The Chicago
Public Schools
Principal Fellowship
Preparing School Leaders for the 21st Century
“Each year the 12-month
fellowship will provide
at least 20 high-performing
principals an unparalleled
professional development
opportunity”
The CPS Principal Fellowship: 1
Bar bar a B yr d -B ennett
Dear Parents, Friends, Colleagues and Partners,
As a former principal and lifelong educator, it is my firm belief that the key to a great school is a great principal.
New York University professor Pedro Noguera says it best: “You have to have people in leadership roles who have
vision, who have the ability to motivate (and) inspire the people around them.”
The Chicago Public Schools have made principal recruitment, development and retention a top priority. In 2013,
CPS launched its Principal Quality Initiative, a strategy designed to help us place and retain high-performing
principals in every school in every neighborhood of our city.
We have made significant progress, but challenges remain. Recent data suggest that principal effectiveness in the
district improves over time, peaking and stabilizing in the fourth or fifth year a principal is on the job. Yet, only
40 percent of principals remain in that role after five years. Many principals have indicated that strong leadership
development programs would be an incentive for the best principals to stay and take on additional leadership roles.
The Chicago Public Schools Principal Fellowship, a partnership with Northwestern University’s Center for
Nonprofit Management at Kellogg and the School of Education and Social policy, represents an exciting new strand
of executive leadership development. Each year the 12-month fellowship will provide at least 20 high-performing
principals an unparalleled professional development opportunity that includes customized executive coaching,
leadership training and engagement with colleagues, communities and external partners. In return, fellows commit to
remaining in leadership roles in the district for at least three years.
Most important, the Principal Fellowship provides a platform to ensure that best practices are identified and
shared, challenges are flagged, and programming is adapted to serve the leadership needs of our city’s most
exceptional principals.
Our inaugural Principal Fellowship cohort represents a wide variety of neighborhoods and public schools in our city.
A majority of these principals lead schools with student populations that are predominantly low-income and minority.
It is inspiring that these elite educators are at the top of their game, but still want to get better. They are a powerful
reminder of the difference one person can make in our city, in our district and in the lives of our students.
Finally, the Principal Fellowship would not be possible without the generous financial support of the Chicago Public
Education Fund, and investments from The Crown Family. I am very grateful that these valued partners are eager
to assist us with such crucial work.
Sincerely,
Barbara Byrd-Bennett
Chief Executive Officer
Chicago Public Schools
DAV ID V ital e
Fellow Chicagoans,
Being a principal is not for the faint of heart. As the instructional leaders of their schools, principals must ensure
that all students receive a rigorous curriculum and powerful instruction. Principals are also responsible for a
dizzying array of duties, including managing budgets, hiring teachers and nurturing relationships with parents and
the community. Most important, a good principal creates an environment at his or her school in which teaching
and learning can flourish and children can succeed.
As the president of the Chicago Board of Education, I have had the opportunity to meet hundreds of principals
throughout our city. The dedication these educators bring to their jobs never ceases to amaze me. As the parent
of a Chicago Public Schools graduate, I appreciate the hard work and long hours that are routine to our district’s
principals. As a Chicagoan, I understand how crucial principals are to our mission of creating and sustaining
a high-quality public education system for all students.
As a district, we are committed to attracting the best educators in the country. Our 5-year action plan—The Next
Generation: Chicago’s Children—includes the commitment to place and retain a high-performing principal in
every school, to support them through leadership development, and reward our highest-performing school leaders.
The Chicago Public Schools Principal Fellowship honors outstanding CPS principals, and challenges them to reach
new heights. It also provides an important forum for them to share their insights and expertise with their colleagues.
I join the Mayor, Chief Executive Officer, parents and all Chicagoans in thanking this inaugural class of Principal
Fellows for their great work, and in congratulating them on this honor.
Sincerely,
David Vitale
President
Chicago Board of Education
The CPS Principal Fellowship: 3
Mayor Rahm Emanuel
Dear Community Members,
We have one goal in the City of Chicago: 100 percent of our students will be college ready and college bound. I’m
proud that today we are closer than ever to achieving that goal. Last year, Chicago Public Schools saw the highest
graduation rate in history. Today more freshmen are on-track to graduate than ever before. College enrollment is on
the rise. Test scores and attendance rates are also on the rise, and – in just one year – our seniors doubled the amount
they earned in scholarship offers.
These results are no accident. They are hard-won by our teachers in the classroom, parents in the home and the incredible
principals throughout our system. As mayor, I have had the opportunity to speak with many principals throughout
our city. Nobody knows a school better than a principal. They know the culture. They know the teachers. They know the
community and they know what works best. When you listen to them, you understand that they see their work as more
than a job. They see it as a calling.
In 2011, I recognized this calling and highlighted the importance of principals in my education plan. I included and
delivered on the launch the Chicago Leadership Collaborative, a nationally-recognized network of top-performing
principal training programs, among my 180-day promises. I also raised $5 million in private donations to recognize
top-performing principals citywide. The incredible work of hundreds of great principals have been supported and
recognized through these efforts.
