Superintendent Cabinets

The purpose of the Principals’ Advisory Cabinet is to solicit professional expertise and collaborate in an advisory capacity regarding the school district and moving it to the next level of excellence.

The Administrative Cabinet is comprised of directors and representative principals from across WPS to bring varying leadership perspectives to the superintendent’s office. The cabinet generally meets twice a month to address a wide range of topics including, but not limited to, academics, student safety, personnel, budget issues and other strategic goal areas.

The Superintendent regularly meets with elected student leaders from Westminster High School to gather student perspectives on the challenges and opportunities faced by students moving toward graduation and life beyond high school.

The meetings are open ended allowing students to speak honestly about everything from school lunch menus to school culture and climate to scholarships and internships opportunities.

The Superintendent Support Cabinet was created in the fall of 2014 to gather more input from Educational Support Professionals (ESP). The cabinet is advisory in nature and is designed to enhance “big picture” communication dealing with high stakes and systemic topics regarding Westminster Public Schools. The monthly meetings encourage a robust and honest discussion of the issues facing the district.

The Teacher Leadership Cabinet (TLC) brings together teachers to discuss issues of mutual interest and concern. In creating the TLC, The Superintendent sought the input of teachers with very diverse perspectives. With that in mind, the cabinet consists of teachers from a variety of content areas and with varying lengths of service in WPS. Every school has a representative in the cabinet.

The TLC is comprised of 24 teachers and representatives from the Education Service Center (ESC) who were chosen because they reflect specific criteria:

• All schools represented
• Variety of content areas
• The varying length of service
• Diverse perspectives