Chicago Public Schools: School-Based Instructional Support
Chicago Public Schools (CPS) is partnering with Leading Educators to enhance teacher knowledge and skills in math, literacy, and social-emotional learning through year-long professional development in six schools.
About the Partnership
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
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.
Explore Previous ResultsChicagoland schools and Leading Educators are working together to accelerate student learning and achievement in four key ways.
Leading Educators helps school leaders and educators implement high-quality instructional materials aligned with curriculum standards. Additionally, we develop teacher leaders within schools to take on school-based leadership of ongoing professional learning communities. We tailor support based on each school’s specific data, needs, and improvement goals outlined in annual plans.
We facilitate professional learning sessions and content team meetings for teachers and teacher leaders and design professional development aligned to curricular resources at school sites. Additionally, we assist with developing individualized acceleration plans for students.
We coach teachers, teacher leaders, and school leaders through learning walks, data analysis, and touchpoint meetings.
We equip Chicago schools with materials and plans to continue improvement independently after the partnership ends.
Partnership By The Numbers
2,124 Students
benefiting from improved literacy and math instruction
6 Schools
working to accelerate student learning and achievement with targeted support
95 Teachers
being supported to build on their strengths and collaborate across classrooms
Looking Ahead
By collaborating intensively with schools and teachers over multiple years, offering coaching, content development, and strategic advising, this model aims to cultivate and strengthen the capacity within the district’s teaching force.
This teacher-facing support holds the promise of leaving a lasting legacy in Chicago, characterized by heightened teacher content knowledge and a commitment to student-centered practices, transforming the educational landscape for years to come.
Meet The Team
Claudine Andrews
LeAnita Garner
Tori McGowan
Shondele Gillens-Vazquez
Morgan Qin
Danielle Parker
About Claudine Andrews
Before joining Leading Educators, Claudine provided targeted, individualized coaching support for new and experienced teachers in schools within the Academy for Urban School Leadership (AUSL) network of Chicago Public Schools. Prior to her work at AUSL, Claudine was a middle school teacher through the Inner City Teaching Corps, and a teacher and Math coach at the University of Chicago Charter School - Donoghue Campus.
Claudine holds a B.A in Sociology and French Literature from Boston College and a M.S.Ed in Education and Social Policy from Northwestern University. She currently lives outside of Detroit with her husband and their two children. When not working, Claudine enjoys indoor cycling, watching college sports, and hanging out with her family and friends.
Claudine Andrews in the news
About LeAnita Garner
Before joining Leading Educators, LeAnita provided targeted, individualized coaching to new teachers in schools within the Academy for Urban School Leadership (AUSL) network of Chicago Public Schools. That role evolved into a Network Instructional Coach where she supported teachers, teacher leaders, and school leaders in deepening their understanding of standards aligned instruction through coaching support and professional development. Prior to her work at AUSL, LeAnita was a primary and intermediate classroom teacher with Atlanta Public Schools and later with the University of Chicago Charter School-Donoghue Campus.
LeAnita holds a B.S in Early Childhood Development from Northern Illinois University and a M.A.Ed in Instructional Leadership from Argosy University.
LeAnita Garner in the news
About Tori McGowan
Previously with Leading Educators, she coached instructional leaders across Chicago as an Instructional Leadership Coach. Before joining Leading Educators, Tori worked as an instructional coach with a charter school in Chicago. She has worked in education for over 26 years as a teacher, Lead Teacher, Assistant Director, Math Coordinator, and Instructional Coach.
Tori holds a B.A. in Early Childhood Education from Tufts University and a M.A. in School Leadership from Concordia University. She lives in a suburb of Chicago where she enjoys exploring the different neighborhoods of Chicago, reading, baking, and spending time with friends and family.
About Shondele Gillens-Vazquez
She enjoys creating spaces where educators share experiences and problems of practice in an effort to learn from one another and develop collegial relationships. She is rooted in the belief that teachers with an awareness of strengths and influence have a special set of leadership skills necessary to influence and support educational efforts to promote equity and advocacy for children of color.
Shondele is driven by her strong desire to be an advocate for students whose voices are not recognized as appropriately powerful. She is excited to be a part of a team that believes all kids deserve to be heard while being committed to the “dance” that empowers and liberates teachers to be leaders in this necessary work.
About Morgan Qin
Over the last few years, Morgan worked as an Implementation Support Specialist for Great Minds, facilitating coaching conversations with teachers in their instruction of the Common Core math standards through Eureka math. Before working for Great Minds, Morgan was a third-grade teacher within Chicago Public Schools in the AUSL network.
Morgan currently lives in Chicago with her husband, Simon, and their dog, Roscoe. She enjoys reading, watching Liverpool soccer games, and spending time with friends and family.
About Danielle Parker
Danielle taught in Kansas City, MO and Chicago for five years. In her free time, she enjoys listening to comedy shows, reading a good book, or spending time outdoors.
Learn About Other Partnerships
Chicago Schools is just one of a dozen partnerships across the country that are pushing the boundaries of what schools can offer students. Learn more about how we customize our supports to meet the needs and strengths of visionary districts.