Building on Chicago’s strong training and recognition efforts, CPS launched the Principal Quality Initiative
in 2013 with the goal of making Chicago the best city in the country for principal leadership. The Chicago Public
Schools Principal Fellowship Program is an important next step in our shared mission of building a world-class
corps of principals. This professional development opportunity not only honors and celebrates the success
of our outstanding school leaders, but it also provides our most talented educators with a platform to share best
practices and collaborate with other principals all throughout the City of Chicago.
I salute each of the 21 educators chosen for the inaugural Principal Fellowship Program, and I am dedicated to
working with the Board of Education and CEO Barbara Byrd-Bennett to give all of our educators the support they
need to ensure our students receive the 21st century education they deserve.
Sincerely,
Mayor Rahm Emanuel
Lo ri C a mpb e l l
Al fonso Car mona
John Marshall Metropolitan High School
Healy Elementary School
Lori Ann makes no apology for sweating the details. After all, she
and her staff have one chance every year to get it right.
As a principal for seven years, Lori Ann is a strong believer in using
data to regularly monitor students’ progress, and to explain that progress
to parents in detail. She knows that students who have fallen behind
grade level must learn
at an accelerated pace
“You choose to come in every
if they ever hope to
morning with the understanding catch up. She takes
that student lives are at stake.”
pains to ensure her
school has a strong
culture and climate and is free of the disruptions that can derail
academic achievement. And she knows that tiny issues, left unattended,
grow into big problems.
A product of the Chicago Public Schools and a graduate of Whitney
M. Young Magnet High School, Lori Ann began her career as a
high school teacher. After a stint as specialized services director, she
became an elementary school principal. When she arrived at Brian
Piccolo Elementary, attendance was poor and achievement was low.
Eleven students were slated for expulsion. Two years later, attendance
and achievement are on the rise and the climate of the school has
completely changed.
Lori Ann, who was recently appointed principal of John Marshall,
believes that successful principals cannot simply dictate orders to
teachers. They must also serve as coaches who can demonstrate
how the work should be done and then collaborate with teachers to
ensure students are successful.
When he came to the U.S. from Columbia, Alfonso was a rising
economist on his way to the corporate world. Friends advised
him to look for a job with CPS – an easy way to make a living
while earning his M.B.A. By his second day at Hedges Elementary,
however, Alfonso had realized that the job of a teacher was not
so easy. He’d also fallen in love with the profession.
Fifteen years later, he is the principal of Healy Elementary, one
of the most successful neighborhood schools in the District. He
believes that good principals are good teachers first, which is why
visitors to Healy are more likely to find Alfonso in a classroom
than in his office. When he arrived at Healy five years ago, 15
percent of students were attending the District’s top-performing
high schools. Today, that number is 75 percent. Alfonso credits
this success to his staff, who not only prepare students to succeed
academically, but shepherd families through what can often be
a complex application process, helping them focus on the high
school options that are best for their children.
Alfonso takes pride in the fact that once teachers come to Healy,
they rarely leave. Their love for the school is evidenced not
only by their success in the classroom, but by their eagerness to
participate in all things Healy. At the
2014 Back-to-School barbecue, for
“I’m a teacher
example – an event that took place weeks
pretending to be
before the school year began – all 113
a principal.”
staff members volunteered their time to
greet students, distribute supplies and
help families prepare for the start of school. This commitment is
reflective of the support teachers receive from Alfonso as he carries
out what he considers to be his most important job – facilitating the
work being done in the classroom every day.
The CPS Principal Fellowship: 5
Bo g d a n a C hko umb o va
Mar y Cunat
Disney II Magnet School
Wildwood Elementary School
Growing up in post-communist Bulgaria, Bogdana witnessed the
struggles of people who lacked the basic resources they needed to
succeed. She studied law because she was interested in advocating
for social justice. She studied medicine because she wanted to help
people in need. She settled on a career in education because that
work seemed to weld together the best ideals of both disciplines.
After moving to Chicago and working as a special education
teacher, Bogdana was awarded a principal internship at Disney
Magnet School. When the district contemplated replicating the
school’s success, they tapped Bogdana to be founding principal
of Disney II, which
opened in 2006.
discovered something
“I
about myself — I can
influence and inspire people.”
Disney II is evolving
into a school that
enrolls children from
pre-kindergarten through high school—one of only a handful of such
schools in Chicago. Bogdana says Disney II wants to create a model
for a program that takes our very youngest students and puts them
on a continuous path that eventually prepares them for college and
career. The success of Disney II has not gone unnoticed; last year,
7,500 students submitted applications for just 250 seats, and the
school enjoys strong parent involvement.
Bogdana prides herself in bringing people together. As a magnet
school, Disney II attracts students of all backgrounds and
needs from all over the city. It also attracts a highly motivated
staff of like-minded individuals who share Bogdana’s passion
for collaboration and strategic thinking. In her seven years as
principal, no staff member has filed a grievance against her and
no one has left the school voluntarily.
