001All right, stand to say the pledge. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Well, the school board of trustees notice of meeting being recorded. This meeting of the school board of trustees committee of the board of trustees or committee subject to the open meeting law is being recorded in accordance with sections 22301, 23202, 23203 and 23214 of the Montana code annotated. All members of the board, committee, staff, and public in attendance are advised that the public portions of the meeting will be recorded in both an audio and video format. Cameras and recording devices are placed throughout the meeting room to complete these recordings. Everyone in attendance is reminded to honor the
002basic rules of decorum during the meeting and guidance associated with providing public comment as stated in policy 1420F. By remitting in the meeting, those present consent to being recorded and displayed in the footage that will be posted on the school district's website. [Music] Are you ready or we can one more minute? Yeah. Okay. Awesome. Sounds good. Well, welcome. We have a series of questions that you have in front of you that we will each be answering and we'll go through them and ask. So, describe your experience in education. Well, I've been in Malta for 6 years now. My first 5 years were 6th through 8th special ed. Uh last year I did have a period of STEM class which was kind of cool to have the regular ed kids in my classroom and get to
003know them a little bit. Um, and then this year I am 6 through 12 special ed, which I thought was going to be pretty challenging, but it's actually kind of been one of my favorite things to do cuz I've gotten back the kids that I had in junior high. So, it's cool to see how they've matured and that they have goals now for after. So, I have a lot of experience with the SP specialized part of it, which is cool. Okay. Okay. Describe your leadership style. Well, we took out Maxwell leadership and I got director, which I hear Katie's the other D in our school. Surprised there was two. There's more. There's Mr. Kitty. Oh, yes. Yes. So, I found out more about how I am a leader. Uh, I'm very direct with what I
004would like to see. Um, but also I like to delegate and include people in to make things happen because it's not just a oneman show. Everybody has to buy into it. Um I also believe in being positive and lifting up the staff. Uh they need to have that encouragement too, especially if there's change. Okay. Thank you. What do you perceive as the top priority of a middle school principal? Uh obviously supporting staff, but also I think with being in the middle school for the past six years, uh is behavior. Just being consistent with the plan. This year we have a team and I'm a part of it that helps with the behaviors and trying to come up with a plan. We just started it two months ago, I think. Yeah. And it's been good to
005see like even with the regular kids and with that special ed background, I have a lot of experience with behaviors. So, and I think that's one of the big things that our kids need help with. Thank you. Uh, can you list three expectations? Sorry, my mind went blank. It's on the paper cut. Just trying to lighten up the mood here. Let me start over. Liz, three expectations you have for your staff and students. Um, I would say being positive is a big thing for your staff me members and students. Uh, for the staff, I would say also being able to adapt to change and buy into it, especially with somebody new coming in. They're going to have different ideas and also being accountable for themselves too, I think is a big thing. Uh, for the
006students is being respectful and understanding that. And then also for them wanting to challenge themselves, that type of thing. Thank you. See if I can this one. What experience do you have in curriculum design and have you worked with curriculum consortium? Uh so with the SPED, I have a lot of curriculum design because it's based off of the students needs. So I can have one student at a third grade reading level and another student at a fifth grade reading level. So I have a lot of experience finding the right curriculum to meet those needs too. And then for the other one I also work a lot with the staff. So finding the curriculum that we need for that student even resources for the regular ed teachers. If there's a student that is a little bit
007behind but wouldn't qualify for sped I can help them figure out that way. It's a lot of collaboration too. [Music] What methods or approaches do you use most to bring about change in a school district? I think the big thing is having your staff input. Uh if you want them to believe in it, they also have to have a say in it. Um and you approach it head-on. You're just honest about the expectations. And I think communication is huge. communicating with the staff about what you would like to see, having their input, all that type of stuff. Thank [Music] you. Okay. How have you worked with regular education teachers to ensure the success of integrating special needs students into regular education classrooms? I feel well. Um, you should this hopefully. Uh, I think that's honestly
008like one of the best things about special ed is the kid has made come back basically. They've worked hard. they've gone to being on grade level and to integrate them back into the regular ed classroom which starts by first I what I like to do is like a month of the work that they're doing in that classroom to make sure that they have achieved that they know what they're doing they're not going to get slammed in the face and go down right away basically and then before I like to do it at quarters or semesters with bunny back into the classroom so they're not behind on grades or anything like that and then we do it a little trial before the IEP cuz if they are struggling then I'm not going to keep them in
