ILCP - program book

CHICAGO PUBLIC SCHOOLSOffice of Principal Preparation and Development

Instructional Leadership Change Project ExhibitionWest Side Technical Institute, 2800 S. Western Ave., Chicago, Illinois

Thursday, April 3, 200810:00 AM to 4:00 PM

AcknowledgementsCity of Chicago

Richard M. Daley, Mayor

Chicago Board of EducationRufus Williams, President

Members of the Chicago Board of EducationClare Muñana, Vice President

Dr. Tariq Butt, M.D.Alberto A Carrero, Jr.

Norman BobinsRoxanne Ward

Peggy Davis

Office of the Board of Education125 South Clark Street, 6th Floor

Chicago, Illinois 60603Telephone: 773.553.1600Facsimile: 773.553.1601

Chicago Public SchoolsArne Duncan, Chief Executive Officer

Barbara Eason-Watkins, Chief Education Officer

Principal Preparation and DevelopmentGail Ward, Chief Officer

The Instructional Leadership Change Projects are fully funded by theUnited States Department of Education School Leadership Program

through a competitive federal grant awarded to the Chicago Public SchoolsOffice of Principal Preparation and Development in October, 2005.

1 Chicago Public Schools Principal Preparation & Development 2008

Dear Participant:

There couldn’t be a more exciting time to be affiliated with the Office of Principal Preparation and Development in the Chicago Public Schools and the work of nurturing school leaders. Interns in our two CPS approved Principal Preparation programs have been working with their mentor principals and a team of teacher leaders in their host sites to examine a school issue, study relevant data, research, and best practice literature, chart a course for improvement and execute a plan to attain their improvement goals. The Instructional Leadership Change Project Exhibition provides a forum for these interns to share the results of their efforts and to model within our community of practice how they have become “public learners.” In our city’s schools, like never before, we will need principals committed to learning for life.

We hope that you will take the time to examine the projects represented in the exhibition and to engage the interns in conversation about how they identified the challenge that they would devote a year of their life’s work to resolving.

As an educator who has had the privilege of being an elementary and high school principal in Chicago, I understand well the challenges faced by urban school leaders. I also know that learning opportunities such as those embedded in the Instructional Leadership Change Project simulate the work of an instructional leader and expose interns to the range of decisions made by principals in the day to day execution of their job responsibilities. We celebrate the growth of these aspiring school leaders and thank you for your interest in the leadership development of CPS Principals.

Sincerely,

Gail WardChief OfficerOffice of Principal Preparation and Development


Table of Contents Instructional Leadership Change Project 6 Dimensions of Quality New Leaders for New Schools Program Description 7-8

UIC Program Description 9-11 Project Title (The projects are listed alphabetically by the last name of its designer.)

The Impact of Reading Comprehension Strategies on Extended-Response 12Manuel Adrianzen, New Leaders for New Schools

The Road to Exceed: Data Driven Instruction and Assessment 13Steven Askew, New Leaders for New Schools

Closing the Achievement Gap for the Middle School African-American Males 14-15Sheila Barlow, New Leaders for New Schools

Fusion: Making it to Lilydale! 16-17Miyoshi Bates, New Leaders for New Schools

Improving Reading Comprehension in the Primary Grades 18Stephanie Bloom-Washofsky, New Leaders for New Schools

Using Best Practices and Data to Drive Instruction 19-20Mellodie Brown, New Leaders for New Schools

Literacy is a Skill, Not a Subject 21Angela Chang, New Leaders for New Schools

Promoting Professional Transparency to Intensify Academic Rigor 22Mary Beth Cunat, UIC

The Super Six Literacy Project: Increasing Student Achievement Through Quality 23-24 InstructionAnnette Dowd, New Leaders for New Schools

Growing Exponentially: Building Teacher Capacity to Utilize Data Driven 25Instruction in Mathematics ClassroomsElizabeth Dozier, New Leaders for New Schools

Authentic Intellectual Achievement (INSERT)Karen Ekpenyong, UIC

Responding to Reading 26Elizabeth Gallo, New Leaders for New Schools

Reading in Content Areas - Mathematics 27-28Leonard Harris, UIC


Restructuring Junior Curriculum 29-30David Hester, UIC

Explanation and Measurement for Math 31Shanie Kellean, New Leaders for New Schools

Data-Driven Professional Learning Community (Fifth Grade Edition) 32Fernando Kim, New Leaders for New Schools

Data Team: Literacy Improvement through Data-Driven Instruction 33-34Juan Lira, UIC

