Dr. King assumes this role at an important moment for the district. During her time as Interim Superintendent/CEO, she provided steady, capable leadership, guiding CPS through complex challenges while maintaining a clear focus on students, schools, and communities. Dr. King advanced a balanced FY2026 budget following an unprecedented series of community engagement efforts and coordinated support for students and families amid increased immigration enforcement. She also worked in partnership with the 21-member hybrid 海角直播Board of Education, helping to lay the groundwork for the transition to a fully elected board.

Superintendent/CEO King brings a deep, practical understanding of Chicago鈥檚 schools, shaped by decades of service in CPS, first as a teacher and then as a principal at two schools- Dumas Technology Academy and Courtenay Language Arts Center- as well as by her leadership in education policy for the City of Chicago.

鈥淒r. King has led through a period of significant transition and disruption with clarity, steadiness, and purpose,鈥� said Dr. Heather Y. Anichini, CEO of The 海角直播. 鈥淲hat distinguishes her leadership is her deep understanding of the day-to-day realities facing educators, young people, and communities in Chicago. She brings both the experience and the resolve to advance our shared commitment to young people even as fiscal challenges and governance changes persist, and community needs evolve.鈥�

We are encouraged by Dr. King鈥檚 commitment to advancing equity in the student experience and to strengthening opportunities for meaningful community voice and engagement. Her leadership reflects a clear focus on supporting schools and the people closest to students.

As Dr. King steps into this permanent role, the work ahead remains significant. Sustaining progress will require continued investment in school leadership, clear and consistent communication with those closest to students, and ensuring schools have the resources and flexibility needed to meet evolving student needs.

The 海角直播 remains committed to partnering with Superintendent/CEO King and her team to strengthen these conditions and support strong student outcomes for every student in Chicago.

Congratulations, Dr. King. We look forward to the work ahead.

Principal Trevi帽o-Terronez began her principalship at Funston Elementary School in 2021, bringing with her a leadership style rooted in empathy, collaboration, and reflection. Inspired by her mother鈥檚 strength and compassion, Trevi帽o-Terronez leads with the belief that students and staff alike thrive in environments built on trust, transparency, and collective growth. From day one, Sarah prioritized building meaningful relationships within her school community. This involved facilitating one-on-one meetings with staff, roundtable discussions with students, and listening sessions with parents of disabled students.

Principal Sarah Trevi帽o-Terronez of Funston Elementary School, 2025

Listening First

Sarah made it a priority to listen before leading. She understood that positive change must be rooted in the lived experiences of those closest to teaching and learning. She hosted voluntary one-on-one conversations with staff, offering dedicated time during the school day to hear directly from educators about what was working and where they saw room for growth. These meetings helped build trust and revealed a school culture where staff deeply cared about students but often felt isolated or hesitant to share practices.

Sarah also facilitated student roundtables, particularly with middle schoolers, where a recurring theme emerged: Students felt misunderstood, unwanted, and labeled as 鈥渂ad.鈥� Recognizing the urgency of this issue, she began exploring ways to elevate student voice and agency. In parallel, she engaged parents of students with disabilities, many of whom had experienced challenges with inclusion and communication. Their feedback pointed to a desire for stronger partnerships and more consistent opportunities to get involved with Funston.

Implementation & Impact

All of this input and a focus on rebuilding trust in the school led to several key shifts in culture and practice. By her second year, Sarah formally launched Funston鈥檚 Student Council, giving middle school students a platform to express their needs and shape school life. With staff support, students delivered campaign speeches, created posters, and held elections, marking the school鈥檚 first formal effort to embed student voice in decision-making.

At the same time, Sarah worked with her leadership team to revamp internal communication and teacher collaboration. She introduced a weekly newsletter co-authored by team members, hosted open staff office hours, and led a restructuring of the instructional leadership team. By inviting teachers to record model lessons, lead peer professional development, and share effective strategies, Funston moved from a culture of guarded classrooms to one of peer-driven growth.

Funston also adopted small-group instruction informed by real-time data, alongside schoolwide use of the Rigor Walk tool, a classroom observation protocol designed to assess the level of cognitive demand and instructional rigor in teaching and learning. These efforts, combined with a renewed focus on social-emotional learning, resulted in a significant decline in student behavior incidents.

To deepen family partnerships, Sarah launched monthly Coffee Talks, reinstated parent volunteer programs through the Logan Square Neighborhood Association (LSNA) and used the Remind app to keep families informed and connected. Students and families also led and participated in school events, including fundraisers, spirit weeks, and cultural celebrations.

Sarah’s long-term goal is to continue cultivating a schoolwide culture of distributed leadership, where staff, students, and families all play an active role in shaping the Funston community.

