicity in objectives will help to execute more measurable progress toward instruction that is exciting for teachers, meaningful for students, satisfactory for parents, and useful for communities.

Standard 1 – Visionary Leadership

A school administrator is an educational leader who promotes the success of all students facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Continuing professional development instruction: Social-Emotional Learning in the Classroom

For several years I have worked with other staff to develop the in-house continuing professional development course, Social-Emotional Learning in the Classroom. The course provides instruction in the research surrounding the positive interpersonal and academic outcomes resulting from systemic use of social-emotional learning methods. Central to the use of social-emotional learning is fundamental belief in core values across the overwhelming majority of school staff. I believe the most recent revision of the course effectively demonstrates my stewardship of a shared vision of educational values; central to the entire course is a motivational presentation of the theme that teachers have to advocate among their colleagues.

Double click on the embedded slideshow to view content.

Montessori theorist paper

In the Saint Xavier course Principles of Curriculum and Instructional Methods, we were asked to explore a variety of instructional theories. While difficult to implement in a scope similar to the public educational system, the Montessori approach fits with a vision of education that is much more malleable in the context of varying community and individual learner needs. Regardless of my administrative role, I would like to incorporate, to the degree possible, the natural inquisitive process of learning underscored by Maria Montessori. My discussion of this educational approach elaborates my thoughts on this topic.

RtI Team Leadership

During the 2013-2014 school year, I have led the Prairie Ridge High School RtI team. This responsibility has included many roles, including training teachers on the process, ensuring compliance with data entry timelines, guiding the Student Services Team in responsive services for Tier 2, and reflecting on data for administrative and building-wide purposes. Certainly the community asks for accountability in educational practices, and while teachers have struggled with a disconnect between the existing system and their knowledge of best practices, they too agree that it makes sense to provide students support when they struggle. In order to help teachers stay true to this shared belief, I created a brief document summarizing outcomes to date. A good reflective process is absolutely critical to any team, and I believe this document demonstrates the concrete, clear approach I take to providing reflection.

Standard 2 – Instructional Leadership

A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development.

Response to professional evaluation

During the Saint Xavier course Instructional Supervision and Staff Development, we were asked to explore various aspects of leadership through supervision. More than an administrative process for making staff retention decisions, professional evaluation provides an avenue for tending the school culture and promoting an ideal learning environment. My reflection on professional evaluation discusses some thoughts on how supervision can be used to best effect.

Development and implementation of study skills curriculum

An area of particular need among many high school students is the development of effective homework and study habits. Toward the end of contributing to the instructional offerings of my school, I developed and implemented a curriculum on study skills for parents and their students. The course, while only a pilot, was well received and shows promise as an anchor for leading through action.

Standard 3 – Organizational Leadership

A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Public Relations proposal

In the Saint Xavier course Social Context of Schools, we were asked to evaluate the public relations practices of our schools. In addition to the more concrete aspects of operations and organizational management, a school leader must maintain the public relations of the school in order to ensure an effective learning environment, as an eroded trust between school and public will ultimately degrade the support of the latter for the former. My proposal for enhancing public relations discusses my ideas of enhancing such image management.

Investment proposal

In the Saint Xavier course School Finance, Resource Management, and Collective Bargaining we were asked to assess the balance of various priorities against available resources. Every investment for educational resources is also an expense that draws monetary support away from some other resource. In providing executive oversight for many of these decisions as a school leader, I will need to retain a balanced view with an understanding of the rigorous self-analysis necessary prior to asking for resources. My investment proposal argues for a particular expense, and does so with a level of clarity and precision that I wish to hold as a standard for decisions as a listening school leader.

Standard 4 – Collaborative Leadership

A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Response to hazing incident

Probably the most difficult circumstances in which a school leader may need to operate is in response to a crisis. Polarizing issues such as tradition versus student safety, among others, present the particular strain of requiring very careful political navigation for the school leader. My discussion of the Glenbrook North hazing incident and the school’s response illustrates my views on community collaboration.

Development and implementation of study skills curriculum

For several years I have delivered instruction to parents about study skills through the district’s Parent University. However, outcomes attainment has been difficult to assess, and parents have expressed interest in more in-depth discussion of the topics covered in the 1-hour session. As a result, I developed a follow-up course designed for both parents and students to attend together, with the intent of addressing not only parent knowledge about studying but parent and student collaboration toward stronger learning habits.

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Standard 5 – Ethical Leadership

A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Analysis of school culture

In the Saint Xavier course Administrative and Instructional Issues, we were asked to explore the culture of our schools through various lenses. Fairness, as an ethical consideration, certainly has many facets. My discussion of school culture explores the back-and-forth consideration of how equitable education can be attained.

Assessment of Tinker v. Des Moines

In the Saint Xavier course Legal Basis of Educational Administration, we were asked to evaluation various educational law decisions and how they might impact our roles as school leaders. Certainly the landmark case Tinker v. Des Moines established a contentious set of considerations for school leaders. My reflection on this legal decision explores the legal and ethical ramifications of fair decision making within the context of school leadership.