In his office, which also serves as a conference room, Vincent proudly displays several pictures from their inaugural trip to Senegal. One includes people standing around an enormous baobab tree that is more than a thousand years old and whose trunk appears to be over 50 feet in diameter. In another photo, he and the rest of the group pose in the courtyard of a reddish stucco building known as The House of Slaves on Gor茅e Island, about two miles off the Senegalese coast. Behind them, through a dark hallway, is the Door of No Return, where enslaved Africans were led to the boats that would carry them to the Americas.听

The choice of going to an African country on every trip is an intentional one. As of 2024, 91.1% of Wells students identify as Black, and Vincent wants them 鈥渢o connect back to the motherland and make sense of that journey.鈥� For him, the experience of that travel can cultivate persistence in the classroom and beyond. 鈥淚 keep reminding them, 鈥楻emember, you are the descendants and children of the slaves that survived,鈥� he says, reinforcing the students鈥� resilience and the need to see class assignments and projects to completion despite challenges.

The stop in a European country on every trip is more of a logistical one 鈥� flights from 海角直播to African countries tend to stop in Europe on the way, he says, 鈥渟o we鈥檙e going to take advantage of that.鈥�

Principal Vincent Izuegbu shows some of his students photos of a past school trip to Senegal.

It鈥檚 clear that Vincent himself is globally minded. His office is decorated with the flags of many countries around the world. It also has a framed map of Nigeria, where he was born and raised, and where his journey to the principalship at Wells began. His mother was a teacher and later became a principal, and Vincent was one of her students. After public primary school, he and his siblings attended Catholic high school, which was important to his father. He not only wanted his children to receive an education grounded in Christian teachings, but ideally, he wanted one of them to join the clergy.听

Indeed, Vincent would eventually attend a Catholic seminary, where part of his training 鈥� and a major part of pastoral work, he would learn 鈥� was teaching. After two years, he found that education, and not the clergy, was his calling. 鈥淚 decided that I want to choose a different path,鈥� he says. His mother鈥檚 profound effect on her students鈥� lives helped inform this decision. He frequently saw her past students 鈥渏ust stopping by and saying hello and reminding my mom [of what] she did for them while they were in the classroom, being their teacher for so long, and thanking her for all of that,鈥� he says. 鈥淎nd it kept happening over and over and over again, and I kept seeing that . . . so that really connected with me. It鈥檚 a good feeling to help build the capacity of others and to see others do well,鈥� he added.听

His mother鈥檚 experience also allowed her to give him some important advice on leading a school. 鈥淎lways know that people are looking up to you, even your teachers, your staff,鈥� he recalls her telling him. 鈥淭hey want to see what you鈥檙e going to do.鈥� This has helped shape him as a principal. 鈥淵ou really don鈥檛 know what you鈥檙e going to run into on a daily basis. But I think that if you鈥檙e fair to people . . . you just have integrity and are trustworthy听 鈥� they will fight for you. They will work for you, and they will do what you ask them to do, because they know it鈥檚 for the betterment of the school.鈥澨�

Another part of Vincent鈥檚 leadership is thinking about the students鈥� futures beyond Wells. 鈥淭he graduate profile of the Wells Prep student is always in my mind,鈥� he says. The school鈥檚 slogan is 鈥淎ll Roads Lead to College.鈥� To make this a reality for as many students as possible, he has established a partnership with South Shore International College Preparatory High School, an IB World School like Wells, where students can earn college credit before they graduate. This, he says, provides students a pipeline from pre-K to college and a career beyond.听

The international trips, the partnership with South Shore, the IB World School status, Wells鈥� current classification as a Commendable School by the Illinois State Board of Education, and the fact that it鈥檚 one of the two Apple Distinguished Schools in 海角直播, are the result of years of work by Dr. Izuegbu and his predecessor, Jeffery C. White. Vincent was the assistant principal from 2011, when the school merged with Mayo Elementary, until 2022. In the ten years before he attained the principalship, however, Vincent had to take on more of a leadership role even as an assistant principal. It was a learning experience, to say the least, and allowed him to begin shaping the school.听

Unfortunately, the former principal passed away in 2021, and about eight months later, Vincent became the principal of Wells. He and his staff remember Jeffery White fondly and continue to honor his legacy. The walls of the school鈥檚 gym feature not only a photo and biographical information about its namesake, Ida B. Wells, but also photos and information about its former principal. A banner hangs from one wall declaring it the Jeffery C. White Memorial Gymnasium.听

All of this means that even though he has been a principal for three years, Vincent has much more school leadership experience. With that, he is now able to provide his own advice to other educators who would like to become a principal 鈥� just like his mother did to him.