School Based Academic Extended Day Program: Developing After-School Efficacy by 35Bridging School-Day with After-SchoolEstuardo Mazin, UIC

Transforming Middle School Poor Readers into Strategic Readers 36Kelly Moore, New Leaders for New Schools

Best Practices in Science Education Using Critical Thinking Skills 37Edward Morris Jr., New Leaders for New Schools

Improving Third Grade Student Comprehension Skills Using Non-Fiction Materials 38Shawnee Newsome, New Leaders for New Schools

Improving Student Performance of 9th and 11th Grade Science through Curriculum 39-40Development, Mapping and Teacher CollaborationSussan Oladipo, UIC

Literacy and Test Taking Strategies in World Studies 41Christopher Pawelczyk, UIC

Structuring and Sustaining and Exemplary ELL Support Model 42Joel Pollack, New Leaders for New Schools

Developing Standards Based Instruction and Professional Collaboration (INSERT)Keisha Robinson-Campbell, UIC

Accelerating Reading Comprehension using QAR in Intermediate Grades 43Carl Sannito, New Leaders for New Schools

Focusing on the “How”: Increasing Differentiated Instruction in Middle School 44InstructionJesse Tang, UIC Improving Student Achievement in Numeracy through Reflective Instructional 45PracticesSuzana Ustabecir, New Leaders for New Schools

The Nike Club 46James Walton Jr., New Leaders for New Schools


Using Writer’s Workshop to Build Balanced Literacy 47-48LaMonica Williams, UIC

Freshman Transition Program 49Wayne Williams, UIC

Authentic Intellectual Achievement in Secondary Content Areas 50Todd Yarch, New Leaders for New Schools


The Instructional Leadership Change ProjectDimensions of Quality

(1) Data Analysis of student and teacher performance (2)Identificationofaninstructionalpriority (3) Shared study of a relevant instructional topic (4) The design and implementation of a plan to address identifiedandprioritizedneeds (5) Implementation monitoring and impact through observations and data collection (6) Assessment of student work samples and products (7)Reflectiononprofessionalpractice (8)Refinementoftheimprovementcycleinresponsetodata (9) Sustainability (10) Replicability (11) Probability of Long Term Favorable Impact Upon Student Achievement and (12) Experience in resource management to support teacher development and improved student achievement.


New Leaders for New SchoolsApril Ervin, Executive Director

Elaine Berndes, Director of Recruiting and Admissions

850 West Jackson, Suite 220

Chicago, IL 60607

(312)-829-6567

(312) 829-6568 Fax

www.nlns.org

New Leaders for New Schools promotes high academic achievement for every child byattracting, preparing, and supporting the next generation of outstanding leaders for ournation’s urban public schools. It is a national non-profit organization, founded on fivecore beliefs, that selects and trains passionate and results-focused individuals, fromwithin education, as well as former educators, to become urban public school principals.It is also a movement to transform urban schools nationally and locally with cohorts inBaltimore, California’s Bay Area, Chicago, Memphis, New York City, and Washington,D.C.

It is clear that great schools are led by great principals. The New Leaders for NewSchools’ program is designed to effectively prepare and support individuals who havean unyielding belief in the potential of all children to achieve academically, a record ofsuccess in leading adults, and demonstrated instructional knowledge (with a minimumof two years of teaching experience in a K-12 setting).

MISSIONPromoting high academic achievement for every child by attracting, preparing, and sup-porting the next generation of outstanding leaders for our nation’s urban public schools.


CORE BELIEFS

1. Every child can achieve the highest levels of academic excellence. At New Leaders for New Schools, we mean every child in every circumstance. 2. Adults are responsible for ensuring that all children excel academically. We as adults can and must do more to unlock the potential of each and every student. 3. Delivering high quality public education to all children is critical to a just society that affords every child the full range of opportunities in life. 4. Great schools are led by great principals. These principals coach and inspire teachers to reach and teach every child and collaborate with their parents, families, and communities to make schools work. 5. With access to outstanding public schools, all children will develop the competence, critical thinking, social and civil skills to reach their highest potential in the classroom and in life.