Her passion for developing leadership is what led Mary to the
principal’s role. Prior to her time at Wildwood, she worked as a
classroom teacher and assistant principal and took on several Central
Office and Network roles focused on the development of educational
leadership within CPS. In order to foster these leadership skills in
District principals, Mary thought it only right to walk in their shoes
for a while.
Her interaction with students is what drive’s Mary’s energy, thus she
spends as much time as possible in the classroom. She believes in
helping students discover their passion and then using that to direct
learning in any subject. She also believes that giving students a level of
autonomy will ignite curiosity and eagerness, changing their focus from
grades and test scores to learning for the joy that learning provides.
Though she admits it can feel like sky diving without a parachute,
Mary encourages her teachers to take risks in their classrooms.
Under her leadership, Wildwood teachers have embraced this
challenge, not only because this inquiry-based learning will take
students further,
but because they
“Being an effective principal requires
trust Mary as
balancing the creative tension
someone with a
between vision and reality.”
strong foundation
in curriculum,
instruction and assessment – a transformative educational leader
who has established her credibility by staying connected with what
happens in the classroom.
Though close with all her students, Mary has a particular fondness for
the kindergarten class that began their journey at Wildwood five years
ago - the same year she began hers. Five years from now, she looks
forward to shaking their hands as they graduate from eighth grade. In
the meantime, she will continue being the principal that Wildwood
needs – a leader who manages competing priorities while holding her
school’s vision aloft.
Deb o r a h C l a r k
Jeff er y Dase
Skinner West School
Coles Elementary School
In her two decades as principal at Skinner West, Deborah has had a
singular mission: to make her school the premier school in Chicago. In
2013, her success was affirmed when the U.S. Department of Education
named Skinner West a prestigious Blue Ribbon School.
But don’t look for Deborah to rest on those laurels. Now beginning
her 21st year as principal, Deborah and her staff set new goals
for themselves each fall. Although the
school features a challenging classical
“Our parents
curriculum, not all of Skinner West’s
are a huge part
students come to the school through the
of our success.”
selective enrollment testing process. Some
live in the neighborhood, and others are
diverse learners with special needs. Regardless of how they get there,
Deborah and her staff have high expectations for all of their students.
Parents and the community call Skinner West the school that never
sleeps. It is a full-service school, offering before-school and after-school
programs ranging from chess to cheerleading. The extended hours
help working parents, who can rest assured their children are engaged
in constructive activities. Parents, in turn, are highly engaged in their
children’s education and are eager to provide additional learning outside
the classroom.
Deborah has observed many changes during her long tenure as
principal. She says that because of increased access to preschool
programs, students are starting school more prepared than they used
to be. She also believes that parents are getting savvier about what their
children need to succeed. She says her job changed dramatically when
principals began to be treated as CEOs of their own buildings with the
authority to hire teachers and manage budgets.
A product of the Chicago Public Schools, Jeffery first became
interested in education when he joined the Julian High School
chapter of Future Teachers of Chicago – a decision that would
change the trajectory of his life.
At the time Jeffery was in high school, Future Teachers of Chicago
was offering college scholarships to qualified African-American
males who wanted to pursue careers in education. Jeffery, who did
not want his parents to be saddled with college tuition, had planned
to earn his degree by joining the military. But when he went through
the Army’s battery of tests, he discovered that he was seven pounds
underweight. Army officials advised Jeffery to spend a week eating
potatoes and bananas and then weigh in again. During that week, he
received a letter from Chicago State University offering him a full
scholarship to study education.
Jeffery began his career with CPS as a teacher at Lawrence
Elementary, then assumed the role of assistant principal at his alma
mater Julian before becoming principal of Coles Elementary eight
years ago. When he arrived at Coles, the school was on probation.
Today, it is one of the
highest performing
“To be a successful principal,
schools in the network.
you have to love kids.
Not like them, love them.”
Jeffery credits his staff
and school community
with reinventing themselves, and with accepting what some initially
called his “madness,” which included increased transparency,
incentive programs for students and creation of a network of parents
who support and mentor one another.
The community buy-in is evident, as Jeffery experienced no
movement from his teaching staff last year. His vision includes
consistently bolstering staff morale – building up his teachers
so that they can build up their students and see in them what
others might not be able to see.
The CPS Principal Fellowship: 7
Ba r t o n D a ssin ger
Mathew Ditto
Cesar E. Chavez Multicultural Academic Center
Andrew Jackson Elementary Language Academy
Barton has always been drawn to teaching. As a young man, he
spent much of his spare time tutoring in a local elementary school
and teaching Spanish at a church. Although the college he attended
did not offer an education major, Barton pursued his dream through
Teach for America, which assigned him to teach a second-grade
bilingual class in Texas.
Barton began teaching at Chavez in 2000 and quickly assumed
leadership roles in his school. His first job as a principal was at
Albert R. Sabin Elementary Magnet School. When an opening for
principal came up at Chavez, Barton returned to his old school.
