Educators in a subset of Chicago Public Schools are eager to deepen their knowledge and skills in math, literacy, and social-emotional learning to accelerate student learning after pandemic disruptions set students back.

At the system level, Chicago Public Schools is determined to offer a high-quality public education that prepares each child for success in college, career, and civic life. But to build on existing strengths and address the challenges posed by COVID-19, along with long-standing issues and opportunity gaps, leaders acknowledge that every student must have access to high-quality academic, social-emotional, and culturally responsive learning. 

The Challenge

Before the pandemic, there was significant room for growth in student achievement. In math and literacy, pandemic disruptions set students back even further, especially in reading.

• Limited school hours make it difficult to address individual student needs effectively.
• Leaders know it’s critical to use grade-level instruction to accelerate students’ learning rather than only meeting students at their current level. But to do so, teachers need more support to build content expertise and create tailored acceleration plans.

Solution: School-Based Instructional Support

Schools are partnering with Leading Educators to support teachers and school leaders in deepening their knowledge in critical areas that impact student success.

Transforming instructional mindsets and mitigating the impact of pandemic-induced learning loss are complex tasks that require sustained, job-embedded professional learning for teachers. An opt-in, teacher-facing fellowship approach at the school level is a promising solution to foster higher engagement than broader district-wide professional development initiatives.

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