Resilience and Reimagination - Chicago Public Education Fund
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Resilience and Reimagination MID-YEAR REPORT 2021-2022 December 2021
ABOUT THIS REPORT
The Chicago Public Education Fund (The Fund) is a nonprofit
organization that improves Chicago’s public schools by
investing in the talented educators who lead them.
We are a catalyst for accelerating student learning and a long-standing leader in identifying
and scaling what works. For more than 20 years, we have worked with our partners in the
public, private, nonprofit, and philanthropic communities to redefine what it means to lead
a school in our city.
This school year, leaders are focused on pandemic recovery and reimagination. Students
are back in buildings and the work of rebuilding school culture, accelerating classroom
learning, and addressing individual wellbeing is just beginning. Our work continues to
evolve, alongside leaders who are innovating in real-time, often in partnership with their
communities, their peers, and education experts. This report provides additional insight into
how we are supporting leaders to grow, stay, and collaborate during the 2021-22 school year
and beyond.
ii THE CHICAGO PUBLIC EDUCATION FUND
Table of Contents
INTRODUCTION 2
PROGRAM SUMMARY 4
PROGRAMS FOR PRINCIPALS & SCHOOL TEAMS 6
PRINCIPAL FELLOWSHIPS 12
PROGRAMS FOR ASPIRING PRINCIPALS 14
ADDITIONAL SUPPORT 16
2021-22 MID-YEAR REPORT 1
INTRODUCTION
Program Participation
Pandemic Recovery and
Evolving Needs
Since March 2020, Chicago’s
The Fund continues to
187
students, educators, and school
communities have faced a series of serve as a stabilizing force
challenges arising from the ongoing for school leaders.
Principals impact of COVID-19. The 2020-21
school year demanded much from
leaders: navigating remote and our programs, which convene
hybrid learning, supporting families, stakeholders from across the
and providing stability during a city to cultivate the leadership of
leadership transition. aspiring principals, grow principal
satisfaction, and provide leaders
141
The 2021-22 school year started with resources to innovate in
with students back in classrooms their schools.
five days a week and plenty of new
Aspiring Principals challenges to navigate. During We also have used our annual
this time, The Fund has served as Engagement Survey to amplify
an anchor for school leaders. Our principal voice and inform district
program and policy work have been policy. The survey builds on
responsive to their needs and have principal interviews and focus
centered the recognition that the groups to help us understand where
134K
pandemic has taken an uneven toll more can—and should—be done to
on students and communities. combat the adverse effects of the
pandemic on student learning and
We have continued to serve school leadership.
Students
hundreds of school leaders through
2 THE CHICAGO PUBLIC EDUCATION FUND
Schools and Educators Served
Our Philosophy is Rooted in Equity
Schools Educators
Elementary Principal To ensure that we meaningfully and difficulty managing their own well-
Middle School Assistant Principal equitably impact school leaders, being, needed more collaborative
The Fund works with principals at spaces for sustained peer learning,
High School Other
each stage of their careers: aspiring and sought additional resources to
leaders developing their leadership creatively problem-solve and learn
skills to enter principalship, from more experienced principals.
early-tenure principals needing All programs highlighted in this
professional development and report were designed to respond to
mentorship, and expert principals these needs.
who want to affect change with their
peers and across the system. Whenever we design, implement,
or evaluate programs, The Fund
We listen to each group’s specific team commits to diversity, equity,
needs, develop responsive inclusion, and anti-racism (DEIA).
programs, and continuously gather DEIA is more than just a lens
data and feedback to ensure that through which we view our own
our work is impactful. We are also actions; the tools, resources, and
responsive during our programs. perspectives we have gained are
We administer mid-year and integrated into all that we do. After
end-of-year surveys to learn about extensive conversations with our
participant experiences. We use internal and external stakeholders,
this input to continually modify the we published a statement
support we offer to educators. outlining our DEIA commitments
to school leaders, our team, and
For example, 2020-21 surveys our supporters. That commitment
highlighted several emergent needs. is also reflected in the programs
Principals indicated that they had described in this report.