A few things are crucial, he says: First, you have to be in it for the right reasons. 鈥淲hy do you want to be a principal?鈥� he recommends asking yourself. 鈥淚f it鈥檚 for more money, [you] need to look to a different field.鈥� Knowledge of curriculum and instruction is also extremely important. 鈥淵ou have to be able to understand the parts of instruction, understand learning,鈥� he says, and 鈥渒now when teachers are being effective and when they are not.鈥澨�

You also need to be as mentally ready for principalship as possible. The best way to do this is to be an assistant principal first. 鈥淵ou are an inch closer to what principalship is like,鈥� he says. It鈥檚 important to cultivate an eye for talent so that you can maintain a strong team as well. 鈥淚f you don鈥檛 have a good team, even with all of your knowledge . . . it鈥檚 going to be difficult.鈥澨�

Finally, after he was announced as a 海角直播 2024 Game Changer, Vincent noted that having a clear vision for a school is paramount to success as a leader. He said that his 鈥渟ecret sauce鈥� is his clarity of vision, which informs his team and gives birth to an unstoppable drive for innovation and systems of educational practices that bind his school teams and community together. But that didn’t happen over night. 鈥淥ver the years,鈥� Vincent continues, 鈥渕y vision for [Wells] kind of developed gradually and clearly.鈥�

That vision has guided his approach to everything from building his team to instructional and distributed leadership to providing life-changing international field trips. Beyond providing students a pathway to college and a career, 鈥渙ur goal is global citizenship,鈥� he says. 鈥淲e want to be able to 鈥� in our own little way 鈥� solve some of the world鈥檚 problems, as little as they could be. It could be helping to provide water to villages in Africa. It could be tree planting. It could be plastics recycling. It could be providing refurbished iPads to poor students and fixing leaking school roofs in developing countries. It could be preventing hunger and starvation 鈥� whatever we could do.鈥�

The survey responses inform our programming and help us to work toward our mission to improve public schools in 海角直播by investing in the talented educators who lead them. For the first time, we are excited to announce the program changes that are informed by the survey before the start of the school year. Based on the survey data, and discussions with members of our Educator Advisory Committee, we are:

1. Providing more support for principals鈥� professional development.

87% of participating principals want more time for professional learning and development.

We are investing over $1 million in our core programs for 2023-24. We aim to serve more than 200 principals through our Professional Learning Communities (PLCs). Based on survey feedback, we will offer Illinois Administrator Academy credits for free through select semester-long PLCs. We will also offer our traditional yearlong PLCs focused on topics ranging from community partnerships, instructional leadership teams, and Local School Councils. Participants in yearlong PLCs will be eligible to receive a stipend for continued learning.

For principals leading schools in communities with high student mobility, we are launching a new, two-year fellowship program. The Malott Educator Fellowship will provide support to qualifying elementary school principals in years three through seven.

2. Renewing our commitment to adequate, equitable resources and principal flexibility.

57% of participating principals want more resources, and 53% want more flexibility in how resources are used.

We know adequate, equitable resources are required for the hard work that school leaders do. In the year ahead, we will share budget adequacy and equity analyses with elected officials and other local and state leaders. We will publish reports that shed light on the positive impact of increased funding and on the need to maintain and grow funding levels. Our past case studies and reports highlighted equity and the need for adequacy.

The survey results also showed that many principals value the flexibility to use resources in ways they know will best serve their school communities. We know there is a relationship between increased leadership latitude, joyful student learning, and positive school culture. Supporting school leaders鈥� ability to lead with local needs at the center is critical to increasing principal satisfaction and keeping them in their role.

Our continued investment in the Summer Design Program (SDP) and the Design Challenge are avenues for principals to pursue change that makes a difference for the communities they serve. Participation also helps build capacity across their leadership teams. In our Design Studio format, teams work together to build future solutions for the challenges they are experiencing today.

3. Investing in social and emotional learning (SEL) supports.

58% of participating principals want more support with student SEL, and 50% want more support with personal mental health.听

SEL 鈥� for students and adults 鈥� continues to be a topic that matters to leaders citywide. Our PLC and Masterclass catalog for 2023-24 includes several educator-led opportunities to learn and deepen practices related to well-being.