Chavez is a 21st Century Community Learning Center that is open to
families every evening and on weekends. Families can take classes
ranging from English to yoga. A parent-run
food depository provides fresh produce
“The school
each week to 250 families. Partnerships
is there for
with the Hyatt Hotel Corporation, Rashied
the community.” Davis Charities, the Kitchen Community,
Working in the Schools (WITS), Common
Threads, and the Latino Bar Association help the school meet the
educational needs of every student.
Chavez students also attend school four hours per week longer than
other students in the district. That adds up to an additional 25 days
of instruction.
When he first became a principal, Barton quickly learned he could
not handle every aspect of the job by himself. He says the key to
Chavez’s success is his staff of teachers and support personnel,
which he calls the school’s greatest asset. Their innovation and hard
work leads to student success, and they create a culture where good
teaching and learning thrive.
Mathew wants to give his students a world of knowledge.
As a Vancouver native who has lived in Montana and worked with the
Peace Corps in Kenya, Mathew’s own experiences as a global citizen
help inform his leadership at Andrew Jackson. Students at the school
not only study a second language for nine years, but develop a global
perspective by learning about the history and culture of the countries
where that language is spoken. At Andrew Jackson, even recess is
used as an opportunity to teach students concepts such as teamwork
and conflict resolution.
The mantra at Andrew Jackson is “Leadership begins here.” Mathew’s
own vision of a strong building leader is someone who combines
flexibility and vision, can inspire and motivate his staff and engage
parents and other stakeholders.
Mathew calls Andrew Jackson “a special place.” As a magnet school,
Andrew Jackson attracts a diverse group of learners from across the
city. Spanish, Italian, French, Japanese and Mandarin are taught at the
school. Students have an opportunity
“I wanted to work in
to travel abroad. The school enjoys a
a field where I could
close relationship with the University
impact lives early on.” of Illinois at Chicago, which helped
with the school-wide implementation
of the TIMS program, an instructional initiative which integrates the
teaching of mathematics and science. In turn, Jackson has assisted the
university by serving as a center for elementary education majors to
conduct their field experiences.
Mathew, who came to Chicago via the Urban Teachers Corps and
DePaul University’s Center for Urban Education, views himself as
a lifelong learner who is always striving to become a better principal.
His staff shares his vision, as does an active parent community which
supports the school’s mission to produce tomorrow’s global leaders.
J erem y Fe i w e l l
Lynn Mcginnis Gar ner
Cardenas Elementary School
Langford Community Academy
Jeremy’s career in education bears remarkable similarity to his
experience as a camp counselor. He started out as a fourth-grade
teacher, just as his charges at a northern Wisconsin sleep-away camp
were all in fourth grade. He eventually became the counselor in
charge of directing other counselors – similar to his leadership roles in
CPS, first as an assistant principal, and now as principal of Cardenas
Elementary School, which serves 700 students in grades Pre-K – 3.
When he assumed this role nine years ago, Cardenas was a lowperforming neighborhood school. To turn that tide, Jeremy concerned
himself first with the school’s organizational health. Investing in this
is at the core of his leadership strategy, as he believes that a healthy
school– one where the entire
school community comes together
“We have a motto at
to educate the whole child – is
Cardenas. Children first, essential for all layers of success.
adults second.”
After assessing the needs of the
Cardenas community, Jeremy
set to work building a strong foundation in literacy and math. He
introduced shared accountability among his staff, not only in third
grade when statewide assessments typically begin, but across all
grade levels, beginning with Pre-K. And because he considers them
an “awesome, hard-working family.” Jeremy spent time rebuilding
the confidence of his teachers, encouraging them to use their wealth
of human capital to create a fresh academic approach.
Jeremy continues this work today, fostering autonomy among his staff
and doing whatever he can to validate their effort and skill. Now that
his school community is healthy, he is committed to moving Cardenas
forward – a strategy that requires him to think six months ahead while
constantly adapting to a changing instructional landscape.
Turning a school around – this was the challenge that faced Lynn
when she first arrived at Langford. It was 2008, and the school
was in a state of considerable distress. A culture of negativity had
taken hold, compromising teachers, parents, and most importantly,
student learning.
Six years later, Langford is a cheerful, inviting space filled with
smiling students who are happy to be in school and want to
learn. This is reflective of Lynn’s leadership style, which centers
on transparency and a sense of urgency about what needs to be
done. Initially skeptical about the turnaround, Langford’s school
community was won over by Lynn, who presented a roadmap for
change and convinced families and staff that there was no time
to wait.
In the years immediately following the turnaround, Langford
students made significant academic gains, exhibiting the skills
and talents that had been
hidden for so long.
“To be a successful principal, Lynn attributes this
you have to have traveled
success to the education
the road.”
of the whole child,
balancing academics with
social emotional learning and instructing parents, many of them
young, on how to support not only their child’s education, but their
own learning.
