Katie Oman
K-12 Principal's License e-Folio
Abstract: This e-Folio was created to display my work as I completed the K-12 principal licensure program. This portfolio includes assignments and artifacts from my classes and practicum experiences. It includes information on each competency and how I have met each competency. It also includes self-evaluations and evaluations from my supervisor. Please use the tabs at the top to browse through the materials.
Update: I received my K-12 Principal License in October 2021.
I graduated from Minnesota State University Moorhead in 2009 with a social studies degree and 5-12 social studies license. Upon graduation, I began working at Dilworth-Glyndon-Felton schools as a substitute teacher. I then was hired as the middle school administrative assistant in November 2009. As an administrative assistant, I had the opportunity to see a school system from various points of view. I could see the administrative side as well as the teaching side.
In 2012, I began my role as the superintendent assistant at DGF. I was in charge of MARSS coding, special education billing, district enrollment, updating website and referendum information, updating spreadsheets and pulling data for our superintendent, assisting with accounts receivable/payable, employee time off/HR duties, and other various tasks. In this job I was able to see the school system as a whole rather than small individual parts. I had an introduction to the business side of school.
Realizing I missed the students, I decided to pursue my Masters in School Counseling at MSUM and earned my degree and MN licensure in 2015. I began working as a middle and high school counselor at DGF and eventually became the high school counselor which is my role today.
I am passionate about student success, mental health, equity, and student opportunities. Please see my biography for more information and a detailed job history.
Education Philosophy
I believe in:
clear and consistent standards and expectations
open communication between staff, students, parents, and the community
meeting students where they are and moving them forward
education is not one size fits all
just as we ask students to respect staff, staff need to respect students
no significant learning occurs without a significant relationship
the goal of education is to prepare students to be well-informed, independent, and functional citizens