Beyond the existing program catalog, we will bring principals together to discuss issues of trauma and loss in their personal and professional work and to build a supportive community. We plan to pilot this initiative in 2023-24.

More broadly, our educator newsletter and social media channels will include a focus on educator and student well-being in 2023-24. We will intentionally highlight proven tools, strategies, and experiences designed to improve mental health for adults and social and emotional skills for students.

Finally, we would like to thank 海角直播principals for their commitment and leadership. We remain grateful every day for all that they do, and we look forward to working with them to support their schools and communities in the year ahead.

The survey responses inform our programming and help us to be a catalyst for accelerating student learning by supporting school leaders. This year, we are excited to announce the program changes that are informed by the survey data before the start of the school year. Based on the survey responses, and discussions with members of our Educator Advisory Committee, we are:

1. Providing more support for AP professional development.

88% of participating APs want more time for professional learning and development.听

We are investing over $1 million in our core programs for 2023-24. We aim to serve more APs through our extensive catalog of Professional Learning Communities (PLCs). Our PLCs include topics exclusively for APs who are looking to move into the principal role. The semester-long PLCs offer Illinois Administrators Academy credits for free, and participants in yearlong PLCs are eligible for a continued-learning stipend.

2. Creating additional opportunities to build skills for the principalship.

51% of participating APs would pursue the principal role if their principal left tomorrow.

The survey also suggests areas in which APs want more development. In response, The Fund is offering Masterclass workshops on budgeting, entry planning, and performance evaluation. The workshops are led by expert principals. Masterclasses are open to all 海角直播APs citywide, and we encourage them to participate.

3. Investing in social and emotional learning (SEL) supports.

50% of participating APs want more support with their mental health.

SEL for both students and adults continues to be a topic that matters to school leaders across Chicago. Our PLC and Masterclass catalog for 2023-24 includes several educator-led opportunities for APs to learn and deepen practices related to well-being.

More broadly, our educator newsletter and social media channels will include a focus on educator and student well-being this year. Specifically, we will highlight proven tools, strategies, and experiences designed to improve social and emotional skills for students and mental health for adults.

We would like to once again thank Chicago鈥檚 APs for their leadership and commitment. We are grateful for all that they do every day, and we look forward to working with them in the coming academic year to support their schools and communities.

The first time Moran stepped foot in a K-12 school, she was an undocumented immigrant learning English as a second language. Like some of her students, Moran had obstacles in her life and schooling after leaving her home country of Honduras at a very young age. Decades later, after the mentorship of many passionate educators and inspiring figures, Moran began a career in education.

鈥淚t came full circle when I ended up working in Cambodia,鈥� Moran said. There, she spent time in a school whose mission was to prepare students to attend college abroad in order to come back and contribute to their country. 鈥淪o I was working with an entire school population of ESL (English as a second language) students. It really tested me.鈥�

When Moran returned to the United States, she worked for several schools in Philadelphia. Then, in 2015, she followed her heart back to Chicago, becoming a bilingual instructor to help other non-native English speakers. She served under Principal Raquel Saucedo at Chase Elementary, whose mentorship accelerated her development as an educator and leader 鈥� and then she set her eyes on Schurz.

With its brick exterior and floor-to-ceiling windows, the Schurz campus was designated a 海角直播Landmark in 1979 and was added to the National Register of Historic Places in 2011. Moran draws parallels between her life and that of the high school鈥檚 namesake, Carl Schurz, an immigrant who fled to America after participating in a failed revolution for democracy in Germany. He was an avid abolitionist and quickly involved himself in politics, becoming the first German-born American elected to the U.S. Senate. His story 鈥� an immigrant persevering to achieve success in America, paving the way for other immigrants, and using his influence to help the poor and the oppressed 鈥� drives and inspires Moran to this day.

As an AP, Moran was nominated by her mentor and then-Schurz Principal Anthony Rodriguez to participate in The Fund鈥檚 Leadership Bridge program, which supports the development and career growth of APs so that they are equipped to assume principalship as quickly as possible. The program contributes to The Fund鈥檚 海角直播Leads goal of diversifying and strengthening the principal pipeline for 海角直播.