009there. That's not fair for them. Thank [Music] you. Okay. Number eight. How do you anticipate facilitating collegial support and increasing staff morale and student morale? Uh, I think being positive is a huge thing for the staff. And also without them, the kids wouldn't have teachers. So being positive and asking them for their input. What are they seeing? Cuz they're with the kids every day. So what are they seeing? How do they need help? How do they need support? Even if it's regular life stuff, cuz we all have normal stuff, personal stuff going on. So that can interfere too. And I think students too, knowing that they see me every day. They have they see my presence. They know I'm there. And building a positive relationship with them where it's not just the kids that have
010disciplinary problems, but also the kids that are having [Music] success. Okay. describe your experience in evaluating teacher effectiveness. Um, mine's a little different than like the normal principal. I mean, obviously I went through some of my own evaluations where the principal comes in and things like that. But on the special ed side, if a student is struggling, I go in and observe the teacher and see how they're teaching, what needs are they meeting, what's not exactly clicking with both the student, and then I've met with teachers and gone over those recommendations. So, are they having trouble with transferring notes? Can they not go from the board down to the paper? Is the reading level too high? That type of stuff. Thank you. Okay. 10. What process would you follow when a teacher does not meet
011your expectations? Um the first thing is obviously address those and ask them why like what's what are you struggling with? What can I help you with? And then if it's still coming up with a plan to help them achieve those things, what resources can I give you to help you? and just being direct, I think, too. Okay, number 11. What does staff development look like in your school? Um, I like the things that we've been doing with like the leadership skills, figuring out where everybody is at so we know how to communicate with each other, that type of stuff. Um, I also think that we could benefit from a behavioralist coming in to help the teachers, that type of stuff. And then some more sped things with accommodations, modifications. I think this year, cuz I
012know with like the teacher work days, it's been a little more different with that side of stuff, but I think a little more of what do our teachers need is what those days should look like. Thank you. Okay. How would you describe your rapport with students and staff members? Uh, I think it's positive. Um, I'd say like last year having the STEM class with the regular red kids was super nice cuz I got to see not just my regular 20, I got to see the other, it was eighth graders, so that was fun, too. But developing that relationship is nice with the regular ed kids, not just the special ed kids. Uh, with the staff because I always have to collaborate with them with my kids or if there is a struggling kid that may
013not qualify but could qualify. Uh, and with accommodations, it's a positive relationship. They're even though they're all older than me, that's [Music] great. Okay, thank you. Okay, number 13. How would you handle a conflict between a teacher and a parent? Uh, first I would talk to the teacher about what happened and then I would contact the parent if they haven't contacted me yet. Uh I do feel like it's very important though even if I disagree with the teacher to have the teachers back. That's why we're ad like to be admin you have to have the teachers back with it. If I do disagree with it I would obviously talk to them after not in front of the parent and talk about how what would be a better way to approach it. Thank you. Okay. How
014would you handle a situation where a student is struggling with discipline issues? Well, we have that team in place right now. So, I would collaborate with that team. What have they done? What's worked? What's kind of worked? What hasn't worked? And also, if it gets to a point that it's higher level increase, figure out why. So, do a functional behavior assessment on them. What is the reason why that behavior is problem? Are they escaping? Are they trying to get that one-on-one time? What is the reason? And then come up with the plan after that. Okay. 15. Tell us about an error you have made in your role as a principal or teacher and how you went about explaining or correcting there. Well, with special ed, I feel like it's hit or miss every day. Uh
015cuz the kids are so different every day. But we just got monitored by OPI for the special ed. And uh my sixth grade IEPs were good, but my high school ones had a little things that needed to be fixed. So it was just owning up to them, fixing up, doing it as the state asks. And even if it's with a colleague, owning up to a mistake, addressing it, and then trying to fix it. All right, number 16. What do you see as being your greatest accomplishment so far as a principal or teacher? Uh, having kids exit, especially is probably the best achievement. Seeing the kids make progress and learn and make themselves better. I'd say that's the best feeling and I don't just Yeah. Best feeling in the world to see them succeed and you
016gave them a tool and they're using it. So, this is I'm going to read it, but why Malta School District? Why now? You're already at Malta School District, so why would you like to be principal now?