Robert B Haugen

Regularly collaborate directly with the Superintendent of and work with department leaders to implement and realize the Medical Lake Promise for Every Student, Every Day! Specific responsibilities include direct supervision of each school's improvement efforts, oversight of Medical Lake's state and federal grant-funded Special Programs, and leadership of all aspects of PK-12 Education. Primary areas of focus relate to the development of efficient systems and the implementation of high-functioning collaborative teams.

• Lead the development and implementation of all district-wide instructional strategies and school improvement efforts.
• Collaborate with school administrators and staff to develop and implement impactful professional learning opportunities.
• Monitor student achievement data to identify and prioritize areas for improvement.
• Provide leadership on state and federal laws, regulations, policies, and procedures related to instruction and special programs.
• Facilitate communication between teachers, parents, and other stakeholders regarding educational programs.
• Conduct regular visits to schools and classrooms to observe instruction and provide feedback to teachers.
• Pursue alternative and creative funding opportunities to support educational programming.

Work directly with the Assistant Superintendent of Learning & Teaching and regularly collaborate with all department leaders, particularly the Director of Secondary Education, Director of Special Services, Assistant Director of State & Federal Programs, and Director of Student & Family Services, to implement the Superintendent's strategic vision: Each Student Future Ready. Empowered to Dream, Believe, Achieve. Specific responsibilities include direct supervision of elementary administrators, oversight of Mead's state and federal grant-funded Special Programs, and leadership of all aspects of Elementary Education. The connecting tissue of Special Programs and Elementary Education is directly embedded within our system-wide implementation of MTSS, PLCs, school improvement planning, and focus on our strategic plan.

• Actively serve on Mead's District Leadership Team (DLT). Facilitated by the Superintendent, the DLT guides and monitors all aspects of Mead's mission, vision and strategic plan.
• Evaluate, supervise, support, and encourage all elementary level principals.
• Identify, lead and facilitate district-wide strategic priorities, including implementation of Professional Learning Communities (PLCs), creation of a guaranteed & viable curriculum (GVC), and development of structures that provide a continuum of supports to ensure high levels of learning for all students.
• Supervise all aspects of Mead's Special Programs (ELD, Hi-Cap, LAP, and Title I).
• Coordinate opportunities for professional learning among a wide range of instructional staff.
• Partner with Director of Human Resources during monthly labor management and bargaining for PSE (paraeducators).
• Work with community organizations, like SYSA, Hooptown USA, and Spokane County, to provide extracurricular opportunities for our students.
• Continually assess program effectiveness to determine actionable steps for improvement.
• Coordinate efforts to establish, implement, and deliver Mead's GVC at the elementary level.
• Monitor and maintain fiscal resources related to instructional programming, to ensure universal access to high-quality instruction, assessment tools, and learning materials.
• Present information to the Board of Directors as necessary.
• Communicate the status of instructional programs, curricular needs, assessment results, and evaluation information as requested.
• Assist with conflict resolution in multiple settings.

In the midst of the construction of two new schools, state-of-the-art facilities for our Maintenance and Transportation Departments, the modernization of two existing schools, contract negotiations for three different labor groups, district-wide boundary revisions, the development of a comprehensive 6-8 transition plan, and significant budgetary challenges, I was hired to offer substantive support to sustain and strengthen the efforts of two departments: Human Resources and Learning Services.

• Worked alongside and supported the Assistant Superintendent of Human Resources and the Assistant Superintendent of Learning Services.
• Actively assisted with labor management for three associations (certificated staff, paraeducators, and custodians).
• Served on District's bargaining team for Mead Education Association's (MEA) collective bargaining agreement.
• Assisted with RIF process for two classified labor groups.
• Began leading the work of district-wide MTSS at the elementary level.
• Partnered with MEA to collaboratively develop a TPEP Field Guide, with supporting forms, to align and propel consistent practices.
• Assumed responsibility for all aspects of specific Special Programs (ELD, LAP, & Title I) and began assessing effectiveness to proactively recommend and implement steps for improvement.
• Successfully coordinated Mead's district-wide Consolidated Program Review during SY2019-20.

During this time, Colbert was a PK-6 school serving students and families from the north end of Mead School District. Deeply rooted in strongly-held traditions, the staff was reflective and collaboratively worked to pursue equitable practices by confronting personal biases. Noteworthy accomplishments included a master schedule that guaranteed daily skills-based intervention while ensuring access for all students to core instruction, the on-going development of high functioning PLCs, introduction of grade level data meetings for actionable deep dives into grade-level achievement results, school-wide PBIS, a school-based intervention team (Intervention Action Team), systems for efficient school-wide benchmark assessment and progress monitoring, and school improvement plans with coordinated "umbrella" goals for teacher evaluation.

