This document contains Kurt Wagner's educational administration portfolio, including a professional resume, letters of recommendation, and evidence of meeting leadership standards. For Standard 1 on visionary leadership, Wagner discusses developing and teaching a course on social-emotional learning and writing a paper on Montessori educational theory. For Standard 2 on instructional leadership, he provides examples of responding to a teacher evaluation and developing a study skills curriculum.

1. Kurt Wagner
Educational Administration Portfolio
http://www.linkedin.com/in/wagnerpsychological/

2. Table of Contents
Professional 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

3. Kurt Wagner
Phone:847.641.0140
Email:Kurt.Ashton.Wagner@gmail.com
http://www.linkedin.com/in/wagnerpsychological/
Professional Résumé
CURRENT EMPLOYMENT
Community High School District155
School Psychologist 2007 - Present
Responsiblefor facilitatingproblemsolvingteams,respondingto referrals,
completing documentation, conductingpsychoeducational evaluations,producing
written reports, developing intervention plans,consultingwith staff,counseling
students, and contributingto systems change. Have also delivered instruction to
teachers and administratorson Responseto Intervention, Social and Emotional
Learning in the Classroom,DirectBehavioral Observation.Committee member, RtI,
System of Interventions.
School Psychology Internship Supervisor 2010-2011,
2012-2013Provided direct supervision for degree-seeking school psychology interns.
EDUCATION
Saint Xavier University
Masters in Educational Administration with Type 75 2014
Eastern Illinois University
Specialistin School Psychology 2007
Thesis:PredictingEating Disordered Behavior in Adolescent Boys
Internship:1200+ hours,John Hersey High School, Township HS District214
Bradley University
Bachelor of Science 2004
Major:Psychology;Minors:Sociology,Philosophy
Member, Psi Chi honors fraternity in psychology
AWARDS/DISTINCTIONS
Distinguished ServiceAward, Illinois School Psychologists Association 2012
Co-Chair,Illinois School Psychologists Association Technology Committee 2011 - Present
School SuicidePrevention Specialist(American Association of Suicidology) 2010
Nationally Certified School Psychologist 2007 – Present
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

4. “Technology Column”, “School Psych Tech”
Contributing columnist, School Psychology in Illinois 2008 - Present
MEMBERSHIPS
IllinoisSchool Psychologists Association
National Association of School Psychologists
PROFESSIONALSKILLS
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
OTHER
Direct behavioral observation
Response to Intervention/problem solving
Team facilitation/special education eligibility/special education law

5. Letter of Recommendation: Julia Nadler

6. Letter of Recommendation: Michele Witt

7. Letter of Recommendation: Scott LeMoine

8. Letter of Recommendation: Lisa Connell

9. 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.

10. Standard 1 – Visionary Leadership
A school administratorisaneducational leaderwhopromotesthe successof all studentsfacilitatingthe
development,articulation,implementation,andstewardshipof avisionof learningthatissharedand
supportedbythe school community.

11. Continuing professional development instruction: Social-Emotional Learning
in the Classroom
For several yearsIhave workedwithotherstaff todevelopthe in-housecontinuingprofessional
developmentcourse,Social-Emotional Learninginthe Classroom.The course providesinstructioninthe
researchsurroundingthe positive interpersonalandacademicoutcomesresultingfromsystemicuse of
social-emotional learningmethods.Centraltothe use of social-emotionallearningisfundamental belief
incore valuesacrossthe overwhelmingmajorityof school staff.Ibelieve the mostrecentrevisionof the
course effectivelydemonstratesmystewardshipof asharedvisionof educational values;central tothe
entire course is a motivational presentationof the theme thatteachershave toadvocate amongtheir
colleagues.
Daren Dusenske, NCC
School Counselor
Kurt Wagner, NCSP, SSP
School Psychologist
Double clickonthe embeddedslideshow toview content.

12. Montessori theorist paper
In the SaintXaviercourse Principlesof CurriculumandInstructionalMethods,we were askedtoexplore
a varietyof instructional theories. While difficulttoimplementinascope similartothe public
educational system,the Montessori approachfitswithavisionof educationthatismuchmore
malleable inthe contextof varyingcommunityandindividual learnerneeds.Regardlessof my
administrativerole,Iwouldlike toincorporate,tothe degree possible,the natural inquisitive processof
learningunderscoredbyMaria Montessori.Mydiscussionof thiseducationalapproachelaboratesmy
thoughtsonthistopic.
Wagner-Kurt-EDGAS
547-Montessori theorist paper 12-3-2012.docx

13. RtI Team Leadership
Duringthe 2013-2014 school year,I have ledthe Prairie Ridge HighSchool RtIteam.Thisresponsibility
has includedmanyroles,includingtrainingteachersonthe process,ensuringcompliancewithdata
entrytimelines,guidingthe StudentServicesTeaminresponsive servicesforTier2, andreflectingon
data for administrative andbuilding-widepurposes.Certainlythe communityasksforaccountabilityin
educational practices,andwhileteachershave struggledwithadisconnect betweenthe existingsystem
and theirknowledge of bestpractices,theytooagree thatitmakessense toprovide studentssupport
whentheystruggle.Inordertohelpteachersstaytrue to thissharedbelief,Icreated abrief document
summarizingoutcomes todate.A goodreflectiveprocessisabsolutelycritical toanyteam, and I believe
thisdocumentdemonstratesthe concrete,clearapproachItake to providingreflection.
2014SY S1 RtI
Feedback 2-18-2014.docx

14. Standard 2 – Instructional Leadership
A school administratorisaneducational leaderwhopromotesthe successof all studentsbyadvocating,
nurturing,andsustainingaschool culture andinstructional programconducive tostudentlearningand
staff professionaldevelopment.