Apply This Learning

1. Create space for students to lead and be heard.

Principal Trevi帽o-Terronez launched a Student Council to increase student voice and foster leadership. The initiative began with student-led campaigns, speeches, and elections. Student Council representatives meet twice per quarter with the principal and school leaders to propose ideas, raise concerns, and collaborate on school initiatives like spirit weeks, dances, and fundraisers. Middle school students organize events, including a D铆a de los Muertos dance and candy sales, to build school spirit and fund class trips. These efforts provide students with real-world planning experience and increase engagement.

2. Use consistent structures to promote collaboration.

To build staff trust and coherence, Principal Trevi帽o-Terronez implemented a weekly schoolwide newsletter co-authored by members of the leadership team. The newsletter includes schedules, updates, and instructional priorities, and is released every Sunday evening to help staff prepare for the week ahead. Each team leader contributes a section, modeling distributive leadership and supporting work-life balance.

3. Communicate clearly and often with families.

Sarah reinstated partnerships with LSNA to rebuild trust post-COVID and bring parent volunteers back into the building. She also launched monthly Coffee Talks, where she invites families to discuss school initiatives and share feedback. Sarah also encourages teachers to send monthly newsletters to parents and caregivers, and the school uses the Remind app and a monthly calendar to keep families informed and engaged.

Assistant principals play an important role in 海角直播 (CPS) and are valuable to schools of all types. These leaders help share the administrative responsibilities of running a school, serve as valuable confidants to principals who would otherwise feel alone in their roles, and 鈥� in many cases 鈥� step into their principals鈥� shoes when they retire or move to another role. From 2016-17 through 2022-23, 155 of the 453 new principals selected in CPS (34%) were assistant principals promoted within the same school.聽

Because we see the value assistant principals offer to schools, The 海角直播Principals and Administrators Association (CPAA) and The 海角直播 have long advocated for every school to have the option and financial flexibility to have at least one assistant principal. Using local and state data, and direct testimony from CPS principals, both of our organizations stressed to CPS the positive impact assistant principals have on schools and their vital role in improving principal satisfaction and retention.聽聽

For 2024-25, CPS developed a new budget framework that identifies a base level of resources for all schools, regardless of enrollment. Critically, an assistant principal position was included in this resource base. This means that every school in the district has the ability to have an assistant principal (through what is called 鈥渇oundational鈥� funding) rather than having to divert money from other priorities in their budgets. As a result, the number of assistant principals in district-operated schools climbed to 651 in 2024-25, up from 618 in 2023-24 and 612 in 2022-23. A number of schools, including Hendricks Elementary, were able to hire assistant principals for the first time in several years.

Source: 海角直播; Employee Position Files, March 31

Upon learning she could hire an assistant principal, Anika set high expectations for the position. She was looking for 鈥渁 partner for the work, someone willing to take on responsibility and hit the ground running, and someone who complements [her] traits.鈥� Anika had trouble finding a candidate who met this high bar and fit with her leadership style, until Robin Tolbert鈥檚 application hit her desk. With over 20 years of experience as a classroom teacher and interventionist, Robin wasn鈥檛 initially sure that being an assistant principal was the right fit for her. However, when she interviewed for the job at Hendricks, she felt an immediate connection with Anika and the school and accepted the position.聽

Robin immediately jumped in and supported Anika鈥檚 instructional leadership in the school while beginning to build relationships with the faculty and students. 鈥淚n my last school, I was there for 20 years, so that trust builds naturally over time,鈥� Robin said. 鈥淏eginning to build those relationships was the No. 1 thing I wanted to focus on this year, so I could start to make an impact.鈥� Anika strongly agrees that Robin is an excellent fit for Hendricks: 鈥淭his was a match made in heaven. Robin checked all the boxes.鈥�

Across Chicago, public schools like Hendricks have proven the utility of assistant principals, regardless of their student enrollment. 鈥淓ven at a small school, there鈥檚 still always something else that has to be taken care of,鈥� Robin said. Anika agreed: 鈥淗aving Robin this year made me think, 鈥榶ou were doing this all by yourself?鈥欌��

Even putting aside the actual workload, principals benefit from another administrator as a thought partner and confidant. 鈥淭his can be a very lonely job,鈥� Anika shared. 鈥淢any aspects of my job are not things I can talk to somebody else about. Having a partner, someone to talk about what鈥檚 going on, is so important.鈥�

As CPS faces a potential 2026 budget deficit of over half a billion dollars, many recent district investments could be at risk to balance the books. For many smaller schools like Hendricks, the foundational assistant principal position is integral for leaders needing extra support. Many principals believe ending central funding for assistant principals would severely harm their schools. Anika worries about what priorities would suffer if she didn鈥檛 have Robin鈥檚 support: 鈥淎 lot of things fell off the table when I was by myself. This position needs to be here to stay.鈥�

The article was developed in partnership with CPAA. It is also available on .