鈥淟eadership Bridge provided me with invaluable resources and experienced leadership mentors to prepare for a smooth and strong transition from AP to principal,鈥� Moran said of the program.

She accomplished much in her first year of leading Schurz High School, too, especially in the dual-language program that has helped newcomer students. It now offers even more options to English language learners.

鈥淓veryone is going to soar this year,鈥� John C. Haines Elementary School Principal Catherine 鈥淎my鈥� Moy-Davis said when we interviewed her prior to the start of the 2022-23 school year. She wears her passion and excitement for her community on her sleeve. 鈥淚鈥檓 using the word 鈥榮oar.鈥� I used to say everyone was 鈥榞oing to make it.鈥� But I think the students at Haines soar.鈥�

Born and raised in Chinatown, Amy attended Whitney M. Young Magnet High School and knew early on that she wanted to pursue a career in education. With less than 10 Asian principals working in the 海角直播 (CPS) system, she stresses the significance of being a role model for kids that look like and can relate to her; 84% of Haines students identify as Asian American.

This school has borne the brunt of some unique challenges in recent years. Just 10% of students returned to Haines in fall 2020, one of the lowest return rates in CPS. In response, Amy modified the school environment, prioritizing safety measures and accessibility to address parental concerns. This included regular virtual meetings to help parents with technical issues as classrooms incorporated new technology. Additionally, she ensured that all relevant documents were on the school鈥檚 website 鈥� and that all updates were translated in Chinese for the sake of bilingual and immigrant families 鈥� in order to more easily handle the confusion of the ever-adapting curriculum.

At the same time, Haines鈥� school community experienced xenophobia and racism, mirroring national trends amid the COVID-19 pandemic. For Amy, anti-Asian sentiment was not just an out-of-school issue. To support the community, she hosted monthly virtual chats with Haines families to hear their concerns and to coach them through the uncertain times. These included discussions of the unique trauma that Haines students were being put through and how parents could navigate those conversations with their children.

Prioritizing the mental health of her students and teachers alike, Amy is also partnering with the Midwest Asian Health Association (MAHA), Project Vision, and Communities in Schools of 海角直播in the 2022-23 academic year. These organizations are facilitating dialogues, providing resources, and creating a system of mental support at Haines for all those affected by the past few tumultuous years.

Attendance at Haines has increased this school year, and Amy attributes that in part to these investments in student and family mental health. She said that she hopes this will increase parental awareness and trust, in addition to academic performance as students learn more emotional self-regulation, empathy, coping strategies, and problem-solving skills.

Principal Folasade Adekunle believes early education鈥檚 role is to expose children to a variety of interests and possibilities – Genius Hour is one example of how she lives her belief. The daughter of Nigerian immigrants, Principal Adekunle鈥檚 mother urged her to get a teaching certificate while she was studying political science at Northwestern University.听

鈥淲hen you come to America, you’re very much like 鈥業 can do whatever I want to,鈥� which is why your parents came here in the first place. But they don’t actually believe that,鈥� Adekunle joked.听

After pursuing a doctorate at UIC鈥檚 Center of Urban Leadership and finishing her principal residency at the 海角直播Leadership Collaborative, Principal Adekunle knew her end goal: running her own school.听

When she first drove through Galewood, Principal Adekunle could hardly believe she was still in Chicago. Reminiscent of her hometown of Mount Carmel, she saw parents weigh public schools against the prestige of private institutions.

She wanted families to 鈥渧ote with their feet鈥� and believe in their community enough to send their children to their local public schools. Her initial introduction to Sayre revealed a school fraught with teacher retention issues and enrollment uncertainty. Yet she saw what teachers and parents aspired to make Sayre: “a little corner of possibility.”

Now in her seventh year at Sayre, Principal Adekunle consistently emphasizes innovation and improvement. She seizes opportunities to improve her leadership, including participating in The Fund鈥檚 Professional Learning Communities (PLCs) and the 海角直播Principal Fellowship. In 2022, she led an educator team from Sayre to compete in The Fund鈥檚 Spring Design Challenge.听

Sayre鈥檚 Spring Design Challenge presentation, 鈥淢inding Our Gap鈥�, imagines a classroom that makes sure Black male students feel seen, heard, and affirmed. Having an educational standard of excellence means that educators often have to figure out what works for different people. For Principal Adekunle, the lack of relatability for her Black male students is a question of specialization.听

鈥淎t Sayre, we have an opportunity to unpack our practice and to see what we do in service of and sometimes in spite of our Black students,” she told the judges. 鈥淲e have an opportunity to look up from our data charts and into the faces that we serve.鈥澨�

Sayre won the Design Challenge and its $10,000 prize. Under Principal Adekunle鈥檚 leadership, Sayre continues to thrive. It is an IB candidate school, offering STEM and arts integration, and it boasts ample after-school programs and community partners.

