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.

Teachers

At the , Principal Bill Hook mandates that every staff member teach a class. He wanted to teach the largest class in the building so he told his programmer, 鈥淕ive me 35 students so I can feel their [teachers’] pain.鈥� He remembers this morning class as the best part of his day. Principal Jennifer Reid of also teaches to 鈥渟tay in tune with what students need.鈥�

Coaches

Both Principal Ricardo Trujillo of and Principal Josh Emmett of coached their students. At Monroe, Ricardo prioritizes face time with students to prevent educator-student disconnect by coaching basketball and other sports. Josh鈥檚 time spent coaching football solidified his love of teaching. He feels that effective coaching is the same as effective teaching without the walls. He explained, 鈥淵ou鈥檙e out in the field, but everything you know about organization, motivation and relationships is right there. I found that it made me a much better teacher and certainly helped me develop relationships with kids, parents and others that became a big part of why I do what I do.鈥�

Counselors

Principal Carol Devens-Falk of often acts as a counselor. Students feel comfortable reaching out to Carol when they are upset because she always makes herself available. When a student runs out of the classroom distraught, 鈥淸I] take the time to sit and talk with them about what the issues might be with the intent of getting them back up to the classroom,鈥� she said.

Professional Development Coach

principal, Carolyn Eggert, offers professional development directly to the DeVry professors who work in the program. It pays off because 鈥減rofessors have reported that it has helped make them better teachers,鈥� she said. Similarly at CICS Northtown, 75 percent of Josh鈥檚 job description is working with teachers on instruction. He is an instructional coach for a group of teachers, frequently giving them feedback about their practices inside the classroom.

Many 海角直播principals take on roles beyond their job descriptions. They take on the additional role of teacher, coach and counselor because they are dedicated to their school and students.

Many educators are hopeful that the amount of attention education is receiving will result in more resources for improvement. 鈥淭he district has come such a long way,鈥� said Jerry Travlos, principal of . Over his 23-year CPS career, he experienced improvements in teaching quality and an increase in tools offered such as, 鈥渟chool programming, extracurriculars, what takes place on the weekends, support services, keeping students on track,鈥� he said. 鈥淭here seems to be a lot more out there.鈥�

Along with Jerry, Principal Carol Devens-Falk of sees possibilities opening up. As technology continues to improve, its use inside the classroom becomes more accessible. 鈥淭he Google classroom and those platforms are really cutting-edge and connect to what the realities are in the world,鈥� Jerry said. By utilizing technology, educators are unlocking a whole new world to their students.

The opportunity for creativity in education excites Principal Melissa Zaikos of and Principal Yasmeen Muhammad-Leonard of . As an听innovator herself, Melissa witnessed data-driven innovations over the past five years and she foresees a continuation in the future. 鈥淲e are worrying more about larger goals for kids, it鈥檚 not just about getting into a four-year college, it鈥檚 what will help you succeed there,鈥� she said. Yasmeen agrees that education is 鈥渟o open-ended and limitless,鈥� which allows room for further innovations and creativity.

As a long-time educator, Principal Josh Emmett of is excited about the shifted focus of education over the past two decades. 鈥淭here is potential in moving away from the regimented learning standards and looking more at broad skills and developmentally appropriate skills that we see reflected in ,鈥� he said. Prior to his principalship, Josh worked at a university. He says that one of the reasons he wanted to return to K-12 education is because of 鈥渢he potential growth of Common Core Standards to promote a different approach to learning.鈥�

Whether it be technology, creativity or instruction, there is so much to be excited about for the future of education. The leaders of Chicago’s public schools are eager to continue working for our students in an educational landscape that is always improving.