• Student Enrollment: 515
• Monitored and evaluated the performance of 32 certificated and 34 classified staff members.
• Established a student-centered climate and culture focused on belonging and the development of positive relationships, continuous improvement, and high levels of growth.
• Developed a single-school culture with a building-wide approach to student management, behavioral expectations, and common area guidelines.
• Visited classrooms daily to monitor, evaluate, and provide feedback about effectiveness of instructional strategies as part of TPEP.
• Oversaw school budget, documented changes and tracked expenses to allocate and manage school funds.
• Implemented school-wide approach to assessment, data analysis, goal setting, intervention, and evaluation.
• Redesigned master schedule to maximize academic intervention resources for at-risk learners.
• Designed “Continuum of Services” that coordinated services for students in Special Education.
• Coordinated efforts of General Education and Special Education with emphasis on MTSS.
• Implemented PBIS and launched School-Based Intervention Team for Tier 2 and 3 Interventions.
• Monitored student discipline actions and worked with all staff members to standardize behavioral expectations across school.
• Regularly reviewed achievement results to assess student progress and inform adaptations for improved outcomes.
• Earned Superintendent Credential from WSU in 2017.

On the heels of a district-wide boundary change, led an established school staff through the process of bringing together students and families from three different learning communities. Met AYP each of the three years served; an accomplishment not realized for three previous years. As a staff, we focused on deep implementation of PLCs through a commitment to three tiers of collaboration, an effective skills-based RTI system for literacy development, a school-based intervention team, and creative scheduling to ensure monthly grade level professional development during the school day. In addition to our general K-6 program, managed a tuition-based full-day kindergarten program, inaugural online school for elementary students, preschool program, and two classrooms designed to support students with the specific diagnosis of autism.

• Student Enrollment: 745
• Evaluated 36 certificated and 14 classified staff members.
• Adapted and evolved RTI system to creatively meet students’ unique needs.
• Implemented school-based Intervention team (Grizzly Intervention Team) to coordinate building-wide resources and ensure growth and support among our most vulnerable learners.
• Focused staff meetings on collaborative teaming, analysis of data, and professional development.
• Coordinated in-house professional development to support building-wide initiatives.
• Worked with Assistant Superintendent to launch and supervise Bethel’s online school for elementary-aged students (BELA).
• Collaboration between General Education and Special Education resulted in full inclusion of students served by our autism program into general education classrooms.

Located in the heart of Bethel School District in Spanaway, WA, Camas Prairie was a large, diverse, and vibrant school that served students and engaged families through its school-wide Title I program. Besides supporting grade-level PLC implementation, responsibilities focused on instructional supervision, school-wide systems to improve safety, student behaviors and engagement, attendance rates, and school culture and climate. Regularly assisted supervising principal in the analysis of student achievement data and monitoring PLCs.

• Student Enrollment: 800+
• Evaluated 18 certificated staff members.
• Launched the implementation of PLCs and RTI.
• Implemented and monitored school-wide student management plan called Guidelines for Success.
• Improved student attendance through policy changes, parent communication and partnerships, and truancy reporting.
• Supervised the Special Education referral and qualification process.
• Studied and restructured the service delivery model for students receiving support from Special Education.
• Promoted a positive school climate through a range of student-focused programs and activities: Meaningful Work, Fantasy Football League, Safe and Civil Schools, Positive Action Assemblies, Veterans Day/MLK Assemblies, Penny Harvest, Title I Parent & Family Engagement.

Recruited shortly after earning a principal credential, I was centrally-hired into this certificated support position. My fundamental mission was to support responsibilities related to instructional leadership and school improvement. Specific tasks included coordination of all state, district, and building-wide assessments, analysis of various data to assist with development of school-directed professional learning, and classroom-based support through modeling and coaching of effective instructional strategies. The BLS position largely served to assist the principal in realizing the school's mission and vision.

• Administration of all state, district, and building-wide assessments.
• Data analysis to drive and inform professional development efforts.
• Instructional mentoring and coaching for classroom teachers.
• Regularly developed and facilitated professional learning.
• Assisted building administrator as requested.

Taught fifth and sixth grades at Brouillet Elementary School. Developed a reputation for high levels of student engagement and achievement, rigorous and meaningful learning experiences, exemplary classroom management, seamless integration of technology resources, and extensive parent and family involvement.

• Bill and Melinda Gates Foundation Grant Recipient: Teacher Leadership Project.
• First classroom teacher to receive Brouillet Elementary PTO's Educator of the Year recognition.
• Assisted in directing Outdoor Education program for sixth grade students.