For another example of the importance of assistant principals in CPS, read 鈥�Why Every School Needs an Assistant Principal: Danielle Pearse Is a Partner in Leadership,鈥� also on our blog.

Growing up in a rural southeast Ohio community, Kathleen was raised by two lifelong educators. 鈥淪chool just feels like home to me,鈥� she shares. Somewhat surprisingly, though, her plan in college wasn鈥檛 to go into teaching. She studied food and nutrition science and hoped to work on improving school lunch programs through the U.S. Department of Agriculture. But a desire to better understand schools from the inside led her to join Teach For America. She listed Washington, D.C., as her top city, but was placed in 海角直播鈥� at Peterson Elementary. That was nearly 11 years ago, and she has never left.

From her early days teaching STEM 鈥� at the time a K-8 program with no curriculum, which she helped lift off the ground 鈥� to her current role as assistant principal, Kathleen has always considered Peterson more than just her school 鈥� it is her professional home. 鈥淧eterson is the most special school in all of [海角直播],鈥� she says. 鈥淲e have 43 different languages and kids from all over the world. If we can all learn in one place and draw from each other’s strengths and experiences, there is so much hope for the future.鈥�

Kathleen鈥檚 work centers on students鈥� voices. Her belief in their agency is real, but beyond including them in decisions, she equips students to lead. She is currently collaborating with a group of sixth and seventh graders on an attendance leadership team. The students are conducting empathy interviews with peers who are chronically absent, aiming to understand barriers to attendance and to design solutions.

Assistant Principal Kathleen Hurley at Peterson Elementary, 2025.

This student-centered approach pervades Peterson, too. 鈥淲e have teachers committed to making student voice committees happen and leading kids through the design process to figure out what they want to do,鈥� Kathleen says. One standout example is the student-created RISE framework, which defines behavioral norms in shared spaces. RISE stands for respectful, intelligent, safe, and empathetic. After students expressed confusion about expectations, Kathleen and the school鈥檚 Culture and Climate Team empowered them to research, design, and roll out the new norms. They surveyed peers, collected feedback, and created hallway posters 鈥� even organizing pep rallies to build excitement.

Kathleen has accomplished a lot in her 11 years at Peterson, and she credits much of her growth to working alongside Peterson鈥檚 principal, Yalil Nieves. 鈥淪he鈥檚 such a phenomenal mentor,鈥� Kathleen says. 鈥淪he lets me learn right alongside her.鈥� At the same time, Kathleen is trying to overcome her humility as she prepares to take her leadership to the next level. 鈥淪omething I鈥檓 working on as I prepare for the principal eligibility process is saying, 鈥業 did this,鈥� instead of just crediting the team or students,鈥� she says.聽

Her years of hard work, along with Yalil鈥檚 mentorship and participation in The Fund鈥檚 2024-25 Leadership Bridge program, is preparing Kathleen to lead her own school, though she鈥檚 clear that her heart is at Peterson.

Regardless of her future, Kathleen鈥檚 leadership philosophy will remain rooted in a deep belief in students 鈥� their voices, their power, and their potential. 鈥淚 believe that has to drive everything we do,鈥� she says. At Peterson, it does.

After earning a biology degree, Verneisha felt drawn back to her original dream 鈥� education. Her early teaching experience at Austin High School was eye-opening. She had expected that all public high schools in 海角直播would offer the same resources and opportunities she had as a student at Gwendolyn Brooks College Prep. Instead, she encountered opportunity gaps that would later define her leadership approach.

鈥淚 thought I was walking into a system where every student had the same shot,鈥� she recalls. 鈥淏ut the inequities were real 鈥� and deeply personal to me.鈥�

When Verneisha joined Jones as an assistant principal, she brought a clear vision: to develop systems of support that enable all students to thrive. One of her proudest accomplishments has been building the Student Success Team, a combination of the Multi-Tiered System of Supports (MTSS) and the Behavioral Health Team (BHT). This team provides academic and social-emotional interventions for students, especially those who might otherwise be overlooked.

鈥淭here鈥檚 a misconception that because we鈥檙e a selective enrollment school, our students don鈥檛 need additional supports. That鈥檚 simply not true,鈥� she explains. 鈥淚n reality, families with means often access these supports outside of school. My goal is to ensure every student, regardless of socioeconomic status, has access.鈥�

Assistant Principal Verneisha Gair at Jones College Prep, 2025.

This year, Verneisha鈥檚 work with The Fund鈥檚 Design Coaching to Implement has helped advance this vision. Initially, she joined the program to improve MTSS implementation. However, through empathy interviews with students 鈥� particularly Black male students 鈥� Verneisha discovered a deeper issue: a lack of belonging.