2021-22 MID-YEAR REPORT 3
PROGRAM SUMMARY
We Serve a Diverse Set Participant Characteristics
of School Leaders
78% Elementary
Our program participants lead in School School
232 district operated schools and Our programs serve 328 Type 21% High School
17 charter schools. A total of 78% 1% Non CPS
current and aspiring leaders
lead elementary or middle schools,
while 21% lead high schools. We in 73 Chicago communities.
bring diverse leaders together for
opportunities that measurably
improve leadership, culture, and To ensure that our programs
learning in their schools. In addition, reach communities most in
92% District
39% and 15% of our participants need, we continue to track School
7% Charter
identify as Black and Latinx equity-focused metrics at the Governance
1% Non CPS
respectively. This is comparable to school level, including student
the district, where 44% of principals demographic information, school
identify as Black and 19% as Latinx. budgets, and community factors.
Overall, our programs are broadly
Notably, some of our programs representative across these metrics. 0% American Indian
have recruited even more diverse Two exceptions worth noting: Our Alaska Native
cohorts—like our Leadership Bridge Executive Principal Program serves 1% Asian
program, where 70% of this year's leaders in disproportionately 39% Black
participants identify as Black or higher-need communities. Our Participant 15% Latinx
Latinx. Learning from this success, Ethnicity
principal fellowship programs, 1% Multiple
we will focus future recruitment however, tend to serve leaders Ethnicities
efforts on supporting diverse in disproportionately lower-need 18% Unknown
leaders across our program suite. communities on some dimensions. 26% White
4 THE CHICAGO PUBLIC EDUCATION FUND
Program Investment and Characteristics of Schools Led by Program Participants
Student Data School Data Community Data
Temp
90%+ % Budget
Diverse Low English Living Teacher INVEST
Cost per Total Black or Change Life
Program Cost Learners Income Learners Situa- Retention Neighbor-
Participant Slots Latinx (FY18 to Expectancy
(%) (%) (%) tions (%) hoods (%)
(%) FY21)
(%)
CPS/City Average 16.59 71.84 20.15 4.95 81.69 73.51 12.83 24.14 76.60
Summer Design Program
+ P
rofessional Learning
$911,930 $5,880 155 16.79 66.74 16.11 8.65 86.12 62.99 11.99 27.10 76.68
Communities
+ Design Studios $1,085,000 $1,206 90 16.11 71.46 18.10 8.03 86.67 72.22 13.80 35.56 76.28
Executive Principal
$60,000 $2,500 24 15.59 78.24 15.43 10.57 87.07 91.67 12.11 58.33 75.06
Program
Cahn Fellows $115,375 $14,420 8 11.53 64.33 20.47 8.50 86.41 75.00 14.60 25.00 77.24
The Chicago Principals
$304,500 $20,300 15 16.85 68.19 30.71 6.42 91.81 53.33 17.34 6.67 77.35
Fellowship
Leadership Bridge $301,000 $15,050 20 13.45 68.95 16.15 6.01 83.32 73.68 11.27 25.00 76.43
AP PLC $354,070 $5,620 63 17.85 70.33 21.89 7.20 86.56 69.84 13.46 23.81 77.12
Chicago Principal
$10,000 $710 14 19.90 75.27 17.38 9.06 82.85 75.00 16.30 14.29 76.35
Endorsement
Total Program Slots 389 1. Table reflects program participants as of December 1, 2021.
2. T otals do not include other initiatives we support, such as network-based professional learning communities (serving an additional 9 leaders in 2021-22)
Total Leaders in One Program 271 and VAL-ED, an online 360 leadership diagnostic tool targeted at aspiring school leaders. They also do not reflect some of our upcoming programming,
such as the Winter Design Studios.
Total Leaders in More than One Program 57
2021-22 MID-YEAR REPORT 5
PROGRAMS FOR PRINCIPALS & SCHOOL TEAMS
Summer Design Program Design Studios
Since 2013, Summer Design 90 principal- or assistant principal-
Program (SDP) has provided led teams
educators with the time, space,
In spring 2021, The Fund partnered
and resources to create innovative
with Leadership + Design to help
solutions to school-based, student-
school teams conduct empathy-
centered challenges. After 18
building interviews with students or
months of virtual learning during
teachers, learn how to use design-
“We are implementing strategies the pandemic, we wanted to
thinking to solve problems, and
provide principals and their teams
learned during SDP in all of collaborate to develop learning
the opportunity for reflection,
our instructional teams, using acceleration strategies. The Fund
connection, and action.