The Ed.D. in Urban Education Leadership at UIC

Peter Martinez, Director, College of Education, University of Illinois, Chicago

Steve Tozer, Coordinator, Ed.D Urban Education Leadership Program, University of Illinois,

Chicago

College of Education - M/C 147

University of Illinois at Chicago

1040 West Harrison Street

Chicago, Illinois 60607-7133

Telephone: (312)-996-4532

Fax: (312)-996-9866

http://www.uic.edu/educ/college/admissions/2ndlevel/EDDIntro.htm

The College of Education at the University of Illinois offers a doctoral program in UrbanEducation Leadership for talented teachers and school leaders who aspire to transformlow-performing urban schools into effective learning environments for students andteachers. Jointly led by the Policy Studies Area and the UIC Center for SchoolLeadership, this three-year cohort program prepares system and school leaders who arecommitted to a sustained immersion in the theory and practice of addressing thechallenges of urban education. Performance outcomes, designed in collaboration withtransformative principals from Chicago Public Schools, are achieved through anintegration of doctoral coursework and three years of supervised practicum experiences.Candidates assume school or system leadership roles early in the program and thenreceive coaching and mentoring support until the degree is completed.

DISTINCTIVE FEATURES OF THE ED.D. PROGRAM

• Commitment to the simultaneous transformation of K-12 schools andhigher education.

To produce school leaders who have the knowledge, hands-on-experience and drive to transform failing urban schools into high-achieving learning communities, higher education must change how it conducts the business of leadership preparation. The university program integrates both kinds of change. The program is committed, not only to individual candidates, but to school systems as the clients, with a consequent focus on identifying and meeting the leadership needs of low-performing schools and school systems in Chicago and the surrounding metropolitan area.


• A highly selective admissions process.

UIC selects a diverse cohort from candidates who already hold a master’s degree, who have demonstrated records of outstanding classroom instruction as well as instructional leadership as teachers or administrators, and who are clearly committed to transforming schools where the leadership need is most evident.

• A three-strand doctoral program structure.

The program allows students to choose among concentrations leading to the Illinois Type 75 General Administrative Certification (preparation for the school principalship), the Illinois Superintendent Endorsement, or, for those already holding the Type 75, advanced leadership development tailored to school building or system level positions.

• Academically rigorous program.

This advanced degree program integrates change-oriented academic and professional development with fieldwork in such areas as: development of critical and analytic thinking and writing skills, uses of data for strategic planning and instructional leadership, development of technology-rich urban school environments, and analysis of exemplary, in-depth cases of urban school transformation.

• Coursework co-designed and co-taught by UIC academic faculty and byprincipals and system-level instructional officers who have themselvestransformed urban schools.

In addition to working directly with transformative school leaders, school districts, unions, and exemplary urban schools, students study with nationallyrecognized UIC faculty specialists in literacy and mathematics instruction, technology, special education, bi-lingual education, race and ethnicity, educational assessment, business management, and other areas.

• Three years of site-based coaching and mentoring aimed at producingcandidates who have proven their ability as change agents in schools.

Coaching is provided by former high performing principals in addition to mentoring by principals who are successfully confronting the challenges unique to urban environments. From day one of the first semester, candidates assume roles as change agents who lead collaborative school improvement initiatives. The coaching therefore supports actual school improvement projects aligned with candidates’ school’s School Improvement Plan for Accelerating Academic


Achievement (SIPAAA). Candidates who become principals after their first year in the program are coached on a weekly basis for the next two years to help them reach transformational goals in their new schools. Candidates who enter the program as principals receive similar support for all three years.

• Regular assessment of candidate performance throughout the three-yearprogram.

Candidates are assessed each semester by a team composed of university faculty, clinical faculty, and practicum coaches; assessments are used for developmental purposes as well as program continuation decisions.

• Thesis research that focuses on genuine problems of leadership practice.

Candidates conduct research at the school or system level that employs methods of inquiry authentic to the inquiry, data-collection and analysis, and decisionmaking tasks of school leaders.


Instructional Leadership Change Project ExhibitionProject Summary

Name: Manuel Adrianzen Program: New Leaders for New SchoolsSchool: Columbia Explorers Academy Mentor Principal: Mr. Jose BarreraArea: 10 Instruction Officer: Isabell Mesa-Collins Program Leadership Coach: Vickie Brown

Change Project Title: The Impact of Reading Comprehension on Extended-Response

Description of Instructional Priority – What issue was addressed?The instructional priority for this project was reading comprehension with specific focus on effective instruction on the Extended-Response component of the ISAT reading section. After reviewing the school data I found that 64% students in the 6th grade and 61% of students in the 7th grade had a score of 2 on a scale of 0-4. Therefore, I felt that it was crucial for the school to focus on using reading comprehension strategies to improve the writing of an Extended-Response.