15. Response to professional evaluation
Duringthe SaintXaviercourse Instructional SupervisionandStaff Development,we were askedto
explore variousaspectsof leadershipthroughsupervision.More thanan administrativeprocessfor
makingstaff retentiondecisions,professionalevaluationprovidesanavenue fortendingthe school
culture andpromotingan ideal learningenvironment.Myreflectiononprofessionalevaluationdiscusses
some thoughtsonhowsupervisioncanbe usedtobesteffect.
Wagner-Kurt-EDGAS
536-professional evaluation response.docx

16. Development and implementation of study skills curriculum
An areaof particularneedamongmanyhighschool studentsisthe developmentof effective homework
and studyhabits.Towardthe endof contributingtothe instructional offeringsof myschool,Ideveloped
and implementedacurriculumonstudyskillsforparentsandtheirstudents.The course,while onlya
pilot,waswell receivedandshowspromiseasananchor for leadingthroughaction.
Kurt Wagner, SSP, NCSP
Nationally Certified School Psychologist
Prairie Ridge High School
kwagner@d155.org
815-479-0404, ext. 5206
Study Skills
Planner.docx

17. Standard 3 – Organizational Leadership
A school administratorisaneducational leaderwhopromotesthe successof all studentsbyensuring
managementof the organization,operations,andresourcesforasafe,efficient,andeffective learning
environment.

18. Public Relations proposal
In the SaintXaviercourse Social Contextof Schools,we were askedtoevaluate the publicrelations
practicesof our schools.Inadditiontothe more concrete aspectsof operationsand organizational
management,aschool leadermustmaintainthe publicrelationsof the school inorderto ensure an
effectivelearningenvironment,asanerodedtrustbetweenschool andpublicwillultimatelydegrade
the supportof the latterfor the former. My proposal forenhancingpublicrelationsdiscussesmyideas
of enhancingsuchimage management.
Wagner-Kurt-EDGAS
505-PR proposal.docx

19. Investment proposal
In the SaintXaviercourse School Finance,Resource Management,andCollective Bargainingwe were
askedto assessthe balance of variousprioritiesagainstavailable resources.Everyinvestmentfor
educational resourcesisalsoanexpense thatdrawsmonetarysupportawayfromsome otherresource.
In providingexecutive oversightformanyof these decisionsasa school leader,Iwill needtoretaina
balancedviewwithanunderstandingof the rigorousself-analysisnecessarypriortoaskingfor
resources.Myinvestmentproposal arguesforaparticularexpense,anddoessowithalevel of clarity
and precisionthatIwishto holdas a standardfor decisionsasa listeningschool leader.
Wagner-Kurt-EDGAS
538-Investment proposal.docx

20. Standard 4 – Collaborative Leadership
A school administratorisaneducational leaderwhopromotesthe successof all students by
collaboratingwithfamiliesandcommunitymembers,respondingtodiversecommunityinterestsand
needs,andmobilizingcommunityresources.

21. Response to hazing incident
Probablythe mostdifficultcircumstancesinwhichaschool leadermayneedto operate isinresponse to
a crisis.Polarizingissuessuchastraditionversusstudentsafety,amongothers,presentthe particular
strainof requiringverycareful political navigationforthe school leader.Mydiscussionof the Glenbrook
Northhazingincidentandthe school’sresponse illustratesmyviewsoncommunitycollaboration.
Wagner-Kurt-EDGAS
537 Glenbrook North hazing response.docx

22. Development and implementation of study skills curriculum
For several yearsIhave deliveredinstructiontoparentsaboutstudyskillsthroughthe district’sParent
University.However,outcomesattainmenthasbeendifficulttoassess,andparentshave expressed
interestinmore in-depthdiscussionof the topicscoveredinthe 1-hoursession.Asaresult,Ideveloped
a follow-upcourse designedforbothparentsandstudentstoattendtogether,withthe intentof
addressingnotonlyparentknowledge aboutstudyingbutparentandstudentcollaborationtoward
strongerlearninghabits.
Kurt Wagner, SSP, NCSP
Nationally Certified School Psychologist
Prairie Ridge High School
kwagner@d155.org
815-479-0404, ext. 5206
.

23. Standard 5 – Ethical Leadership
A school administratorisaneducational leaderwhopromotesthe successof all studentsbyactingwith
integrity,fairness,andinanethical manner.

24. Analysis of school culture
In the SaintXaviercourse AdministrativeandInstructional Issues,we were askedtoexplore the culture
of ourschoolsthroughvariouslenses.Fairness,asanethical consideration,certainlyhasmanyfacets.
My discussionof school culture exploresthe back-and-forthconsiderationof how equitable education
can be attained.
Wagner-Kurt-EDGAS
520-Analysis of school culture 12-9-2013.docx

25. Assessment of Tinker v. Des Moines
In the SaintXaviercourse Legal Basisof Educational Administration,we were askedtoevaluationvarious
educational lawdecisionsandhowtheymightimpactourrolesasschool leaders.Certainlythe landmark
case Tinkerv.DesMoinesestablishedacontentioussetof considerationsforschool leaders. My
reflectiononthislegal decisionexploresthe legal andethical ramificationsof fairdecisionmakingwithin
the contextof school leadership.
Wagner-Kurt-EDGAS
537 Tinker v Des Moines.docx