Students didn鈥檛 discuss curriculum or teaching styles. Instead, they shared stories of feeling out of place 鈥� experiences related to socioeconomic status, cultural differences, and a lack of representation.

鈥淭hey talked about being first-generation students, about never having been downtown before coming to Jones, and feeling isolated when others talked about vacations abroad or going out for lunch,鈥� Verneisha shared. 鈥淭hat鈥檚 when we realized that the core challenge was building a sense of belonging.鈥�

Verneisha is using the insights gained from Design Coaching to Implement to develop the Jones Inclusivity Framework. This framework 鈥� designed with input from students, staff, and counselors 鈥� will serve as a guide for building a school culture rooted in representation, cultural competence, and connection.

This project reflects Verneisha鈥檚 philosophy as a leader. 鈥淢y leadership style is relationship-based,鈥� she says. 鈥淚t鈥檚 about treating people with respect, listening deeply, and leading with a vision for equitable access so students can self-actualize.鈥�

Verneisha鈥檚 transformative work at Jones shows how assistant principals work hard to improve students鈥� educational experiences 鈥� just one of the many ways in which they can positively affect their schools. She wants people to understand that assistant principals are more than just administrators. 鈥淲e鈥檙e doing deep, adaptive work every day,鈥� she says. 鈥淲e may not be the principal, but our touchpoints are everywhere 鈥� academic systems, student well-being, culture-building. We鈥檙e architects of experience.鈥�

Danielle didn鈥檛 set out to be an assistant principal, though. She didn鈥檛 even plan on becoming an educator. In college, she was on a pre-med track, convinced that saving lives meant becoming a doctor. But as her passion shifted, a tutoring job at her old middle school sparked a realization: her passion was for education.

鈥淚 fell in love with the lightbulb moment when students finally get something,鈥� she said. 鈥淥ne student changed my life 鈥� I still tell her that.鈥�

After nearly a decade as a biology teacher at Walt Disney Magnet School, Danielle had no plans to leave the classroom. 鈥淚 was that teacher who said, 鈥楴ope. I鈥檓 a lifer. I鈥檓 never going into administration.鈥欌�� But her then-assistant principal, Dr. Anna Vilchez 鈥� who is now principal at Steinmetz College Prep 鈥� saw something in her. And like all great leaders do, she pushed Danielle to grow.

The result? Danielle returned to school, earned the necessary credentials, and now serves as an assistant principal at Steinmetz, where she leads with vision, equity, and purpose.

Danielle acknowledges the importance of her role: 鈥淵ou can鈥檛 run a school alone 鈥� and you shouldn鈥檛 have to.鈥� She knows firsthand how much happens behind the scenes in a school, much of it invisible to students and teachers. 鈥淲hen I was a teacher, I鈥檇 be like, 鈥榃here鈥檚 our [assistant principal]?鈥� Now I know. They鈥檙e putting out fires all day, and then going home to do all the work they didn鈥檛 get to during the day.鈥�

Danielle鈥檚 relationship with Anna is built on mutual trust and shared purpose. 鈥淭here鈥檚 nothing I wouldn鈥檛 do for her. I鈥檓 her person. If she calls at 9 p.m., I鈥檓 there. If she needs something at 4 a.m., I鈥檒l answer.鈥�

But her role is more than problem-solving; it鈥檚 a partnership. 鈥淓ven if it鈥檚 just someone saying, 鈥業 got you,鈥� leadership is not work you can do alone. Every school 鈥� every student 鈥� deserves more than one person holding the weight.鈥� Danielle is that person: the one who holds systems together and holds the staff accountable for doing what is best for kids.

As both an assistant principal and school programmer, Danielle is focused on creating equitable outcomes for every student, particularly English learners, students with disabilities, and students from historically underserved groups. 鈥淲e don鈥檛 program for teachers. We program for students. That has to be the starting point,鈥� she says.

Accordingly, Danielle leads data-informed conversations, partners with teams across the school, and ensures that the schedule opens doors instead of closing them. Danielle has regular 鈥渞igor walks鈥� with her leadership team to calibrate what excellent, equitable instruction should look like in every classroom.聽

Though she understands the importance of her role, Danielle plans to become a principal one day 鈥� but she鈥檚 in no rush. 鈥淭here鈥檚 still so much to learn. I want to be ready when the right opportunity comes.鈥�

Anna is helping her to prepare for that by holding her to her growth goals and pushing her out of her comfort zone. 鈥淪he鈥檒l even call me out on my facial expressions in meetings!鈥� Danielle laughed. 鈥淪he pushes me to align my words, my actions, even my nonverbals with who I want to be as a leader.鈥�

And when that opportunity comes and Danielle leads her own school, she knows that she will want a partner to support her. 鈥淏ecause every school should have an [assistant principal],鈥� she says. 鈥淎lways.鈥�

For another example of why all of Chicago’s public schools need an assistant principal, read 鈥�Foundational Assistant Principals: Resources for Successful Leadership in All CPS Schools,鈥� also on our blog.