Emily joined North-Grand 11 years ago and has served as principal for seven years. As a child, Emily looked up to her older sister who was a teacher. Her sister would bring Emily with her to her summer programs and have her participate in class among her peers. Inspired to pursue a career in education, Emily joined an urban teaching cohort at Miami University before returning to 海角直播to teach English Language Learner students and English.

Emily鈥檚 commitment to supportive services is rooted in both her experience and the research. In fact, data increasingly point to the relationship between our physical, social, emotional, and mental wellbeing and our ability to learn and retain new concepts.听

鈥淢y whole take is that the school – especially a neighborhood school – should be the heartbeat of the community,鈥� said Emily. 鈥淲e should be offering resources to families outside of just education or schooling for their children.鈥澨�

For Emily, this means that North-Grand has a duty to prioritize students and families鈥� wellbeing –听 whether that means nutrition support, housing security, or access to physical and mental health resources.

At North-Grand, 27% of students have Individualized Education Plans (IEPs) or 504 plans. Additionally, a quarter of the students at the school are non-native English speakers, and many come from immigrant families. In just the past year, North-Grand welcomed about 70 English language learners who require additional supports.

鈥淸We] try to take a more holistic approach to education,鈥� Emily said. 鈥淎 kid can’t learn algebra and biology or anything else if they’re hungry, if they’re worried about where they’re going home for the night, or if their family is scared or has concerns.鈥澨�

Emily began expanding her school鈥檚 psychiatric resources in 2016. Today she has five school counselors, instead of three, and a dedicated college coach. She also strongly advocated for the two full-time social workers and a full-time educational psychologist that serve North-Grand students, among other clinical positions and partnerships. The growing team includes a Youth Intervention Specialist and Student Services Advocate.These resources ensure North-Grand鈥檚 team is better equipped to address students鈥� needs and can lead to outcomes like better attendance and grades as well as to increased self-esteem.

The physical and mental health challenges of the pandemic exacerbated an already growing crisis, while simultaneously casting a spotlight on the issue. North-Grand鈥檚 mental health staff members have helped Emily address the growing requests for support from students and their parents.听

Today, North-Grand鈥檚 students are attending college at higher rates, and persisting through college more often. Coupled with new funding from the school鈥檚 recent Science, Technology, Engineering, Arts, and Math (STEAM) programmatic designation, Emily has high hopes for the future of North-Grand.

This project is just one of the many ways that Bronzeville Classical Elementary School contributes to its neighborhood. When Principal Nicole Spicer founded Bronzeville Classical, a 海角直播 (CPS) selective enrollment school, she knew she couldn鈥檛 offer every neighborhood child a place in her classrooms. As such, she made it part of the school鈥檚 mission to give back to its community.听听听听听听听

Those familiar with the Bronzeville neighborhood will recognize the necessity in strengthening its historic legacy. As Nicole pointed out, the area is the famed birthplace of the 海角直播Bee Branch newspaper, a publication that offered Black migrants information and networks to help them settle in a burgeoning 海角直播at the beginning of the 20th century.

Bronzeville bloomed into a cradle of Black culture and influence, becoming home to iconic and powerful figures such as Gwendolyn Brooks, Louis Armstrong, and other mid-century titans of art and entertainment. Nicole herself has many early memories of the neighborhood; long summer days playing in the streets and visiting shops.听

鈥淚 found my forever home there,鈥� Nicole said. 鈥淚 realized that I had to seize the moment and really take advantage of this opportunity to revitalize a community that was so instrumental in my formative years as a school-aged child.鈥澨�

Nicole has always had a deeply community-oriented mindset. In 1997, she graduated from St. Ignatius College Prep, where she was part of a community tutoring program and taught at neighboring elementary schools. That experience inspired her to pursue a career in education.听