prioritized schools with historically
problem identification and data underserved students for this
In this spirit, we designed SDP 2021
collection to come up with to help school teams look back with opportunity and provided $1k
clarity on the year behind them stipends to every school team to
solutions together.”
and to look toward the year ahead implement their projects.
with hope (and a plan!). In 2021, SDP
—N ICOLE LUKE So far, 90 teams have participated
consisted of two elements: Design
North-Grand HS, Summer Design in a design studio; 100% of these
Program Studios and Professional Learning
teams reported high satisfaction.
Communities (PLCs). Schools had
Survey findings showed that
the option of participating in one or
principals benefited greatly
both to meet their needs. Read on
from having dedicated time and
for more details.
resources to react to their school’s
unique situation. The Fund will
offer design studios throughout
the 2021-22 school year.
6 THE CHICAGO PUBLIC EDUCATION FUND
SPOT LIGHT
Yasmeen
Muhammad-Leonard
Louis Nettelhorst Elementary School
English Learners 12.7%, Low Income 21.5%,
Black 11.4%, Latinx 13.5%
Yasmeen Muhammad-Leonard has “SDP ignited my thinking and support, and Individualized Education
led Louis Nettelhorst Elementary Programs (IEPs). The team also built an
School, located in the East Lakeview pushed us to replicate the engagement plan that included follow-
neighborhood, for seven years. A central design-thinking framework up interviews with students and their
part of the philosophy at Nettelhorst families during the design studio.
in other areas of our school.”
is teaching to the whole child and
maintaining a student-focused Finally, with guidance from the school's
environment. During her tenure, Yasmeen case manager, the team mapped out
students who had disengaged during the
has been most proud of the efforts touchpoints with this select group
pandemic or had struggled academically.
teachers and staff have made to get throughout the school year. This focus
These interviews allowed Yasmeen and
to know each student's story. on learning from student experience
her team to hear student stories and
and the embedding of student voice in
helped reveal the unacknowledged needs.
After a year of remote learning, Yasmeen instruction has helped lead the way to
noticed that some students were SDP provided Yasmeen and her team more initiatives that consider the lived
slipping through the cracks. Accordingly, the time and space to better support experience of students.
as part of SDP, Yasmeen and her team students who required specially
conducted 14 empathy interviews with designed instruction, English-language
2021-22 MID-YEAR REPORT 7
Sustained Learning Areas Summer Design Program
for PLC Participants Professional Learning Communities
139 principals and 16 principal leaders
Professional Learning Communities Some focus on equity and social-
(PLCs) are year-long peer study emotional support for staff and
groups for Chicago’s school leaders, students, others are grounded in
Student Re-Engagement led by the city’s top principals. Each teaching practices like equitable
& School Culture PLC is led by a principal "expert" who grading and differentiated
facilitates the learning experience instruction, and others center
for the participants in their cohort. around helping principals’
Thus, PLCs serve to elevate the re-ground themselves in the
expert principal's practice and adaptive competencies necessary
ultimately improve performance in for leading in this unique moment.
Social-Emotional Support participating schools. The program
& Well-being goals are to contribute to principal
satisfaction and retention and Leaders are engaged in a
highlight promising practices in
reflective journey to better
schools that can be shared and
scaled. As noted above, PLCs are one understand their leadership.
facet of The Fund’s Summer Design
Equitable Grading Program, focused on the year-long
& Data-Driven Instruction implementation of practices. With the ultimate goal of impacting
student outcomes, leaders are
In 2021-22, The Fund is supporting engaged in a reflective journey
16 PLC leaders. PLCs intentionally to understand their leadership
span different content areas, but practices and to make changes that
each touch on pandemic recovery accelerate learning and advance
School Management and learning acceleration. positive school culture.