What was your theory of change? What did you do?My theory of change was based on concise research that implies that a reader must develop critical reading strategies in order to comprehend what is read and be able to write a response related to the question that is being posed. I modified and refined an extended-response action plan that allowed my team to analyze student data and create the action plan based on student’s extended responses. Each grade level team would meet and discuss and turn in to me their respective action plans. I performed classroom observations with clear focus on various reading comprehension strategies such as QAR, the use of graphic organizers and read alouds. I led teachers in professional development focused on the effective use of data to promote student achievement and lead various book discussions of purchased books.

What was the student learning result?Through the hard work of teachers and the implementation of the reading strategies given during professional development, data suggests that there have been improvements in the way students write extended-responses. The students in 6th and 7th grades are able to take a critical stance as they read and have developed the ability to construct meaning; thus, they are able to respond more accurately to what they read.

How did this experience better prepare you for a CPS Principalship?This experience gave me the opportunity to use my problem solving skills and my abilities to analyze data to drive student achievement. By leading a group of teachers in improving their instructional methods for teaching comprehension in connection with the extended-response writing, I built their internal capacity to continue personal self-reflection in instructional planning and lesson delivery.



Name: Steven Askew Program: New Leaders for New SchoolsSchool: W.E.B. Dubois Mentor Principal: Vanessa Williams- JohnsonArea: 18 Instruction Officer: Thomas Avery Program Leadership Coach: Dr. Donald Pittman

Change Project Title: “The Road To Exceeds”

Description of Instructional Priority – What issue was addressed?The instructional priorities for this change projects are to:

Improve Students learning •Improve teacher instruction•Increase student interest in literature•Increase the number student exceeding the state standards •

What was your theory of change? What did you do?The theory of change for this project was that students do better in school when they are engaged and connected to their learning. This program provides students with a high quili6ty, and highly engaging literacy program. The program focused on improving the teacher’s classroom instruction through data analysis, common planning, and professional development. The teachers used data analysis to target the areas that the students were struggling with the most. The teachers worked in the common planning meeting to brainstorm way to improve instruction. I used the coaching model to help the teacher improve their instruction through observation and post conferencing.

What was the student learning result?As a result of this project the instruction that the students received was more rigorous and focused on developing the skill that they were struggling in the most. The students became engaged in the lessons because they felt a connection with the literature. To them there was a purpose for the readings and lessons, because they were able to connect it to everyday life. As a result the students were better prepared to do well in class and on assessments.

How did this experience better prepare you for a CPS Principalship?This experience has prepared me for a CPS Principalship because it gave me a chance to practice and experience some of the Principal competencies first hand. I was able to identify a critical need in the school and work with teachers to come up with solutions. Together we were able to focus their instruction to better meet the needs of the students. I was also able to observe teachers and give feed back on classroom instruction. I was focused on coaching struggling teachers in to become better instructors. Finally, I was able to manage the programs $2,500 budget efficiently.



Name: Sheila Barlow Program: New Leaders for New SchoolsSchool: Ralph H. Metcalfe Mentor Principal: Michele BartonArea: 18 Instruction Officer: Thomas Avery Program Leadership Coach: Vickie Brown

Change Project Title: Closing the Achievement Gap for Middle School African – American Males

Description of Instructional Priority – What issue was addressed? As a result of the Reading ISAT and the Spring Learning First 2007 Assessment, the achievement gap among boys and girls continued to widen at Metcalfe. The 2006 – 2007 assessments showed that 28% of the fifth grade boys (now in 6th) met or exceeded the standards. However, 67% of the fifth grade girls (now in 6th) met or exceeded the standards. This had been the largest achievement gap between gender groups over the past five years. The 6th grade assessment for students now in 7th grade showed that 50% of the boys and 59% of the girls met or exceeded the standards. The total number of girls and boys taking the test in grades 5 and 6 was 70 and 91. Of the 91 boys in fifth and sixth grade only 33 met of exceeded the standards. Currently the same students for this school year were now in 6th and 7th grade. There were 53 girls and 98 boys. 28 girls and 30 boys were part of the accelerated program, which consisted of students who meet or exceed the standards.

The largest deficit for 6th and 7th grade boys was in the Illinois Learning Standards 1B, 1C, 2A & 2B. These standards address the reading strategies, reading comprehension and literature.

