• Management Operating Style
    This is a profile of my management operating style.  If reflects the important character and competence elements that shape and drive my operating practices and procedures.  Most importantly, it reflects clear and concise specific work expectations for those I lead.  My expectations will always demonstrate individual consideration for people’s personal needs, but never demonstrate preferential treatment towards selected individuals.  The following are expectations of those I lead:


    Communication and Information Expectations

    • Preferred communication of any general nature is email.
    • A face to face is preferred for sensitive topics.
    • Pertinent information will be delivered on a timely basis.
    • If you are going to be tardy or absent, a personal phone call or text message notifying me is expected.
    • Phone calls to classrooms will not take place during the teacher’s instructional  time.
    • You should communicate with me prior to going to someone at the District level.

    Accessibility Expectations

    • If my door is open and I have no visitors, I am available for you.
    • If my door is open and I have a visitor, please do not wait at the door.
    • If my door is closed, please respect my privacy.
    • If needed, you may schedule time with me. 

    My Expectation of Student Learning Accountability of Teachers

    • You will take responsibility for the learning of each student in your classroom.
    • You will believe that all students can learn and that you will have high expectations for all students.
    • You will have no excuses for the lack of student learning (poor parent involvement, lack of IQ, lack of willingness, etc.).
    • You will believe that you can make a difference.
    • You will have the courage to say what needs to happen for your students.  Take a stand and follow through with action.

    Professional Accountability Expectations of Teachers and Staff

    • You will embrace the vision of the school and make it your vision.  Make it the first thought when you are confronted with a problem.
    • You will bring a solution to the table when you encounter a problem. 
    • If you hear that someone said something about you, then you should verify it with that person. Do not come to me until you have attempted to address it yourself. 
    • If you have a professional problem with an individual, it is your responsibility to go directly to that person and address your concerns. 
    • Be open and honest with me.
    • If I have offended you, it is your responsibility to let me know.  I prefer you communicate with me in person when sharing these concerns.
    • If I am not leading you in the right direction, you are expected to communicate with me.

    My Team Accountability Expectations of Teachers and Staff

    • You will pull your share of the weight with your team and make meaningful contributions.
    • All team members are expected to be respectful of each other.
    • Team members must hold each other accountable for completing assignments rather than do the assignment for them.
    • Team members hold each other accountable for arriving to meetings on time.

    Work Environment Expectations    

    • You will generally see me in the classroom.  Don't feel that you have been singled out if I am in your classroom.  I want to know your students and your instructional methods.
    • Classroom walkthroughs will be conducted for different purposes (CWT’s,  informal and T-TESS). 
    • Communication will be shared with you regarding walkthroughs privately.
    • All students are expected to be in their seats and ready to participate and listen to announcements by 8:30 a.m.
    • Classrooms are to be neat and organized.
    • Teachers should take advantage of every moment to teach.

    How to Frustrate Me


    • Using your words or actions to hurt others
    • Not taking accountability
    • Indifference
    • Being negative with your attitude or comments
    • Lack of commitment
    • Frequent absences, tardies or AWOL  habits
    • Not being prepared
    • Lack of participation in meetings and/or trainings
    • Placing your needs before those of your students
    • Thinking that someone else can or should work harder than you