& Resources
8 THE CHICAGO PUBLIC EDUCATION FUNDSPOT LIGHT
Femi Skanes
Morgan Park High School
English Learners 0.6%, Low Income 77.6%,
Black 97.1%, Latinx 2.1%
Dr. Femi Skanes has successfully Her PLC, "Real Deal Leadership: What
“I am fulfilled knowing I am not
led high schools in CPS for ten years. You Didn't Learn in Leadership Class,"
Currently, she is the principal of Morgan only supporting school leaders is designed to help aspiring principals
Park, an IB high school known for its rich but that I am helping kids.” develop a solutions-oriented mindset
history of community partnerships on as they prepare to take on the evolving
the South Side of Chicago. principal role. PLC participants will learn
Serving as a leader in Fund programming best practices for fiscal management
Femi’s depth of experience as an has pushed Femi to continually learn and stakeholder engagement, and
educator has helped Morgan Park and be challenged. Femi encourages her develop skills that can often go untapped
balance the need for innovation and peers to maintain high expectations, in the assistant principal role. At its
sustain established practices during prioritize relationships, and place equity conclusion, participants will develop a
the pandemic. As part of The Fund’s at the center of their decision-making. leadership portfolio to use during the
Design Studio, Femi and her school Although she is expanding her leadership interview process for principal positions.
team developed a design-thinking as an Executive Principal, she is excited
framework to help grade-level teams to grow professionally and adapt her
manage change and adopt the district’s coaching to aspiring principals as a
Skyline curriculum. PLC Leader as well.
2021-22 MID-YEAR REPORT 9Executive Principal Program
24 principals
The Executive Principal program is a Like last year, the Executive
multi-year mentorship opportunity Principal will provide approximately
for Chicago’s top leaders (Executive 300 hours of coaching and
Principals) and rising stars (Partner mentoring throughout the school
Principals) in the second or third year through monthly school visits,
year of their principalship. The first 1:1 meetings, and group sessions.
three years of the program were
a pilot funded by the Schwartz- Leaders this year are focusing on
Ward Family Foundation, featuring a range of topics from advancing
a 1:1 match between an Executive student achievement to aligning
Principal and a Partner Principal. curriculum. Executive Principals
will share their practices with
colleagues and measurably grow
PRINCIPAL COHORT GROWTH their skills as leaders and experts
in their content areas. We are
13 to 24 continuing to explore new ways
for principals to expand their
from 2020-21 to 2021-22 leadership, such as a systems-level
track that would allow principals
to better understand the day-to-
Based on demand, we scaled the day responsibilities of district-level
Executive Principal program to leadership. We will likely pilot lunch-
serve and impact more Partner and-learns with district leaders and
Principals, growing the cohort shadow days in the spring of 2022.
from 13 principals in 2020-21 to
24 in 2021-22.
10 THE CHICAGO PUBLIC EDUCATION FUNDSPOT LIGHT
John Fitzpatrick
Josephine C. Locke Elementary School
English Learners 41.6%, Low Income 76.3%,
Black 3.9%, Latinx 83.2%
John Fitzpatrick has served as principal in grading styles between teachers. He and observations, both formal and
of Josephine C. Locke Elementary knew that confusion around academic informal, John shares the tools needed to
School for eight years. John’s open-door performance would continue to be an support high-quality instruction with his
policy has helped him develop trusting issue this year. Partner Principals.
relationships with his school community.
In addition, John outlines his
After two decades at Locke, John felt a John serves as a point of communication strategy to help ensure
need to share what he had learned about reference for school leaders that the Partner Principals provide
leadership and instruction with others, accurate and timely feedback to their
particularly with principals who had
who want to bridge instructional teachers about planning and skill
started their journey in school leadership gaps caused by the pandemic. implementation. He envisions that giving
during the pandemic. Specifically, John teachers actionable feedback about their
hoped to share his ability to explain grading practices will make it easier for
grading to parents. During remote Through mentorship, John supports schools to identify skills students need
instruction, John noticed that many principals as instructional leaders on to master learning.
