― WHAT I BELIEVE
I am a passionate strategic education leader, committed to creating an equitable environment that enables children to excel and develop to their full capacities.
Educational environments should be fundamentally focused on human development. Relationships and a culture of care and love, coupled with a system of continuous improvement rooted in research-based strategies for school success, are paramount to creating an environment of excellence where children and adults can thrive in a learning process. "Improvement is a challenge of learning not implementation." Forman, Stosich, Bocala
I am especially focused on bringing social justice and equity to the classroom for the benefit of all students' academic achievement and well-being. We need to foster a real sense of urgency in attending to and addressing the needs of our lowest performing, most marginalized students and families.
― How to Connect With Me
I love to learn and connect with thought partners in pursuit of a collective vision for organizational excellence and improved systems.
Do you feel that we have a shared mission? Are you an educator, city or district leader, or just a parent who cares about their children?
Please reach out! I am excited to share ideas and learn more about your unique challenges and successes. Here are some ways to get in touch with me.
― Career Highlights
Strategic Roadmap for Student Success at SD308
As Superintendent of the seventh-largest district in Illinois, I am working in partnership with stakeholders on the development and implementation of a comprehensive Strategic Roadmap focused on student achievement, staff development, and operational excellence across 24 schools serving 17,000 students.
The Process
Our strategic planning process integrates input from all stakeholder groups through public forums, surveys, and focus groups.
We are invested in the reorganization of the district human resources to initiate systemic changes.
We are working to establish clear metrics and accountability measures aligned with district priorities.
We collaborate directly with the Board of Education to develop policy supporting educational excellence in a diverse community.
Key Outcomes
Completed Phase 1 with comprehensive building evaluations and system audits
Prioritized infrastructure improvements based on educational impact
Created sustainable long-term planning model for district growth
Strengthened facilities management through data-driven decision making
Master Facilities Plan Implementation
As SD308 Superintendent, I worked with stakeholders to secure Board investment in a comprehensive Master Facilities Plan to ensure sustainable, long-term infrastructure supporting student learning.
The Process
We developed a multi-phase facilities assessment across all district buildings.
We established a Steering Committee with diverse stakeholder representation.
We are working to develop a systematic approach for prioritizing improvements based on student impact.
We are building consensus through transparent communication with Board and community.
Key Outcomes
Completed Phase 1 with comprehensive building evaluations and system audits
Prioritized infrastructure improvements based on educational impact
Created sustainable long-term planning model for district growth
Strengthened facilities management through data-driven decision making
New District-Wide Discipline Policy
While serving as Assistant Superintendent of Schools and District 65 Leader of Human Resources, I spearheaded the development and implementation of a new district-wide discipline policy aligned with District 65's Racial Equity policy.
The Process
Reviewed data on current practices and outcomes in district as well as national research on exemplary discipline policies.
Engaged stakeholders and held townhalls to elicit feedback
Collaborated with teachers, parents, and school leaders to revise and update student handbook and associated policies.
Key Outcomes
New disciplinary policy promoting a vision of equity and inclusivity, reducing disproportionate rate of suspension for black students in relation to white students
Accelerated usage of clearly outlined suspension alternatives across the district
District-wide training on restorative practice framework, helping change the culture for how families and staff members deal with conflict and challenges
Systems of Learning for Principals to Redesign the District Intervention Program
As Assistant Superintendent of District 65, I worked closely with the Assistant Superintendent of Curriculum and Instruction to institute a system of learning for principals and redesign our district intervention program.
The Process
I worked closely with the curriculum development team and research team to analyze the current strengths of the intervention program and measured outcomes.
While working across departments to assess and evaluate the program, I instituted systems of learning for principals. We created a leadership professional learning community where principals engaged in learning together about school priorities. I believe having adults engage in their own continuous learning is the best tool to drive school and student outcomes forward.
Collaborating with the principals and other district departments, we recognized that there was a disconnect between the intervention process, the principal's initiatives for school outcomes, and the academic coaches in each building.
Key Outcomes
We were able to bolster the intervention program across the district to include both reading and math interventions, connecting the program's success to the goals of the school principal, and more meaningful support from academic coaches.
We rebuilt the academic coaching program, redistributing coaches across the district so that every building has an academic coach.
We helped the academic coaches provide projects and coaching cycles that were directly tied to student outcomes in the school building.
District-Wide Safety & Crisis Training for Teachers and Employees
Starting in 2017, I was the incident commander for the district, responsible for all crisis situations and preventative safety planning.