The trend at Metcalfe had been consistent with boys achieving at the same level as girls in 3rd grade, exceeded the standards. However, 67% of the fifth grade girls (now in 6th) met or exceeded the standards. This had been the largest achievement gap between gender groups over the past five years. The 6th grade assessment for students now in 7th grade showed that 50% of the boys and 59% of the girls met or exceeded the standards. The total number of girls and boys taking the test in grades 5 and 6 was 70 and 91. Of the 91 boys in fifth and sixth grade only 33 met of exceeded the standards. Currently the same students for this school year were in 6th and 7th grade. There were 53 girls and 98 boys. 28 girls and 30 boys were part of the accelerated program, which consisted of students who meet or exceed the standards.

The largest deficit for 6th and 7th grade boys was in the Illinois Learning Standards 1B, 1C, 2A & 2B. These standards address the reading strategies, reading comprehension and literature.

The trend at Metcalfe had been consistent with boys achieving at the same level as girls in 3rd grade, whereas when the same students reached fifth grade the achievement gap was prevalent. However when previous groups got to eighth grade the achievement gap decreases. Even though the achievement gap decreased in comparison to our female students, our male students were still achieving significantly lower than other males in their sub group. Loosing achievement in the middle school years made it that more difficult to catch our male students up to other ethnic groups. For the past five years the overall reading scores had made an upward trend and had stabilized the last two years at 57%.

What was your theory of change? What did you do?It was apparent that our male students were in need explicit reading instruction. The current


instructional approach consists of using the basal as well as sustained silent reading. As a team the intermediate and upper grade teachers established a professional learning community where teachers received on going professional development in implementing independent reading and reading strategies for the middle school students. By implementing independent reading and various reading strategies the students became reflective readers and wrote about their novels in their reader’s notebook. They had an opportunity to capture what they read and spent more time reading. At least 75% of the reading novels consisted of high interest novels for boys.

These teachers administered weekly interim assessment in reading, analyzed the results, documented formal and informal observations and taught lessons that mirrored the needs of the students. They also collaborated to include instruction based on student data.

What was the student learning result?The 6th and 7th grade students were exposed to various reading strategies, skills, and various texts. They were able to apply the reading strategies that were taught during reading mini-lessons. These mini – lessons were created to address the students’ needs according to the Learning First and New Leaders for New Schools reading interim assessment. As a result of the independent reading mini-lessons the students spent more time engaged in reading and writing. Students showed gains in reading comprehension according to the winter Learning First Assessment.

How did this experience better prepare you for a CPS Principalship?This experience allowed me to establish a community of learners by facilitating professional development among intermediate and upper grade teachers. It also allowed me the opportunity to assess the quality of classroom instruction. I was able to identify what the teachers and students needed in order to improve student achievement in reading comprehension and strategies. By leading these teachers on implementing independent reading I was able to see how you increase teacher’s instructional capacity and capability to raise student achievement.



Name: Miyoshi Knox Program: New Leaders for New SchoolsSchool: Benjamin E. Mays Mentor Principal: Dr. Patricia McCannArea: 14 Instruction Officer: Dr. Jose Torres Program Leadership Coach: Dr. Gwen Lee

Change Project Title: Fusion: The Power of 2

Description of Instructional Priority – What issue was addressed?Literacy is the priority instructional focus for the fifth grade inclusion classroom. Because of the number of special needs students in the classroom, a lower adult-student ratio was needed to improve instructional efficiency, and to foster student participation in discussions.

Also, fifth grade was at the 30% targeted capacity for an inclusion classroom. Consequently, there was a need to focus on the team’s collaborative practices, and the use of co-teaching approaches to ensure that all students are achieving at high levels.

What was your theory of change? What did you do?In an effort to meet the needs of all students in the fifth grade class, this project was developed. Co-teaching is one answer to meeting the needs of a diverse class of learners. According to Marilyn Friends’ work on co-teaching, co-teaching enhances the participation of students with disabilities as full classroom members, providing them with access to the curriculum and highly qualified teachers.

We believed that teachers teach to their capabilities. If given opportunities of development and growth, they can teach to levels of excellence and proficiency that impacts student academic development and proficiency over time.

Therefore, a schedule was devised for regular education teachers and special education teachers to study Marilyn Friends’ researched work around effective co-teaching models.I facilitated teacher’s study of the co-teaching approaches: The Power of 2 with Marilyn Friend.

I monitored teachers using common planning time to analyze data to determine instructional foci, decide targeted strategies, set realistic goals, and identify modifications and accommodations needed; then, use effective co-teaching approaches to meet the needs of all students.

What was the student learning result?As a result of using the co-teaching model: One Teach & One Assist, the interim assessment results showed an increase of student achievement from 55.9% of students meeting the standards on the first assessment to 68.8% meeting the standards on the second Kinney STEP assessments.