Now in her first year as assistant principal at Lindblom 鈥� and with five years of administration experience in 海角直播 鈥� Nicole brings her deep commitment to equity, leadership, and learning to every layer of her role.

Hat #1: The Instructional Leader

Before becoming an administrator, Nicole taught high school history for eight years in charter and public schools. 鈥淚 enjoyed providing students with relevant and culturally responsive education,鈥� she says.

Her love for teaching grew naturally into a passion for leadership. As a teacher, she was a tenth-grade-level lead and U.S. history course team lead, which allowed her to help colleagues solve problems and strengthen school-wide practices.

As an assistant principal, she supports instruction by working directly with teacher teams, overseeing departments, and managing day-to-day operations. 鈥淚 want to be a collaborator 鈥� a co-laborer 鈥� with teachers to develop solutions,鈥� Nicole explains. 鈥淲e meet regularly, set goals, and when something unexpected comes up, I鈥檓 often the person who can jump in and solve it on the spot.鈥�

Hat #2: The Student Advocate

Nicole is committed to being present for students, too, whether in the hallways, in classrooms, or in their celebrations. 鈥淚 pride myself on being accessible and available. Actually, yesterday a student said, 鈥業 see you everywhere.鈥� I said, 鈥榊es, that鈥檚 my goal.鈥欌��

She supports the seventh- and eighth-grade teams and is intentional about uplifting both academic and social-emotional success. At Lindblom, the school鈥檚 guide how students are encouraged to engage in the school community, and Nicole helps lead the effort to recognize and celebrate students who embody those values. 鈥淲e鈥檝e been having student celebrations 鈥� recognizing students who exhibit 鈥楤e鈥檒ief pillar traits, as well as students who make [the] honor roll.鈥�

She also builds strong family partnerships by helping to host virtual town halls and maintaining open lines of communication with parents.

Hat #3: The Staff Coach & Culture Builder

Nicole considers herself a partner in her colleagues鈥� professional growth. She regularly meets with teacher leaders and grade-level leads to set goals, work through challenges, and provide support. 鈥淪eeing them set goals for themselves and have aspirations toward improving student outcomes鈥� is a huge benefit of being an assistant principal, she says.

She emphasizes the importance of being a good listener, especially when it comes to supporting teachers. 鈥淚 want to hear what their aspirations are, what their struggles are 鈥� for their department, for their students.鈥� She adds that 鈥渂eing a good listener and being empathetic 鈥� those are qualities that make good assistant principals, and they鈥檙e qualities you can build before even stepping into the role.鈥�

Whether she鈥檚 problem-solving in the moment or planning for her teachers鈥� long-term development, Nicole is focused on building a strong, healthy staff culture that centers students.

Nicole Luke in 2022, when she was an assistant principal at North-Grand High School. Read more about her work there in our report Emerging Innovation in 海角直播.

Hat #4: The Vision Partner

Nicole is fully aligned with her principal鈥檚 vision and believes that strong alignment between leaders is essential. 鈥淚 am 100% bought in and supportive,鈥� she says, referring to Principal Starlet Banks, who is also in her first year at Lindblom. 鈥淚 make sure that I鈥檓 enacting [her] vision with the teams I lead and the teachers I support.鈥�

She sees her role as helping to operationalize big-picture ideas and making sure the school鈥檚 direction is felt at every level. 鈥淭he principal is the visionary, and we [assistant principals] are the ones who ensure that the rubber meets the road 鈥� that vision is actually brought into fruition.鈥�

Her connection with the administrative team has been a highlight of her time as a leader at Lindblom. 鈥淲e collaborate so well together,鈥� she says of Starlet as well as fellow Assistant Principal Adrienne Morales and Assistant Principal Michael Meadows.

And their leadership extends beyond their work 鈥� it鈥檚 about care, too. 鈥淲e also just provide emotional and spiritual support for each other. It really means a lot when you work alongside someone who is aligned . . . and we care about each other as full human beings, not just colleagues.鈥�

For Nicole, this moment in her career is about what she calls 鈥渞eblooming Lindblom.鈥� 鈥淸It] was always an amazing school 鈥� we鈥檙e just ensuring that the amazingness happening inside the school is promoted outside the school as well.鈥�

Hat #5: The Community Builder

Outside of Lindblom, Nicole co-leads 海角直播鈥� Black Affinity Group. It is an initiative to help Black educators build community and grow in leadership. 鈥淭he space really gave us a chance to be in community with Black educators across the district 鈥� to process, share resources, and work through challenges together.鈥�

She co-leads the group with Principal Dr. Samuel Davis, a fellow member of her doctoral cohort at the University of Illinois Chicago. Their shared vision is about growing leadership in each other. 鈥淲e talk a lot about building human capacity 鈥� finding opportunities to promote from within and give people space to lead.鈥� Nicole believes that assistant principals are essential 鈥� not only for keeping schools running smoothly but also for ensuring a strong pipeline of principals. 鈥淲e鈥檙e the link in the pipeline of building up more leadership in the district,鈥� she says.