The Process
I organized a district wide training where every staff member participated in an ALICE model learning experience with police department.
As a result of a deep partnership with the teachers union, we were able to gain consensus on what this day would look like and execute it without any glitches.
Key Outcomes
All of our school leaders, educators, and staff members were able to experience a crisis emergency drill and participate in a safety experience.
All of our staff members were trained on the ALICE model.
Redesign of School Improvement Planning Process
While serving as Assistant Superintendent of Schools and District 65 Leader of Human Resources, I led school leaders and in support of the school board's mission in strengthening our process for school engagement in setting effective student performance and school climate goals.
The Process
Trained principals, providing tools and resources to assist them in the improvement planning process.
Instituted a cycle of inquiry model including data review, root cause analysis, goal setting, development of strategies and an action plan, implementation, and careful monitoring and reflection on implementation and results.
Ongoing monitoring and support provided to principals throughout the year
Key Outcomes
School leaders improved their capacity to lead school planning and improve school climate and student outcomes.
School leaders paid greater attention to root cause impacting student performance beyond single points of analysis
Strategic, Relationship-Driven Solution to a Human Resources Crisis
In addition to Assistant Superintendent of Schools, I was appointed District 65's Leader of Human Resources in 2021. We had been suffering from a staffing crisis, only averaging to fill 50% of teacher absence requests with substitute teachers (going back even to pre-COVID years). To reiterate that point - we were only able to find teacher substitutes about half of the time.
It was a topic of every internal district-level meeting, union meeting, and school board meeting. We did what many districts do, which is put together an emergency district sub team, but it didn’t get to the heart of the problem.
I knew our teachers could not support themselves and their families if we were not able to adequately staff them in their absence.
The Process
We made the decision to bring the “substitute teacher” staffing in-house, instead of being outsourced.
We recruited and built a dynamic team with new managers and specialist roles to lead the new effort. Our coordinators emphasize relationships, attention to detail, and follow-through.
We made an intentional decision as a district to better understand, appreciate, and honor the role and value of teacher substitutes. The first step was renaming these “teacher subs” to now be referred to as “guest educators.”
We invested in professional learning for our guest educators. All of our guest educators were invited to participate in our district-wide professional development for teachers.
We increased the compensation rate for our guest educators.
Key Outcomes
Increased the average of our teacher fill rate across the board, hitting 91% in the spring of 2023
As of April 2023, 10 guest educators have been hired into full time positions for the district
More and more teachers can confidently take the time off that they need - so they can be the best version of themselves for their students
Zoom Payday Customer Service Line for Employees to Retain Top Talent
When I started as Human Resources leader in 2021, I recognized an opportunity to support our HR and Finance Departments. Just like every district in the country, we were struggling with decreased enrollment and a staffing shortage since the pandemic.
The Process
I engaged in a year-long staffing planning process to identify inefficiencies and efficiencies. Working in careful collaboration with the union and other departments, we were able to identify which teacher positions we could close or re-assign without hurting students in the classroom.
I worked closely with the Registration departments to review enrollment numbers and find the greatest needs for teacher support. We were nimble and able to always keep classrooms a priority.
I began to establish and discuss core values that could be recognized and applied across all of our departments. For example, what the value of collaboration looks like and feels like between departments.
I established a Payday Zoom customer service line, where any of the 1,700 staff members could call in and get their problems solved quickly. I sat in a Zoom room every 2 weeks with a member of the Payroll and HR team and a Benefits team member so staff members could get immediate access to the person they needed to help.
Key Outcomes
We were able to keep close to 100% staffing in our all of our schools throughout the district.
We reduced the number of calls and issues on Payday from 40-50 people every 2 weeks in September to 15 now in the spring of 2023. By providing a more efficient, less bureaucratic customer-service solution for our employees, we put ourselves in a better position to retain top talent moving into the 2023-2024 school year.
Renewal of a Mentoring and Breakfast Program
While serving as principal at Dewey Elementary School, I fostered a relationship with the Buffet Center for Global Studies at Northwestern University bolster our program for students who qualify for free and reduced lunch.
The Process
Evaluated original program and capacity, started with 1-2 parent volunteers for about 15 students before the start of school
Worked with Northwestern to increase number of volunteers and introduce a new model with before school tutoring
Key Outcomes
Program evolved into a dynamic, new organization titled Books and Breakfast, led by a management board of Northwestern University students
In just 6 years, program grew from serving just one school to 16 schools across district 65.