鈥淚t鈥檚 a culmination of a lifetime of experiences coming together and manifesting in a way that impacts others.鈥� – Anna Pavichevich,

鈥淭he work I do impacts kids, families and teachers. I get to see all these groups grow and be successful. I love coming to work every day because of it.鈥� – Nicole Milberg,

鈥淚 dedicate my life to children and this was just my next step. I started as a day camp counselor when I was twelve and now I am a principal: A line of devoting my life to children.鈥� – Dawn Caetta,

鈥淚 am in service to this community, teachers, parents and students. I get to provide them with the things that they need to make them happy at school. That just feels empowering and gives me a purpose!鈥� – Carol Devens-Falk,

鈥淚t鈥檚 highly rewarding and I know in my heart that I am making a difference with my children, parents, faculty and community.鈥� – Jerry Travlos,

鈥淩ight now, I am very passionate about the life and experiences of teachers in urban education. 听If I was doing anything else, I don’t know if I’d be able to operate at a high level. My heart right now is about making sure we can build a sustainable school for my teachers and for our students. I鈥檓 so very grateful to be in this place in my life where I can have this kind of role, give my all and learn from the best people in this country.鈥� – Jennifer Reid,

鈥淧roviding a solid education for all students is, in my opinion, the greatest civil rights issue of our time. That’s something that I’m most passionate about. I think it’s so easy for people to write it off or think it鈥檚 the teacher’s problem, but it’s everyone’s problem.鈥� Melissa Sweazy,

鈥淚 am able to have an impact in a different way. It might not have as deep of relationships as [teachers] may have with students, but you see your impact in a broader sense.鈥� – Joanne Tanner,

鈥淚t gives me the opportunity to make a profound impact on students, families and staff in ways that are meaningful and have potential to be transformative for all of those folks.鈥� – Josh Emmett,

鈥淏eing able to have an impact on children and have a dramatic effect on their future makes it worth it. Despite all the challenges I have with parents or staff members, at the end of the day, the reason I am here is the kids and that what keeps me going.鈥� – Juan Gutierrez,

鈥淚 love being the principal, it’s a great job. I think it’s the variety of the work that makes it so exciting. I deal with everything from the minutia of getting the traffic flow right in the mornings to the strategic things of how fast we should grow and how are we budgeting for the future. 听鈥� – Melissa Zaikos,

鈥淚t鈥檚 a time where we really need to step up and be leaders for our schools. It is really a call to action for all of us right now.鈥� – ,

鈥淚 like the ability to impact so many people. I think I can impact kids, parents and teachers and bring them all together into one cohesive school community. This has been really powerful for me. I don’t want to be the center of that, I want to be a part of that. 鈥� – Lauren Albani,

I am an extremely loyal person 鈥揑 still meet with the first principal I had as a teacher in 海角直播 (CPS) to get his opinion and support. When I chose to be a principal in CPS, I knew I was committing to the job and to the district. I love being a principal here in Chicago. I not only work with a committed school community, but I also get to make decisions at my school whereas my colleagues in other districts have decisions made for them.

However, being a principal can be a lonely experience. As the leader of my school, I often navigate big decisions or complicated issues on my own, which can feel isolating and stressful.

For this reason, opportunities like the (The Fellowship) and are invaluable experiences. Each program challenges a diverse group of experienced principals to further hone their leadership skills and allows principals to develop extensive peer support networks.

The Fellowship raises the bar for school leadership. In contrast to typical professional development, which may focus mostly on our day-to-day work, the Northwestern courses engage principals in growing our overall leadership skills. We learned from CEOs leading in different industries, and we worked with executive coaches who helped us reach our leadership goals in our schools. My cohort grew very close. In fact, I still communicate with members of my cohort often 鈥� sometimes daily! Their support and friendship makes me feel part of a larger community, and I often call on them for advice around tough issues.