families were confused about grades their respective campuses. Utilizing
and assignments due to differences grade books, assessments, lesson plans,
2021-22 MID-YEAR REPORT 11PRINCIPAL FELLOWSHIPS
The Chicago Principals The Cahn Fellows Program
Fellowship for Distinguished Principals
15 principals 8 principals and 8 allies1
The Chicago Principals Fellowship The Cahn Fellows Program provides
is a hands-on policy and leadership a 12-month national leadership
experience for Chicago’s top development opportunity with
principals, led by Northwestern a curated curriculum delivered
University’s Kellogg School of by faculty at Teachers College,
“The learning point from the Management and CPS’ Department Columbia University. Fellows design
of Principal Quality. Fellows and implement leadership projects
Design Studio was the process participate in academic sessions in their schools with guidance from
of facilitating adequate reflection. with Northwestern faculty. At the professors and practitioners. Each
It gave us time to look at our end of the Fellowship, groups fellow chooses an "ally"—another
of participants present policy educator in their school whom they
current practices and analyze recommendations on a topic of their are cultivating for leadership—to
where we have been falling short choice to district leaders. participate alongside them.
and develop a plan of action.” In 2020-21, the program evolved Fellows and allies participate in
from a one-year to a two-year model, sessions around topics such as
—C HRISTOPHER SHELTON and academic and policy sessions personal leadership and stakeholder
Goode Stem Academy HS, focused on school sustainability engagement. At the end of the
Summer Design Program and system-level leadership. The Fellowship, fellows attend the
current cohort of fellows began Cahn Fellows Annual Leadership
meeting in January 2021 and will Conference in which they present
continue until May 2022. their projects. The current cohort of
fellows will continue meeting until
October 2022.
12 THE CHICAGO PUBLIC EDUCATION FUND 1 Teacher leaders or assistant principals2021-22 MID-YEAR REPORT 13
PROGRAMS FOR ASPIRING PRINCIPALS
Leadership Bridge Program Principal Endorsement Program Aspiring Principals Professional
20 assistant principals 13 aspiring principals; 1 principal leader Learning Communities
56 aspiring principals; 5 principal
Leadership Bridge supports the Together with CPS and university leaders 1
leadership development and career partners, this special Professional
growth of assistant principals (APs) Learning Community supports The Aspiring Principals Professional
so that they are as ready to assume candidates enrolled in degree programs Learning Communities (PLCs) aim to
the principalship as possible. It aims that award the General Administrative equip aspiring principals with a deeper
to ensure that Chicago has a robust, Endorsement, Illinois’ statewide license understanding of the skills needed as an
high-quality, and diverse pipeline of for school leadership. The program is AP and provide them support to take on
school leaders. Currently, in its third led by expert principal Tyrese Graham a principal position in the near future,
year, the program supports 20 assistant and includes teachers, network staff, through the mentorship of a current
principals, 70% of whom are Black or and other school support staff who are principal.
Latinx, compared to the current district interested in pursuing school leadership
average of 63% of CPS principals and 59% opportunities. This year is our largest cohort yet,
of APs who are Black or Latinx. with five experienced CPS principals
Cohort sessions focus on school leading 56 aspiring principals through
Through on-the-job professional leadership experiences and networking nine learning sessions to develop their
development and individualized opportunities with key CPS Central Office practical knowledge on the principal role.
coaching sessions from school staff, with the aim of elevating the profile An additional 37 APs are participating
leadership experts at New Leaders, the of aspiring leaders within the district. We in The Fund’s PLCs for principals,
University of Illinois at Chicago, and will recruit and welcome a new cohort of which cover a broader range of school
Accelerate Institute, APs work closely aspiring leaders in the spring. leadership topics.
with their principals to prepare for their
future roles and to develop succession
plans for their schools.
14 THE CHICAGO PUBLIC EDUCATION FUND 1 Two additional principals are also part of this learning community.SPOT LIGHT
Derrick Kimbrough
Skinner North Classical School
English Learners 1.6%, Low Income 8.1%,
Black 6.3%, Latinx 9.3%
Derrick Kimbrough has spent 17 years Derrick participated in some Leadership
in the field of education working in “I value the opportunity to come Bridge programming pre-pandemic
Chicago's district schools. He is currently together with leaders who want and was excited to become an official
the assistant principal of Skinner North, cohort member this year. He is eager to
to collaborate and learn.”
a selective enrollment school on the acquire the tools and feedback needed
North Side of Chicago. to become a better leader and values
Moving around the city as a teacher that the program has led him to think
After working as a community relations and school leader allowed him to see about the importance of and process for
coordinator for the U.S. Environmental differences in access and opportunity developing a strong succession plan for
Protection Agency, Derrick’s belief in across neighborhoods. the school.
student potential led him to enter the
classroom as a resident teacher in Skinner North’s students come from all
2004. His experience as a teacher on over the city. The opportunity to teach
the South and West sides encouraged students from a mix of different Chicago
him to change subjects and grade levels neighborhoods has imbued Derrick with
frequently to grow as an educator. the values of empathy and equity that
he’d like to share at a neighborhood
school in the future.