1000's of students receiving homework support and encouragement in preparation for the school day showed improvement in their school performance
― Awards & Honors
-University of Massachusetts Senior Service Award
-Phi Betta Kappa
-Co-founder - Books and Breakfast Non-Profit Organization 501c3
-Founding board member of childhood-centered psychology center
-Father of two thriving children
― Work experience
Superintendent of Schools
Oswego Community Unit School District 308 / July 2023 - Present
Oswego, Illinois
Leading Illinois' seventh-largest district spanning 68 square miles, serving 17,000 students with 2,500 staff members
District Leader & Assistant Superintendent for Human Resources
Evanston/Skokie School District 65 / July 2017 - June 2023
Evanston, Illinois
Appointed Assistant Superintendent of Schools in 2017, I was named District 65 Department's Human Resources leader in 2021 supporting 1,500 employees and 7,000 children.
Principal
Evanston/Skokie School District 65 / July 2011 - June 2017
Evanston, Illinois
Directed operations at a K-5 school with 550 students and 45 faculty members
Assistant Principal
Evanston/Skokie School District 65 / July 2006 - June 2011
Evanston, Illinois
Teacher & Literacy Coach
Chicago Public Schools / Sept 2000 - June 2006
― Education
University of Illinois Chicago
Doctor of Education (EdD), Urban Education and Leadership / 2010-2017
Columbia University
Master of Arts (MA), Education / 1999-2000
University of Massachusetts Amherst
Bachelor of Arts, Social Thought and Political Economy / 2007
“Until we get equality in education, we won't have an equal society.
- Sonia Sotomayor
― Dr. Devon Horton, Superintendent Dekalb County SCHOOLS, Georgia
From the time that I've known Andalib, to this very moment, I maintain that he is what students, families, principals, teachers, and colleagues need...He has a remarkable skill set to move from ambition to action...prioritizes building strong and genuine relationships...He demonstrates a level of bravery, selflessness, and devotion that is not common.
Andalib consistently leads based on two beliefs: building connections with employees and bringing a humanist approach to working relationships.. This is evident in his vision and day to day engagement with various stakeholders...He demonstrates the leadership necessary to lead a school district in the best path possible during such uncertain times in public education, with his experience at various levels of the system, being an immigrant and second language learner himself, and a person of color.
― MARIA Barroso, CURRENT UNION PRESIDENT
Recommendations:
― Suni Kartha, Former School Board President
When I first met Andalib, I was immediately impressed by his thoughtful demeanor, his capacity for listening to others, and most importantly, his dedication to students and their overall well-being. I could see the authentic relationships he had with students, staff, and families, and as I spent more time on the board, I saw that he was well-respected by our curriculum team for his strong instructional leadership abilities.
― Jim McHolland, Principal Chute Middle School
Andalib is creative, reliable, and is well respected by his colleagues. We have collaborated often with regards to curriculum and when working with children, families, and teaching staff! He has been exceptional in each role: He is firm, consistent, and sensitive to needs as well as professional in his approach. People respond to Andalib enthusiastically, and have always sought him out for guidance and advice.
― Ann Cummins Brogan, Owner of ACB Consulting
Dr. Khelghati is a visionary leader. He is energized by the possibilities that present themselves in the complicated systems of education. He is an excellent communicator that has the ability to articulate the vision and inspire others in contributing to the vision.
― Podcast: Teach Better Podcast
Check out Andalib's interview with Dr. Efrain Martinez on the Teach Better podcast. You can find the direct link on the TeachBetter.com website here.
Insights:
― In the news: The daily Northwestern
Dr. Khelghati, "The vision of this work really stems from the District 65 education board and its journey around really prioritizing the need for recruiting and bringing in more educators of color."
― In the news: The daily Northwestern
D65 board talks emergency preparedness procedures
Dr. Khelghati, "Not every incident will require the districtwide approach, but in the event of an emergency that requires coordination between departments or with the Evanston Police Department, the administrative team will step in."
― In the News: Oswego Leaders District Dialogue
― In the News: SD 308 Goals & Challenges
New Oswego SD 308 superintendent points to goals, challenges for district.
Dr. Khelghati, "One of my year one priorities is to develop a plan to draw and attract more educators and also increase the number of educators who represent the students here."
Mindful Art by Andalib
Andalib finds balance through his abstract expressionist paintings, approaching both art and leadership with a collaborative spirit. His artistic practice serves as a form of meditation that directly enriches his vision for creating environments where students and educators can thrive. Learn more about Andalib's art at https://andalibgallery.com/
Contact Me:
Andalib Khelghati
― Contact Information
akhelghati@gmail.com
847-344-2569