Due to the Parallel Teaching, discipline infractions decreased. Also, students’ engaging in collaborative discussion related to text before, during, and after reading was enhanced.


How did this experience better prepare you for a CPS Principalship?As a leader, I believe that all students deserve quality instruction that will motivate and challenge them to reach academic proficiency. This project gave me the opportunity to put into practice the theory about co-teaching and learning that rest within the fiber of who I am.

While I am developing in all principal competencies throughout this residency year, the one competency that has resonated in my work at Mays and shines through this project is the skill of facilitating and motivating change by using data in strategic planning, and influencing people to improve their practice.



Name: Stephanie Bloom-Washofsky Program: New Leaders for New Schools School: Charles B. Wacker Mentor Principal: Valerie J. Bratton Area: 16 Instruction Officer: Dr. Karen Saffold Program Leadership Coach: Vickie Brown

Change Project Title: Improving Reading Comprehension in the Primary Grades

Description of Instructional Priority – What issue was addressed?The project focuses on improving students’ reading comprehension in grades K-3. The project team is working to eliminate the large gap between children’s fluency rate and their ability to comprehend text.

What was your theory of change? What did you do?In effort to strengthen students’ ability to comprehend text, teachers have received ongoing professional development and in-classroom coaching around balanced comprehension instruction; good comprehension instruction includes both explicit instruction of specific comprehension strategies and time for reading, writing and discussion of text. Specific comprehension strategies targeted include interactive read-aloud, facilitating book talks, matching readers to text, guided reading, and reader response. During professional development teachers meet as a team to read and discuss professional text, visit model, balanced literacy classrooms in Chicago, debrief classroom experiences, and analyze student work. In effort to monitor the impact of their instruction teachers are using the Text Reading Comprehension (TRC) of Reading 3D (powered by STEP) to measure students’ progress in their ability to understand text. Interim assessment results

What was the student learning result?Fountas & Pinnell independent and instructional reading levels of all students K-3 have been identified. As a result daily, guided reading groups focus on building students comprehension strategies using just-right leveled text. Text Reading Comprehension of Reading 3D assessment results drive independent, small group and whole group reading instruction. Reading instruction is differentiated to meet the needs of all students. All students K-3 have demonstrated growth in their ability to navigate and understand text.

How did this experience better prepare you for a CPS Principalship?My Leadership Change Project offered me a chance professionally develop a team of teachers and impact student achievement in reading. I was able to introduce a common interim assessment to help teachers monitor student’s growth as readers and target instruction. Funding from the project allowed me to manage funds, become familiar with Oracle, facilitate high quality professional development to teachers.



Name: Mellodie Brown Program: New Leaders for New SchoolsSchool: Mahalia Jackson Elementary Mentor Principal: Dr. Kimberly A. McNealArea: 16 Instruction Officer: Dr. Karen Saffold Program Leadership Coach: Dr. Gwendolyn Lee Change Project Title: Using Best Practices and Data to Drive Instruction

Description of Instructional Priority – What issue was addressed?After reviewing the 2007 ISAT scores with the teachers we noticed that grades 3rd through 5th scored within the 50.4% to 43.3% in reading which indicated that majority of the students are performing below grade level. The Spring Learning First data results indicated that 44% of the fourth graders and 50% of the fifth graders met the standards in Reading. According to the SIPAAA Mahalia Jackson focus in literacy is professional development and common planning times to enhance instructional practices. Therefore MJES 3rd, 4th and 5th grade level team established the instructional priority of this project to be to improve grades 3rd -5th students’ use of comprehension strategies and skills in literacy. In addition, MJES will use data to identify and focus on students’ growth areas by implementing individual / small group instruction in reading. The Illinois Learning Standards to be addressed are vocabulary development, reading strategies and comprehension as well as literature which were determined based on the student data from Spring 2007 and the ISAT 2007 results. The rational for this priority is to assist with developing these skills within students which are aligned to Illinois Learning Standards. This will also ensure that are teachers are becoming professionally developed through the implementation of researched based instruction and best practices to effectively teach comprehension strategies to students in grades 3rd, 4th and 5th. The goal of the team is to have student work products reflect at least a 10% gain as measured by improved scores on Learning First (benchmark assessments) and interim assessments given in reading. The students will meet proficiency by 80% as measured by the skill based assessments in the Harcourt reading series, the interim assessments and the Learning First Assessments. The interim and Harcourt reading assessments will be scored using rubrics and grading scales in October 2007, December 2007 and February 2008.

