Dr. Bruce Locklear was selected the 2010 Minnesota High School Principal of the Year based upon his use of collaborative leadership in implementing reforms that enhance student achievement and personalization efforts to improve school climate. "Edina High School has a blessed atmosphere where students don't rival with staff, but work together. Doc Lock created this climate". This is the description of Samantha Soultau, Edina H.S student who began her letter describing Bruce Locklear, writing; I believe there is a principal, and then there is a Principal. Dr. Locklear's ability to inspire students has a caliber matched by no other."
Bruce believes that today, more that ever school leadership must have a laser like focus on student learning, that transcends the classroom and meets the students where they are and affords students the opportunities to prepare for a changing and bright future. Edina High School has been able to achieve this through collaborative leadership driven by innovation to continually improve the manner in which they reach and teach all learners.
Edina High School's vision is to "reach and teach all learners". Through Dr. Locklear's leadership, Edina has implemented many program including: the STRIVE program, Edina Math, the Mentor Connection, a comprehensive College in the Schools Program, a student leadership development program and H.S. 101.
Superintendent Ric Dressen describes Dr. Locklear as a visionary, passionate, and connective leader. "He is an impact player and is making a difference well beyond Edina's borders. He is the best." |
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An outstanding principal is first an enthusiastic learner who creates a culture of learning for every student and staff member. Coleman (Coley) McDonough, the 2010 Minnesota Middle Level Principal of the Year is that principal.
In 2007, Coley was selected as principal of Hazel Park Middle School Academy. His first initiative, in leading this "turn-around school" was to create a leadership team. This group developed a shared mission, vision and values. They shared knowledge, created implementation plans and revised grading practices. In addition, every teacher at Hazel Park Academy belongs to a Professional Learning Community that meets weekly to discuss best practices and focus on promoting student learning. The Hazel Park staff has built a coherent and collaborative leadership system focused on student learning. Decisions are data driven, school improvement goals are focused on student learning and are measurable. Most importantly, students and staff are proud of themselves and their school.
All of this was accomplished because Coley set expectations. He had vision, educated staff, prepared them, put faith in their expertise, and provided staff time to plan and create.
As a leader, Coley models the behaviors we seek to instill in students with drive and passion to provide students with the opportunity to be successful learners. He believes that by intentionally creating a positive school climate they have created an environment in which students can learn, teachers can teach and principals can lead. |
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Karen Wollak, Assistant Principal at Tartan High School has been named the 2009-2010 Minnesota Assistant Principal of the Year. Karen was selected based upon her desire and ability to develop positive relationships with students, collaborative work with staff and community, and design and implementation of new programs that benefit student learning.
After analyzing data and seeking staff input, Karen advocated for and helped institute a Back on Track math and English program for students who were failing in their core math and English courses. This program has resulted in a 20% increase in the students' passing rates. In collaboration with the Student Assistant Team, Tartan has also instituted a Freshman Transition as well as a Freshman Seminar program to assist 9th graders who are at greater risk for academic failure. These two collaborative efforts have resulted in personalized programs for students that address social, emotional and coping skills as well as attendance, behavior and organizational skills.
These programs are successful due to Karen's supportive yet challenging demeanor. She is not satisfied with statements the "too many students are failing". She expects data to support staff concerns and gently guides staff to develop a best practices model of intervention. With these interventions in place, Karen continues her leadership role in keeping staff focused on their goals of improved student performance, data driven interventions and modifications.
Parents and staff alike see Karen as uncompromising in her efforts to provide quality education for students and while never losing sight of the students and their needs. |