Even with its challenges, Lynn believes in the District’s increased
emphasis on accountability, as schools cannot achieve a positive
trajectory without these metrics. At her core, she believes in a
principal’s ability to improve children’s lives, and through them
the world. For Lynn, the job of an educator is to teach, protect
and nurture her students, and to make them into great people who
can build a great nation and world.
The CPS Principal Fellowship: 9
O k a b H a ssan
Gr egor y Jones
Ferdinand Peck Elementary School
Kenwood Academy High School
Okab was an administrator in the district’s Language and Cultural
Education department when he decided he could have more direct
impact on students if he returned
to a school-level position.
Gregory has been a part of CPS since the 1970s, first as a student, then
as a teacher, and now as the principal of a diverse, high-performing high
school. This puts him in a unique position to assess how far the District
has come and in what direction we now need to go.
That decision turned out to be
good news for the students at
Peck. Most of the children at the
large multi-cultural, multi-ethnic neighborhood school come from
low-income families, and 40 percent have limited English proficiency.
Nevertheless, test scores in reading and math have soared, and Peck
has developed a well-deserved reputation as a nurturing environment
where all learners feel welcomed.
Gregory came to education by way of the gym. While working in the
business world, he coached basketball at Dunbar High School, his CPS
alma mater. This experience, along with a nagging desire to pursue a
career he could be passionate about for a long time, is what drew him
into the classroom. Gregory taught business at Dunbar for ten years
before pursuing administration – a move resulting from his fascination
with change leadership in the urban education field.
“You have to plant the
right seeds to get food
out of the ground.”
Okab says Peck gets results because he and his staff share a
“whatever it takes” attitude, whether it’s providing computer labs
for all students or tutoring both before and after school. He tells
his staff that if they can demonstrate a need, he’ll find the resources.
If a child needs glasses, for example, Okab gets them through a
partnership with LensCrafters. Students receive free dental cleaning
at school. Parents help with safety and tutoring. The school, in turn,
provides families with English and computer instruction.
The staff at Peck is successful because they all work as a team, Okab
says, and share a laser-like focus on data. Teachers always know
where their students stand, academically, and where they are headed.
The school has tackled the prospect of teaching Common Core
standards with similar intensity. Okab says the first order of business
was to ensure that all students had the technological skills—as well
as the equipment—needed to take new assessments, which will
be aligned to the new standards. While some educators complain of
change, Okab embraces it. The Common Core, he notes, has been
taught for years in many countries, and he is encouraged that schools
in the United States are catching up.
This philosophy is at the heart of his leadership style, which focuses
on identifying gaps that, when closed, will have an immediate impact
on a school and a community. At Kenwood, those gaps were largely
related to the challenge of serving 1,800 students. When he arrived
three years ago, Gregory
“Until every family in our
observed that there were great
community sees Kenwood things happening throughout
the school, but that the
as the best option for
work was being done largely
their child, we still have
in isolation. He worked to
work to do.”
create a more collaborative
approach, combining the talents of teachers and students to infuse the
entire building with a foundation for success.
With his laser-like focus on teaching and learning, Gregory strives to
maintain a balanced leadership approach while setting a tone for what
he believes his school can become – not only the best high school
in the community or District, but in the entire country. He bases this
ambitious goal on Kenwood’s high academic standards and robust
extracurricular opportunities, as well as a staff that refuses to become
complacent even when test scores are high.
Ba rb a r a K a r ga s
Mand a Lukic
J.W. von Goethe Elementary School
Daniel C. Beard Elementary
People warned Barbara that being a principal is a 24-hour,
seven-days-a-week commitment. They weren’t kidding. After her
very first day on the job, she was awakened by a telephone call at
2 a.m. informing her that the alarm at her school was going off and that
she would have to go there immediately to check on the situation.
The rude awaking didn’t discourage her. Eight years and thousands
of students later, she’s doing whatever it takes to ensure her students
are prepared for high school and beyond.
Goethe, a neighborhood school near Logan Square, serves a diverse
community. Although the school’s students consistently register high
test scores, Goethe school is also known for its deep roots in the
community and its holistic
approach that emphasizes
“Many times people say it
personal as well as academic
feels like family here,
growth. It’s not just about
a home away from home.” reading, writing and arithmetic,
Barbara says. It’s about the
whole child. That’s why Goethe offers a broad range of after-school
extras, including sports, guitar, robotics, karate and choir.
Barbara, a Chicago Public Schools product who began teaching in 1973,
says Goethe’s continued success can be traced to its core mission as
a “bucket filling” school where all members of the community fill one
another’s buckets with kindness and respect. Students and teachers feel
safe and cared for. Children like to go to school, and teachers like to go
to work. Former students, even those who have long moved out of the
old neighborhood, make frequent visits back.
Every day, Manda greets her students at the door and wishes them
a good morning. At the beginning of year, the children are often
scared. By the end of year, they give her a hug.
Manda lives for these small victories, like being there when a parent
sees their child smile or talk for the first time. About 60 percent
of her students at Beard, a specialty school serving pre-kindergarten
through third grade, are on the autism spectrum. That’s why
the school’s rigorous academic focus is integrated with social and
emotional learning skills.