Nicole began her career in CPS in 2009 on Chicago鈥檚 Southeast Side. After a year serving as an instructional coach for the Academy for Urban School Leadership, she became an assistant principal (AP) at Wendell Smith Elementary School. After a short tenure as an AP, Nicole prioritized time with her family and served as a gifted teacher, coordinator, and reading coach at Ralph Metcalfe Community Academy for a few years. There, she was recommended and accepted to New Leaders, a Fund-seeded principal preparation program that is part of the 海角直播Leadership Collaborative. Following a year-long principal residency at DeVry Advantage Academy High School, Nicole became the AP at Skinner North Classical School.听

Since starting Bronzeville Classical six years ago, Nicole鈥檚 efforts have consistently focused on improving the local standard of education and ensuring the entire community benefits from the school鈥檚 presence and programs. Since then, Nicole has also seen the myriad of ways the community supports and gives back to Bronzeville Classical.听

During the initial waves of the COVID-19 pandemic, for example, subjects like music were difficult to transition to an online format. Without access to actual instruments, students had no way to hone their long cultivated talents. Nicole relied on the generosity of teachers, parents, and community members to raise funds to provide each student with at least one instrument. It was not only a bold show of camaraderie and local action during a time of great hardship, but also a testament to the hearts and homes that Bronzeville Classical has touched.听

Nicole is a member of The Fund鈥檚 Educator Advisory Committee.

Raven first learned about The Fund while serving as assistant principal (AP) at Bronzeville Classical in the Bronzeville neighborhood. Early in her educational career, Raven鈥檚 principal, Nicole Spicer, encouraged her to participate in The Fund鈥檚 Professional Learning Communities (PLCs).

“I joined my first PLC, not knowing it would help propel me into my next career move,” Raven shared. Though Raven began her PLC as an AP, she was named acting principal at Reavis Elementary in 2021. Raven credits her PLC with helping her navigate this transition. She also developed strong relationships with school leaders across the city, which she continues to nurture while seizing additional professional development opportunities.

In the 2022-23 school year, Raven is participating in a PLC focused on effective approaches to cultivating a positive school culture and climate. Led by Principal Jasmine Thurmond, the school culture and climate PLC will create opportunities for participants to visit each other’s campuses and gain insight into how different schools build community. “I’m excited to see how others support students and staff, even if they are in a different part of the city; we have more things in common than not,” Raven said.

After the pandemic deeply impacted students, families, and staff in the community, Raven was motivated to build a strong culture and climate. She sensed a deep “feeling” of hopelessness in her school community; there was a clear need for resources.

Till Elementary provides essential services and support for many families. There are 331 students enrolled at Till Elementary, 96.7% of which are Black, 3% are Latino/a/x, 94.9% are low-income, and 17.5% are diverse learners. During the pandemic, families and local organizations volunteered to help Raven, allowing her to uncover new opportunities and talents within the Till school community. Raven’s participation in The Fund’s school climate and culture PLC will enable her to build on those experiences and re-establish a sense of connectedness among students, faculty, and families.

鈥淚鈥檇 like to thank The Fund because this is a resource that not every district has,鈥� Raven said, 鈥淚t’s great that we have this in Chicago.鈥�

School teams developed their pitches over the course of two months and presented them to judges, who assessed the presentations based on the clarity of the problem and target populations served, how the team approached their work with an equity lens, and how they could utilize strategy, resources, and a continuous improvement framework to scale and expand their ideas to a larger school population. Each of the 14 competing teams walked away with funding to help advance their ideas.

Sayre Language Academy wins $10,000 Grand Prize.听

The school team from Sayre Language Academy presented on implementing a culturally responsive environment for their Black male students in third through fifth grade through a Watch their full presentation:听

The finalist runner-up teams will all receive $5000 to expand and scale their ideas.听

The Palmer Elementary school team presented their strategies to meet the specific needs of English language learners developing key literacy skills.听

North-Grand High School presented its work utilizing the Historically Responsive Literacy Framework outlined by Dr. Gholdy Muhammed to center student experiences on the content of their learning.听

Maria Saucedo Scholastic Academy shared their plan to build a school-based garden that presents a common space for the school community while addressing health equity access to fresh, organic food.听

The Ogden International School of 海角直播presented how they will use accountability talk practices to advance social-emotional learning in their school to better support students and educators.

These winning ideas represent just a small sampling of the innovation of school leaders in Chicago鈥檚 public schools. To view all of the participating school presentations, please visit the Design Challenge .听