2021-22 MID-YEAR REPORT 15ADDITIONAL SUPPORT
Our Path Forward
These programs are a vital part of how The Fund serves principals and aspiring
principals. In our efforts to improve the quality and diversity of school leadership
in Chicago, our work has expanded into other areas. As in previous years, The Fund
helps amplify principal needs, identify opportunities for improvement, and
facilitate policy change.
Additional work supporting principals in 2021-22:
+ Identifying barriers to leadership for + Supporting school leadership
Black male and Latinx educators. succession. For principals interested in
Black male and Latinx educators are developing a succession plan for their
under-represented among CPS school schools, we will continue to engage
leaders, when compared to the student external experts, principals, and their
population. We are conducting focus teams to draft school playbooks. These
groups to identify the barriers to playbooks support incoming principals
representative leadership and want to to achieve organizational goals,
support pilots that reduce their impact. recognize and celebrate strength areas,
and identify areas for improvement.
+ Engaging principals through a variety
of channels, beyond our programs. + Working with Local School Councils
We will relaunch our Educator Advisory (LSCs). LSCs play a pivotal role in school
Committee (EAC). The participating leadership; they evaluate and help
school leaders will determine their hire principals. In 2022, we will launch
projects based on a design-thinking bilingual workshops that will provide
protocol and share solutions with LSC members with tools to reflect on
district and city leaders. their role as principal evaluators.
16 THE CHICAGO PUBLIC EDUCATION FUNDIN CONCLUSION As we reflect on our work—and look beyond to 2030— we must continue to support diverse leaders committed to the recovery and reimagination of school communities. In the near term, we will focus on stabilizing and improving principal satisfaction, strengthening school performance and funding, and expanding diverse leadership and professional development. We are looking to launch new efforts to advance innovation at the leader- and school-levels, helping to outline what the future of high-quality school leadership could be. We believe Chicago’s educators are well-positioned to build toward this vision. Our commitment remains to give school leaders the time and resources they need to best serve all of Chicago’s students and to make Chicago the best place to lead a school.
DATA DEFINITIONS
Students who receive special education and related services in accordance with their Individualized Education
Diverse Learners
Programs (IEPs).
Students from families whose income is within 185% of the federal poverty line. This number reflects the percentage
Low Income
Student of students who are eligible for free or reduced-price lunch meals.
Demographics
English Learners (ELs) Students who come from non-English speaking homes and who are learning English.
Students in Temporary Living Situations
Students who lack a fixed, regular, and adequate night-time residence.
(STLS)
The three (3) year average percentage of full-time teachers returning to the same school year to year as shown on the
Teacher Retention
2021 Illinois State Board of Education state report card.
School Data
90%+ Black or Latinx Students Schools where more than 90% of the student population identifies as Black or Latinx.
% Budget Change (FY18 to FY21) Percent change in CPS school budgets from FY18 to FY21.
INVEST South/West is a community improvement initiative under Mayor Lori E. Lightfoot to marshal the resources
Located in INVEST South/West
of multiple City departments, community organizations, and corporate and philanthropic partners toward 10
Community Neighborhoods
communities on Chicago’s South and West sides.
Data
Community Life Expectancy 2010 Life Expectancy in the Community Area.
ACKNOWLEDGMENTS
We would like to thank Fund team members Alexis Ayala, Elizabeth Greiwe, Kiara Jackson, Naureen Kheraj, Rashida Kimbrue, Esther Lee, Patricia Mota,
Parnika Praleya, Anna Lisa Weiss, Jarvis Williams, and Wayne Zhang for their contributions to this report. We would also like to thank our partners at Chicago
Public Schools, especially Devin Swartley and Allison Tingwall in the Department of Principal Quality. Most importantly, we want to thank the school leaders
who shared their insights with us for this report.
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