Manda says she was always meant to be a teacher. Even as a
child, she made her friends sit in rows and take out their books.
She was a science teacher for 11 years before becoming an
assistant principal. Now in her third year as principal, Manda is
passionate about teamwork. She and her staff share the belief
that all children can learn, and they work together to ensure that
every child’s needs are met.
Instruction throughout Beard is highly differentiated to address
individual learning styles. In-house educational group therapy
services are also provided to students by a team of clinicians
in psychology, social work, speech,
occupational therapy, physical
“Be truthful, kind
therapy and nursing. The challenges
and just, and you will are unique and change every
fear no one.”
day. But supportive parents and
community partners help soften
the path. Last summer, 100 volunteers painted every room in the
school. The community runs a garden in which students plant
vegetables, and then harvest and cook them.
The CPS Principal Fellowship: 11
Ser e n a P e t e r son
Ar mand o Rod r iguez
Christian Ebinger Elementary School
Washington Elementary School
Colleagues ask Serena why she’s always smiling. She tells them it’s
because she has found her dream job. Growing up in a large family,
she always wanted to become a teacher. Once she achieved that
goal, her principal nurtured her natural leadership skills. Later, she
served on her Local School Council and learned the intricacies of
running a school.
Armando has always been a teacher. As a child growing up in Mexico,
he used the bulletin board in his home as a blackboard for instructing
his friends. Even at Motorola, where he worked as an electrical
engineer, Armando most enjoyed the part of his job that involved
teaching his colleagues, so the eventual transition to the classroom
came naturally for him.
Serena, who came to the Chicago Public Schools in 1991, is in her
fourth year as Ebinger’s principal. The school offers a fine arts and
performing arts program where the arts are integrated into various
academic areas. This year, Ebinger launched an International
Baccalaureate program which features a challenging and academically
advanced curriculum and stresses global citizenship.
After working as a bilingual teacher and instructional coach, Armando
took the reins at Washington Elementary, which under his leadership
has been designated three times as an Illinois Spotlight School and as a
winner of the 2014 National Excellence in Urban Education Award. His
strategy includes creating systems of support for teachers, integrating
technology in the classroom and taking immediate, intensive action on
any issue that distracts from student learning.
Ebinger is a high-achieving school which meets the needs of all
students, including a significant number of diverse learners. Serena
says that having an autistic son helps
her better understand students with
“Teaching isn’t
special needs and relate to their parents.
something I do— Ebinger has a very involved community
it’s who I am.”
of parents who are strong advocates
for their students and are willing to help
any way they can. During a heat wave, 20 parents appeared at the
school within five minutes to help pass out water and popsicles.
Serena trusts Ebinger parents, and they trust her. Every year she
takes her fourth-graders on an overnight wilderness learning outing.
She takes the sixth-graders to New York City for five days. The
eighth-graders go to Washington, D.C. Serena calls the trips a leap
of faith. Parents entrust her with their children, and the children
return home as young adults.
When discipline issues arose some years ago, Armando implemented
specialized training with his teachers to combat the problem. This
training resulted in no students being suspended out of school from
Washington during the 2013-2014 School Year. Armando also
believes strongly in collaboration, not just among teachers, but among
his students. He has implemented a seminar program that allows
students in sixth through eighth grades
to come together during the school
“A true educator
day for instruction in robotics, yoga,
never stops wanting creative writing, and numerous other
to learn.”
disciplines. In addition to reinforcing
Common Core concepts, these seminars
successfully break down barriers between age groups and give
teachers the chance to display talents that might not have a place in
their daily classrooms.
Going forward, Armando hopes to continue his school’s push for
technology and eventually implement a STEM program at Washington.
And to help bridge the gap between eighth and ninth grades, his staff
will expand their collaboration with Washington High School,
which is located directly across the street and enrolls many Washington
Elementary students.
T a ra S h e l t o n
Shane Smith
South Loop Elementary School
William B. Ogden International School
Though it stops at eighth grade, South Loop could be considered a
university for CPS talent. Under Tara’s leadership, this school has trained
dozens of teachers and principals who have gone on to create successful
learning environments throughout the District.
This academic model was inspired by Tara, whose positive experiences
with teachers are what made her want to become an educator. Later,
the guidance she received
as a Principal Resident
“I have a bossy nature, so
convinced her that she
becoming an educator was
could be an effective
natural for me.”
administrator. Mentoring
has been a key component
of Tara’s success, which is why she has embraced four Principal
Residents during her time at South Loop, and why she has assigned
student teachers to nearly every classroom.
A product of CPS schools, Tara began her teaching career in Englewood,
where she felt there was not enough professional guidance. This is
not the case at South Loop, where Principal Residents are given access
to every aspect of the job and are instructed not to be afraid of failure.
Student teachers, too, are encouraged to take risks, not only so they can
figure out what works in the classroom, but also so that the veteran
teachers who are mentoring them can be exposed to the new, innovative
ideas that fresh talent brings.