What was your theory of change? What did you do?My theory of change came about after reading Mahalia Jackson’s ISAT scores, Learning First data from the previous school year and the SIPAAA. This information prompted me to implement research base instruction which would assist us in the area of need for our students in literacy. I began to read literature around literacy and elementary school students. Students can become literate and critical thinkers when reading and compre-hending information if the teaching instruction is researched-based, effective and individualized. Approximate-ly 25 percent of elementary school students are not adequately learning to read (and) write. (McGill-Franzen, 1987, p. 484). As Chall (1991) reminds us, while the reasons for our “very serious literacy problem are broad and deep in socioeconomic, cultural and neurological factors, there is much that is in our hands” (p.24). Read-ing failure can be prevented or ameliorated. Fountas, and Pinnell’s Guiding readers and writers: Teaching comprehension, genre, and content literacy lays out a frame work for effective reading strategies in vocabulary and reading comprehension. I implemented this model with our teachers and students. In this model, students are taught reading strategies through minilessons and independent reading. The teachers’ use of an individual / group strategic plan will assist with differentiating reading instruction to best fit the needs of the students. The teachers will confer with students on a daily basis during the literacy block; this will assist with seeing in action when the students learning break downs during the course of literacy engagement. Literature supporting using formative assessments, data driven instruction, differentiated instruction and best practices will be used to assist the teachers with understanding the urgency of teaching urban area students. The teachers time will be spent re-searching and reading current information on the above topics to enhance reading comprehension instruction in


the classroom. As Resident Principal I researched schools in and out of the district and showed how they have made progress using this pedagogy. In addition, we attended Professional Development meetings as necessary with the Office of Literacy and other organizations that will further enhance our knowledge base.

What was the student learning result?As a result of implementing Interim assessments, data driven instruction and the guided readers and writers model, we began to observe an increase in the Interim and Learning First Assessments. Thus far it has reflected a 6% -10% gains on the Illinois Learning Standards for reading in grades 5th and 8th in the areas of reading comprehension and literary works during the analysis of the assessments throughout the school year. Thus far, we have yet to compile the data from all six assessments only four at this time.

How did this experience better prepare you for a CPS Principalship?This experience better prepared me for a CPS Principalship by engaging and developing faculty. I began by developing teacher leadership within school. As Resident Principal at Mahalia Jackson Elementary School, I established and facilitated a collaborative team of teachers to utilize research based methodologies to assist with improving reading instruction. The teachers were encouraged to lead professional development workshops around their choice of topics. As a result, they improved instructional skills in reading based on best practices and the constructivist approach to teaching. We increased student achievement based on Interim Assessment Data. In addition, I supported staff development strategically to build internal capacity and capability by designing and leading monthly professional development. The professional development empowers and increases the capabilities of teachers to research and implement best practices for literacy in their classes as well as collaborate those methods with other teachers in the building. As a result, teachers successfully implemented researched based best practices into their classrooms as well as provided professional development workshops for their colleagues.

Also, I managed a budget and aligned resources with instructional priorities. I created, managed and monitored a budget furnished through the CPS office of Principal Preparation and Development’s Instructional Leadership Change Project Grant that supplemented the work of data driven instruction in grades 5 and 8 to increase student achievement in reading. As a result, teachers were provided with professional development based on their needs to increase student achievement in reading. Using the data driven instructional model to determine and monitor increased student achievement.


Instructional Leadership Change Project Exhibition Project Summary

Name: Angela Chang Program: New Leaders for New SchoolsSchool: Kenwood Academy Mentor Principal: Elizabeth KirbyArea: 23 Instruction Officer: Norma Rodriguez Program Leadership Coach: Gwendolyn Lee

Change Project Title: Literacy is a Skill, Not a Subject (a literacy-across-the-curriculum study group)

Description of Instructional Priority – What issue was addressed?The issue that was addressed was emphasizing and strengthening literacy across the content areas, specifically reading and writing to demonstrate mastery of a concept. This was chosen as an instructional priority based on the needs delineated by the SIPAAA.

What was your theory of change? What did you do?New teacher induction programs frequently focus on technical and logistical aspects of CPS rather than instruction. I wanted to supplement the work of such induction programs, provide support to new (1-3 year) teachers, and encourage collaboration across disciplines regarding literacy.

