By Blake Siskavich
As I reflect on this past year, I am both humbled and energized by the progress we’ve made in the Fine and Performing Arts Department and the broader school community. Leading this work hasn’t just been about improving instruction—it’s been about transforming systems, expanding access, and centering equity in everything we do. I’m proud to share some highlights from my most recent evaluation, which affirms the depth, scope, and direction of our collective efforts.
Instructional Leadership with Impact
Our department’s professional development model, which I designed in alignment with educator feedback, is now bearing fruit in classrooms across the district. Through personal and district-wide learning walks, I’ve observed how educators are applying new strategies grounded in our shared learning objectives. A major milestone this year was the creation of a customized instructional rubric. This tool helps educators reflect on their own practice and connect their lesson planning to meaningful student outcomes. The next step—embedding formative assessment—is already underway.
I’m honored to be rated exemplary in Standards-Based Unit and Lesson Support (I.A.1), not only for my work in the arts but for my cross-disciplinary contributions to LAN/STEM learning walks. My insights during debriefs have sparked new thinking among colleagues, and I’m especially proud that this expertise was recognized externally: I was recently invited by the Department of Elementary and Secondary Education (DESE) to review a music curriculum being developed by the Rennie Center.
Equity-Driven Change and System Design
Change is never easy, but it is necessary. I’ve worked to ensure that every initiative—whether a budget shift or a performance relocation due to building safety issues—was rooted in transparency, fairness, and student-centered decision-making. It’s not always popular to challenge tradition, but through honest conversations and consistent follow-through, I’ve helped usher in a new era of equitable budgeting practices that are now better understood and accepted.
My leadership has extended beyond the classroom. I’ve collaborated with stakeholders across the district—partnering with the Waltham Public Library, the Waltham Parents Organization (WPO), and leading the Arts and Cultural Vitality (ACV) Grant Committee. One of my proudest achievements this year was the sensory-friendly concert at Stanley, designed to increase access and inclusion for all learners.
Evaluation, Feedback, and Accountability
Supporting teacher growth while maintaining accountability has been central to my leadership. I’ve continued to navigate challenging evaluation cases with integrity, collaborating with administrators and HR when necessary. For my work in providing actionable, consistent feedback, I was rated high proficient in Observations and Feedback (I.D.3) and Performance Ratings (I.D.4). These ratings reflect not just procedural fidelity but my commitment to fostering a culture of growth and high expectations.
Courageous Conversations and Equity Advocacy
Equity work is deeply personal to me. As a member of the LGBTQIA+ community and someone who understands learning differences firsthand, I know the value of representation, access, and inclusion. Whether facilitating the Arts and Cultural Vitality Index Committee, participating in IDEAS courses, or speaking up when I observe bias, I strive to embody what it means to be an equity-focused leader. I was especially moved by this year’s feedback, which affirmed not just my actions but the bravery it sometimes takes to keep pushing—even when the road is hard.
I recently began doctoral studies at UMass Lowell in equity-centered educational leadership, and I look forward to bringing even more research-based strategies into practice.
Looking Ahead: From Initiative to Institution
What excites me most about the year ahead is the opportunity to move from initiative to institutionalization. The groundwork has been laid: systems for equity-based budgeting, new partnerships, instructional rubrics, and inclusive performance practices. As we enter Year 3, my goal is to ensure these efforts become embedded, sustainable, and owned by the community. That’s how real transformation happens.
To those I’ve partnered with this year—thank you. To those who are just learning about this work—welcome. There’s still much to do, but together, we’re building a future where every student sees themselves reflected in our classrooms and supported in their growth.
Blake Siskavich 