Tara’s gift for cultivating talent is rivaled only by her support of the
working family. By offering daily after-school programs, as well as
extended programming during breaks from school, she provides working
parents with an invaluable resource – a place where their children are
not only safe, but are encouraged to nurture interests in the fine arts,
which is the focus of South Loop Elementary. This parent community,
which spans the entire city, has expressed its appreciation in the best
way possible – by sending generations of students to South Loop.
After enrolling in law school, Shane switched to education because
it combined her two favorite things: academics and history. She
taught history at Whitney Young High School for nearly a decade
before jumping into the administrative side of the profession. She
became principal at Ogden last school year.
At Ogden, Shane is principal of two campuses offering pre-K
through 12th grade. She straddles the duties with the help of
a talented and supportive staff, as well as an extremely supportive
parent community. It’s not unusual, she says, to have more parent
volunteers than students at school events. Because the elementary
school is in the heart of Chicago’s Gold Coast, many parents can
walk to the school—a fact that gives Ogden the feel of a true
neighborhood school.
Shane’s philosophy on being a principal centers on transparency
and feedback. She takes pains to explain to parents and staff what
she is doing, and
why she is doing it.
“I root every decision
She also listens to
I make in what was important what others have to
to me as a teacher.”
say, and takes those
views into account.
As a result, Ogden is a highly collaborative environment, with
students, staff and parents working together to succeed.
Ogden offers a full spectrum of challenges for student of all ages.
The school features the academically challenging International
Baccalaureate curriculum, which stresses languages and a global
perspective. Through internationally-based learning opportunities,
Ogden aims to develop leaders who possess the intellectual,
emotional and social skills to live, learn and work in a rapidly
globalizing world.
The CPS Principal Fellowship: 13
Bri d g e tte S wen son
D’And r e Weaver
Peace and Education Coalition High School
Gwendolyn Brooks College Preparatory Academy
Bridgette’s favorite day of the year is graduation day. That’s when
she sees students walk across the stage and receive a diploma they
never thought they would get.
The Peace and Education Coalition provides a non-traditional
educational opportunity for out-of-school and off-track youth, ages
16-21, who want to return to school and get their diploma. Bridgette
and her staff believe that all students deserve to be surrounded
by adults who believe in their unlimited, personal potential, and
that every student deserves an educational environment that is
welcoming and safe. They provide that, along with rich educational,
career, and social-emotional guidance and support.
Bridgette originally studied education reform, but was encouraged
to gain front-line experience in urban schools. After teaching in
Omaha, she returned to Chicago and
took a job teaching at an alternative
“We’re helping
education program in the Back of
young people realize the Yards neighborhood. She soon
their dreams.”
fell in love with the neighborhood
and her students, and quickly
assumed the role of lead teacher. The operation evolved into Peace
and Education Coalition, which combines two alternative schools
eight blocks away from one another.
Because alternative education often carries a stigma, Bridgette and
her staff work hard to create a school that instills pride in students.
Multiple adults are assigned to each student to ensure that needs are
met and obstacles overcome. Field trips and other events demonstrate
that school can be an enjoyable, as well as productive, environment.
When graduation day arrives, crowds of families and friends come to
celebrate an achievement many never believed would occur.
D’Andre’s goals for Brooks are anything but modest—he wants his
school to be the best in the nation. He looks at the challenge as an
opportunity to show that a school serving students in a high-poverty
community can compete with anyone, anywhere.
A product of the Chicago Public Schools, D’Andre is in his third year as
principal at Brooks. As one of the city’s 10 selective enrollment schools,
Brooks is known for its rigorous
college preparatory curriculum.
“The decisions you make But D’Andre has pushed hard for
will change the course
the school to not only succeed,
of students’ lives.”
but to excel. Dissatisfied with
flat-line test scores, D’Andre
made aggressive instructional changes at Brooks and coached teachers
to embrace his strategies. Two years later, achievement was up and the
school’s reputation on the rise.
This year, Brooks is instituting a challenging Science, Technology,
Engineering and Mathematics (STEM) curriculum which requires all
math and science teachers to have dual certification.
D’Andre says that when people neglect to mention Brooks among
the elite schools in the city, he takes it personally. The students
at Brooks are the same gifted and talented students at other selective
enrollment schools across the city, he points out. The only difference
is they live in poverty.
As a student, D’Andre was involved in student council, sports and
served as editor of his high school newspaper. He wants to provide
the same diverse opportunities for his students. Last year, 46 Brooks
students ran in the Chicago Marathon. Through pledges, they raised
$12,000 toward providing clean drinking water in Africa. Students
at Brooks also participate in an array of seminars, clubs, athletics,
community service, and international travel. The goal is to create a
holistic learning experience that will prepare students for college,
career and life.
C had W e i de n
Edgebrook Elementary School
When he was in middle school, Chad was bullied so badly that he
often ate lunch in the bathroom. He recalls being mercilessly teased
in a 7th-grade social studies class and his teacher doing nothing to
intervene. That’s the day Chad decided to become a teacher. He wanted
to stop what was happening to him from happening to other children.