This work brings Nicole full circle. As a high school student, she received the Golden Apple scholarship. 鈥淚t gave me financial support, but also built my first professional network. That鈥檚 where I started to see what was possible.鈥� And now, she鈥檚 creating that same kind of space for others. 鈥淧ouring into educators so they can go back and create these spaces in their own schools 鈥� that鈥檚 what impacts student success.鈥�

Through every hat she wears, Nicole Luke proves that assistant principals don鈥檛 just support a school. They help shape its future.

Although Erin was previously the assistant principal (AP) at Infinity, she sees the effort to revisit the mission statement as a key step in assuming leadership of the school. She frequently calls on her own past experiences as both a teacher and an AP to inform how she approaches her work, from day-to-day interactions to major strategic efforts. In that way, her principalship is a culmination of all of her previous roles.

However, only a few years ago, Walker didn鈥檛 see a principalship in her future at all. Like most 海角直播 (CPS) principals, Erin began her education career as a CPS teacher. She taught English in the district for about 16 years, and she had every expectation that she would continue growing in that role. 鈥淚 loved teaching,鈥� she says. 鈥淚 never thought I would leave the classroom.鈥� However, when an opportunity to serve as the coordinator of another high school鈥檚 International Baccalaureate program opened up, she decided to apply.

While Erin was not ultimately hired in that role, her resume garnered attention at other schools. Eventually, she was approached with a chance to interview for a role as AP at Infinity. Erin says she was still reluctant to move out of the classroom at that point; however, she took the interview, and when she was offered the job, she wanted to give it a shot.

Erin was unsure how well she would adapt to a new role in school administration. This uncertainty was amplified by her move to an entirely different school in a new neighborhood. She was initially worried that her lack of knowledge of Spanish would be an issue in a school where, according to her, a majority of students and staff are fluent in the language. However, she soon found that her enthusiasm for education followed her wherever she went: 鈥淜ids are kids,鈥� she says. 鈥淭hey鈥檙e what make my job fulfilling, no matter what that job is.鈥�

Erin Walker brings her 16 years of classroom experience into her role as a principal.

As she settled into her new role as AP, Erin applied lessons she had learned in her many years in the classroom. Chief among the qualities she brought with her to the role was resilience, and the sense that 鈥渆verything is 鈥榝igure-out-able,鈥欌�� as she puts it. 鈥淛ust like in the classroom, you have to have a sense of humor in this job, and you have to be patient, but no problem is insurmountable. So much of the job is listening and helping teachers work these issues out.鈥�

As an AP at Infinity for about 7 1/2 years, Erin became comfortable with the structures and processes of the school. During this time, her principal helped her build some of the skills she would need to eventually take on the top role. Last year, the principalship at Infinity opened up, and her familiarity with the school, her involvement in developing its structures and procedures, and her strong relationships with the staff made her the obvious choice for promotion to that role.聽

The transition from classroom to principalship hasn鈥檛 always been what Erin expected. 鈥淲hen I was a teacher, I thought being the principal was easy,鈥� she recalls. 鈥淵ou just get to sit at your desk the whole day.鈥� Now, she says, while she doesn鈥檛 discount the difficulty of leading a classroom, she has experience with the challenges of school leadership as well. 鈥淚t鈥檚 a different kind of hard.鈥�

Even the jump from AP to principal carries new responsibilities, Erin says. As she puts it, 鈥淥ften the AP is the 鈥榞ood cop,鈥� and the principal is the 鈥榖ad cop,鈥� meaning that the responsibility for making the hard choices ultimately rests with me.鈥� Fortunately, she identified a leader on Infinity鈥檚 teaching staff to serve as her AP, and hopes to develop his skills in the same way her predecessor developed hers.