Building on the leadership work in The Fellowship, the Cahn Fellows Program is currently helping me further apply my learning to my work at Ebinger. Working with the Cahn Fellows Program 鈥� which included two weeks of professional learning in New York City over the summer 鈥� helped me return to school refreshed and ready to dive into a new school year. Additionally, the program structure allows me to deepen my relationship with my Assistant Principal, who is my 鈥渁lly鈥� and participates in the program with me. It has been a great asset to thought partner with someone who knows my school community, especially as I implement my capstone project. Just as in The Fellowship, Cahn Fellows is helping me to strengthen my peer network and learn from phenomenal principals in both 海角直播and New York. One of my colleagues, Chad Weiden, the principal of Edgebrook Elementary School, agreed that 鈥減eer relationships are crucial in getting that necessary informal feedback for growth and development.鈥�

Being a principal is a tough job. There have been moments when I have wondered whether I can remain a principal in Chicago. Through these fellowships I know I am not doing this difficult work alone. I feel empowered to learn from and rely on a group of talented principals whom I may not have met otherwise.

Principals need more opportunities like these fellowships that not only support principals in honing their craft but also enable them to develop strong support networks. Principals who have a community of peers who support them will grow professionally and ultimately stay in their schools. I am only one voice, but I am here for the long haul.

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My name is Dolores Cupp, and I am the proud principal of . I鈥檝e been working with CPS students for over 20 years; I鈥檝e been principal at Hurley for the last nine听years. In my years both in and out of the classroom, I鈥檝e come to appreciate one truth: The more you learn; the more you come to realize how much you don鈥檛 know.

During a presentation I attended on the 鈥淪tudent-Centered Design Canvas,鈥� one concept stuck with me: personalized learning. In my years as principal, I鈥檓 proud to say that my staff had become pretty proficient in differentiation and using technology as a tool to provide both intervention and enrichment. But this concept, personalized learning, was on a whole different level. I knew I had to learn more, and I knew that my teachers and students deserved the chance to experience what would come to be one of the most powerful instructional strategies I know.

During , my teachers and I were interested in finding more time in our day to support our teachers’ PD. A shift in our master schedule was implemented, and we found the time we needed. We thought we were done. Through SDP, we were able to work with . As a result of working with LEAP, we found our issue was not in finding the time, it was in how to effectively use the time and resources we had.听 What my team and I received was support to create a shift in sight: in the way we saw our school; in the way we saw our students; and in the way we saw our staff. We were taught how to 鈥渟ee the problem鈥� and not get stopped by the barriers in our way. With our 鈥渢ime鈥� barrier out of the way…our team was left with the question of 鈥淲hat If.鈥�?鈥澨� This opened a whole world of possibilities.

When the application came out for the Summer Design Program 2016, I knew we couldn鈥檛 afford NOT to apply. We have a long way to go in our quest to find the way personalized learning and student-lead instruction fits into our school. I found that the shift in sight that I gained from participating in the program last year helped me to be a more effective member of my team as we dug deep to find the problem and come up with a prototype. The power in the 鈥淗ow Might We鈥�?鈥� tool produced ideas that we would have never imagined before. I鈥檓 excited to start this process again with a different team of my staff. I am excited to see the shift in sight and mind that we will develop as a team. But most of all, I鈥檓 excited to see the impact that this leaning will have on our students, our school, and our community. I am grateful for the opportunity.

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My name is Karin Breo and I鈥檝e been working in education for 20听years. I鈥檝e been a principal for three years at the CICS Irving Park campus on the north side of Chicago. My favorite part of being a principal is learning and collaborating with my team to make our school the very best it can be for our students, families and teachers.

When I applied for the ,听I was interested in fostering curiosity and drive with our students to motivate and challenge them. I felt that by enhancing teacher practice and building stronger relationships with our students, we听would increase engagement.

Having the opportunity to be a part of the SDP听challenged me to learn and to think about our approach differently.听 I learned the importance of time, talent and technology and ways in which to redesign the school experience to better fit the needs of our students.

Through our follow-up support work with LEAP Innovations, we have received some of the best professional development of my career.听 The work that we have done with them has had a measurable impact on the day-to-day lives of the students and families our school serves. The opportunity to work with consultants, such as Furman Brown of Sensible Innovation, has helped us to empathize with all members of our school community so that we can design a school experience that supports all students at their level.

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Thanks for sharing part of your story with us, Karin. Chicago’s students are lucky to have you!听

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