A vivacious reader, Chad was always drawn to learning. When he
was 6, all of his friends wanted to be Tom Cruise from the hit film
Top Gun. But Chad wanted to be his first-grade teacher. Her command
of the class and the language of loving to learn became a passion for
him – one he has carried into his work
became a teacher at Edgebrook Elementary.
“I
to create a safe
space for children.”
As a school leader, Chad insists on
challenging his teachers. To him,
pushing his staff beyond their comfort
zone is the ultimate sign of trust and respect. He believes in data
as the foundation for his vision, but is equally influenced by the input
of his staff, as no progress can be made without their buy-in. Chad
likes to say that if teachers don’t understand why they are doing
something, he hasn’t done his job.
With his deep instructional knowledge, Chad is eager to talk teaching
and learning with his staff while making sure there is an element
of joy in their daily work. His leadership is reflected in the success
of his school, though he credits Edgebrook’s achievements not with
his influence, but with an engaged school community that rejects
complacency, believing that even high-performing schools have plenty
of room for growth.
Touhy Ave
Edison
Park
Devon Ave
Forest Glen
Bryn Mawr
Edgewater
North
Park
Jefferson Park
Daniel C. Beard
Elementary
Lincoln
Square
Uptown
Albany Park
Lawrence Ave
Portage Park
Irving Park
Irving Park Rd
Disney II Magnet School
Lakeview
North
Center
Dunning
Avondale
Pacific Ave
Montclare
Belmont Cragin
Fullerton Ave
Hermosa
Logan Square
Lincoln Park
J.W. von Goethe
Elementary School
Harlem Ave
North Ave
Austin
William B. Ogden International School
East
Garfield
Park
West
Garfield
Park
Madison St
Near
North Side
West Town
Humboldt
Park
Chicago Ave
Skinner West School
Loop
John Marshall
Metropolitan
High School
Roosevelt Rd
Andrew Jackson Elementary Language Academy
Near West Side
South Loop Elementary School
North Lawndale
Lower West Side
Cermak Rd
Armour
Square
Cardenas Elementary School
Near
South Side
Healy Elementary School
31st St
Douglas
Bridgeport
South Lawndale
McKinley
Park
Oakland
Pershing Rd
Archer
Heights
47th St
West
Elsdon
Garfield Ridge
Chicago Midway Airport
Peace and Education
Coalition High School
Gage Park
Grand
Boulevard
Fuller
Park
Kenwood
Kenwood Academy High School
Washington
Park
Langford
Community Academy
West
Englewood
Hyde Park
Woodlawn
Englewood
Chicago Lawn
West Lawn
Greater Grand
Crossing
71st St
79th St
Ashburn
Auburn
Gresham
South Shore
Coles Elementary School
Avalon Park
Chatham
South Chicago
87th St
Burnside
Calumet Heights
95th St
Washington
Heights
Beverly
Roseland
103rd St
Mount
Greenwood
East Side
Pullman
South Deering
Morgan Park
West Pullman
Riverdale
State Line Rd
Avenue O
Torrence Ave
Stony Island Ave
Hegewisch
Cottage Grove Ave
State St
127th St
Halsted St
119th St
Ashland Ave
Pulaski Rd
Washington Elementary School
Gwendolyn Brooks
College Preparatory
Academy
111th St
Cicero Ave
Central Ave
Narragansett Ave
Cesar E. Chavez
Multicultural
Academic Center
Ferdinand Peck
Elementary School
Clearing
63rd St
New City
Brighton
Park
Kedzie Ave
55th St
Harlem Ave
Belmont Ave
Ashland Ave
West
Ridge
Edgebrook School
Christian Ebinger
Elementary School
Norwood Park
Chicago O’ Hare
International Airport
Rogers
Park
Wildwood Elementary School
Western Ave
East River Rd
Mannheim Rd
Western Ave
Kedzie Ave
Pulaski Rd
Cicero Ave
Central Ave
Nagle Ave
Howard St
Harlem Ave
The CPS Principal Fellowship: 15
“To be a successful
principal, you
have to love kids.
Not like them,
love them.”
The CPS Principal Fellowship: 17
acknowl ed gementS
Chicago Public Schools is proud to partner with Northwestern University’s
Center for Nonprofit Management at Kellogg and the School of Education and
Social Policy, and is grateful to The Chicago Public Education Fund and The
Crown Family for their generous support of the Chicago Principal Fellowship.
City of Chicago
Rahm Emanuel
Mayor
Chicago Board of Education
David J. Vitale
President
Jesse H. Ruiz
Vice President
Members:
Dr. Carlos M. Azcoitia
Dr. Henry S. Bienen
Dr. Mahalia A. Hines
Deborah H. Quazzo
Andrea L. Zopp
Chicago Public Schools
Barbara Byrd-Bennett
Chief Executive Officer
www.cps.edu