Every day, Erin brings her memories of being a classroom teacher with her through Infinity鈥檚 front doors. 鈥淚f you鈥檙e working with teachers, you can鈥檛 forget what it鈥檚 like to be a teacher,鈥� she stresses. 鈥淵ou have to remember that some days are hard, and some days are better than others. Through it all, you have to keep your focus on the students.鈥�

Her classroom days also inform Erin鈥檚 approach to leadership. 鈥淲hen you鈥檝e been a teacher, you know that as a principal, you can鈥檛 micromanage everything; you have to let teachers make their own decisions,鈥� she shares. Erin sees her strength in distributed leadership 鈥� in recognizing talent in her staff and building on their strengths. 鈥淵ou have to hire people who are smarter than you, honestly, and empower them to create their own vision that鈥檚 in alignment with the school鈥檚 vision.鈥�

Refining that school vision has been a focus for Erin as she began to think about what her principalship would look like at Infinity. As she wrapped up her first year in the role, she realized that she had an opportunity to involve all stakeholders 鈥� staff, students, and community 鈥� in laying out a vision for the whole school. That work culminated in a powerful statement: The school would cultivate 鈥渁n empowered community of inspired innovators who actively contribute to positive change in society through becoming active and socially responsible leaders; excelling in post-secondary endeavors; and navigating the evolving fields of science, technology, engineering, arts, and math.鈥�

That vision comes through in the opportunities Infinity offers for its students. The school has long had a strong focus on STEM, and recently added an 鈥渆arly college鈥� designation, providing the ability for students to graduate with an associate鈥檚 degree from the City Colleges of Chicago. This is a selling point for the community, but Erin, her inner teacher shining through once again, naturally focuses on what it means for the kids: 鈥淚 knew that no matter what, we had to put students at the front of everything we want to do here at Infinity.鈥澛�

AP Latricia Baker-Tall has served Wendell E. Green Elementary School for nine years. Her journey from a math teacher to an impactful administrator reflects her deep-seated passion for developing teachers, supporting her principal, and meeting the needs of students through a people-centered lens. Reflecting on her leadership journey, Latricia says, 鈥淚 think I’ve always been a leader, even from childhood, and becoming an assistant principal has opened a lot of doors for new learning.鈥�

Because she steps in where needed, Latricia鈥檚 days are filled with a variety of tasks 鈥斅� from coordinating substitutes and assisting with assessment administration to bridging communication between students, teachers, and parents. Through it all, she uses her people-centered approach. Latricia uses restorative practices for student discipline issues, for example, helping students access resources to address adverse behaviors. She even transforms her office into a 鈥渂eauty shop鈥� to boost the confidence of students having a bad day.

Latricia especially prides herself in her role as a coach and instructional leader. She observes teachers and challenges them to improve their practice through new strategies. She also works hard to connect with her teachers as people first in an effort to support their growth and development. This approach shines through in her work with Green鈥檚 out-of-school-time programs, which she initially led and then trained teachers to manage.聽

Notably, Latricia has also been an integral part of the Local School Council (LSC) since 2004. Working alongside Green Elementary Principal Tyrone Dowdell, she emphasizes transparency, ensuring the LSC is well-informed about the school鈥檚 Continuous Improvement Work Plan, budget and personnel changes, curriculum updates, technology needs, and events, among other matters. Her commitment has contributed to an engaged and smoothly functioning school environment for over two decades.

Through every initiative, meeting, and personal interaction, Latricia proves the indispensable value of dedicated APs in shaping schools. 鈥淭he AP role is very interesting in that it encompasses so much,鈥� she says. 鈥淲hen the principal is out of the office, I step right into the principal role. And I can honestly say it’s really beneficial when principals get along with their assistant principals. My principal has ensured that I am learning all the skills needed to be an effective leader.鈥�

Latricia exemplifies the ingenuity and commitment Chicago鈥檚 APs need to support their school communities. They work relentlessly to ensure that their principals and teachers are supported and that their students have inclusive and enriching learning environments.

Cecilia Mendoza

Cecilia Mendoza is the AP at Brighton Park Elementary, drawing on her experiences as a 海角直播 alum. A challenging chemistry class shifted her path from engineering to education and solidified her commitment to providing science instruction that speaks to all students. Beyond that, her work focuses on enhancing the experience of students and supporting bilingual families.

The Fund: Why did you decide to become an AP?

Cecilia Mendoza: I wanted to be the person who not only helped students enjoy learning but also held high expectations for all of them. This was because that was my experience as a student, where I didn’t always have the best experience in science class, especially as a Latino student on the south side of Chicago. I wanted to be someone who looked like my students so they could see that they too could achieve success. So, I started as a middle school science teacher at another school and then transferred to Brighton Park Elementary. It was the principal and assistant principal at the time who saw my leadership potential and helped me develop my skills by allowing me to join the instructional leadership team, lead our middle grades network, and even present at team meetings. These experiences made me realize that becoming an assistant principal was something I wanted to do and can do.

The Fund: Looking back on your time as an AP, what are you most proud of?

Cecilia Mendoza: One of the things that I find important in my role is being able to connect with students and their parents. It’s important for parents to feel like they can communicate with me directly, in their language without a translator. This helps them feel a sense of belonging and feel welcome at our school. And that’s definitely not something that I created;聽 it was at Brighton Park before me. But I think I also embody that positivity, and it makes a difference for staff to want to work there and for students to feel safe knowing that they can trust administration and we aren鈥檛 just hidden figures in the office who discipline.聽

The Fund: What advice would you give to teachers who are interested in becoming assistant principals? What do you think is most important for their success in the role?

Cecilia Mendoza: As a leader, you need to be flexible. Things are going to change in any given minute, and you just have to roll with the punches. You have to be quick in your thinking and prioritize what is most important.聽

Also, we work with a lot of people, and being able to give grace is important because, at the end of the day, we鈥檙e all humans. For every decision, think about how it is going to affect the children. We鈥檙e here to serve them, but we also have to give that grace to teachers, students and parents. Being empathetic and compassionate with all stakeholders allows us the flexibility to be open-minded and make the best decisions.聽

It鈥檚 only as difficult as you let it be. This position allows you to see and build relationships with all the students in your school and help them all in different ways.

The Fund: Is there anything you’d like people to know about the role of an AP that may not be obvious?

Cecilia Mendoza: It is a little lonely because as a teacher you have your co-teachers, grade level teams, and yearly set of students, but as an AP, you don鈥檛 have that. You get to build relationships with everyone in the building and you do get to meet other administrators, especially through Fund programs; you get to meet different administrators from across the city, which then opens up your lens a lot more. That鈥檚 very nice because then you hear different stories and advice from people with a bunch of different perspectives. I think that has really helped my leadership. I now have that community of people all over the city that I can go to, and I鈥檓 not just in my bubble.

Tamara Swoope

Dr. Tamara Swoope is a first-year AP at Avalon Park Elementary, a fine and performing arts school. Despite facing challenges 鈥� such as a relatively high student mobility rate, with students transferring in and out of the school 鈥� Tamara and her team remain committed to the school鈥檚 vision of developing critical thinking and problem-solving in students using research-based practices. With the mentorship of Principal Takeshi James, Tamara has been able to make a positive impact at Avalon Park Elementary. As Tamara puts it, 鈥淲hen I get on the phone, I just like to say, 鈥楬ey, Avalon Park, it’s a great place to educate.鈥欌��

The Fund: Why did you decide to become an assistant principal?

Tamara Swoope: I have about 20 years of experience as a 海角直播public school teacher. I have a passion for kids. That’s always been my number-one priority. I was just looking for ways to improve student learning, make it fun and interesting, and then support not only the academic needs of students but their psychological needs as well. And often, I’ve realized that those psychological needs and social-emotional supports outweigh the academic needs. I think about the adage that says, 鈥淏efore you can teach, you have to reach.鈥�

The Fund: Looking back on your time as an AP, what are you most proud of?

Tamara Swoope: One of the things that I’m most proud of is my growth and my development in leadership. I am a lifelong learner. I am consistently and continuously learning in this role. There is never a dull moment, from multitasking to time management, prioritizing, and delegating. It has just been a wonderful, transformative journey of learning. So, I couldn’t just name one thing I’m most proud of. It’s so many things that I’m proud of. I’ve seen my growth from day one to where we are now, in the middle of the year, kind of segueing into the end of the year. But it’s the growth and development that I’ve seen in my leadership capacity, and that growth has also extended to being able to develop leadership capacity in others.

More specifically, we have increased our attendance rate. We are up about 3% from this time last year. And I take pride in that because that is one of my babies. I own the attendance rate and the attendance team, but we are just doing some phenomenal things, and I’m excited for the trajectory we’re headed in as a school.

The Fund: What advice would you give to teachers who are interested in becoming assistant principals? What do you think is most important for their success in the role?

Tamara Swoope: Well, everybody鈥檚 going to find their niche. For me, one of the things that I found truly helpful in this role is ensuring that whatever decisions you make, they’re student-centered. Students are at the heart of those decisions.

The other thing that I value most about this role is building relationships with people within education. So, again, when making decisions, make sure that you are leading with students centered first, and then that you can build and nurture relationships with all stakeholders. This includes your staff, your parents, definitely students, and even your outside stakeholders as well. So those will be the two: building relationships and ensuring that everything you do is always student-centered.

The Fund: Is there anything you’d like people to know about the role of an AP that may not be obvious?

Tamara Swoope: It’s a lot of fun. I mean, it’s different from being in the classroom every day. It’s not that kind of fun because I enjoy being in the classroom with kids all day, every day. But it’s a lot of fun because you get to see the entire school. You get to build relationships with the engineer and the lunchroom staff. You get to know people in your building who all make a difference in the lives of our young people. But it’s really fun when you have a school as great as my school; I like to say there is an overwhelming excitement that just comes with the job, having fun with kids. And then, like they say in this profession, it keeps us young.