My Action Plan:Organize a teacher team and establish literacy goals based on student-needs1. Collaboratively develop a rubric for teacher implementation of literacy strategies and 2. for evaluating student work on strategiesOrganize a system to deliver timely and constructive feedback to teachers field testing literacy 3. strategiesUsing an agreed-upon protocol, exchange ideas and results on strategy field-testing and collaboratively 4. examine student work and best practices of teaching

What was the student learning result?The student learning result thus far is:

Increase in student awareness of learning objectives1. Increase in student retention of content knowledge (as measured by formative 2. assessments in the classroom)

Pending the results of the 2008 PSAE exams, we hope to see the following increases as a result of the teachers’ concerted effort to focus on literacy:

3% gain in meet/exceed on PSAE and ACT1. 3% gain meet/exceed on PSAE Reading2. 3% gain in PLAN and EXPLORE Reading and Science3.

How did this experience better prepare you for a CPS Principalship?This experience has better prepared me for a CPS Principalship because I was able to facilitate and organize the following actions:

Coaching and supporting new teachers1. Empowering staff to look at the effectiveness of their own practices2. Empowering staff to collaborate in terms of planning around literacy instruction3. Using data to inform decisions about classroom instruction4.



Name: Mary Beth Cunat Program: UICSchool: Burley Mentor Principal: Barbara KentArea: 6 Instruction Officer: Jim Cosme Program Leadership Coach: Paul Zavitkovsky

Change Project Title: Promoting Professional Transparency to Intensify Academic Rigor

Description of Instructional Priority – What issue was addressed?This project was twofold- to increase professional capacity through regularly scheduled and supported peer observation and to promote academic rigor by focusing on the challenge of moving students from meeting to exceeding writing standards. By collaboratively analyzing struggles and successes in student writing samples, and by observing expert colleagues “in practice” with students in one-on-one writing conferences, a series of exemplars of student work emerges along a continuum of not meeting to meeting to exceeding standards. This continuum will be useful in improving curricular coherence and for intensifying expectations for quality writing within and across grade levels.

What was your theory of change? What did you do?Professional learning occurs when teachers are given opportunities to purposefully assess their own practice against expert peers. When peer observation is combined with study of professional literature, professional discourse, co-assessment of student work samples with a focus on increasing rigor and meaningfulness, collaborative reflection on teaching practice, and receiving meaningful feedback from colleagues and supervisors, instructional improvements will occur.

In this project, “new” teachers (less than 5 years at our school) were released from their classrooms for one hour per day for a period of two weeks to observe expert teachers in practice. This occurred once per semester. Observations were preceded by a discussion of the area of practice on which the observer wanted to focus. This presentation documents the growth in teacher collaboration and practice in facilitating components of a writer’s workshop model.

What was the student learning result?Improved implementation of the writer’s workshop model has intensified our focus on writing well for authentic purposes. In every grade, students maintain writer’s notebooks, work from “writer’s territories,” analyze and write a variety of genres, and engage in reflection, self-assessment, and purposeful development as writers. Teachers have shared across grades various strategies and helps for effective writing instruction.

How did this experience better prepare you for a CPS Principalship?This is a significant innovation which promotes transparency of practice at a deep level. This meant enhancing collegial trust and managing risk, which involved collaboratively designing protocols for meaningful discourse around peer observations. It also required ongoing, open conversation and mid-course adjustments about the ac-tual observation and debriefing processes. Being responsive to and keeping the pulse on the impact of a change was good principal preparation for me.



Name: Annette D. Dowd Program: New Leaders for New SchoolsSchool: Countee Cullen Elementary Mentor Principal: Ms. Carolyn B. DraperArea: 18 Instruction Officer: Mr. Thomas Avery Program Leadership Coach: Dr. Gwen Lee

Change Project Title: The Super Six Literacy Project : Increasing Student Achievement Through Quality Instruction

Description of Instructional Priority – What issue was addressed?At Cullen Elementary, increasing student achievement in the area of Reading Comprehension (IL Standard 1C) is a school-wide priority. Upon careful analysis of the Fall Learning First Benchmark Assessment data, it was identified that Cullen students answered an average of 50% of the Reading Comprehension questions cor-rectly. Further analysis revealed that the third grade had the least percentage of correct answers in the Reading Comprehension portion of the assessment, answering 37.5% of the questions correctly. The Super Six Literacy Project was developed in response to the need for Cullen’s third grade students to achieve significant growth in Reading Comprehension.

What was your theory of change? What did you do?Teachers teach best what they know well. The Super Six Literacy Project engaged teachers in professional development around six research based comprehension strategies.

Teachers participated in a professional book study based upon six comprehension strategies which research has found that good readers employ to make sense of text (Keene & Zimmerman, 1997; McLaughlin & Allen, 2002).The book Super 6 Comprehension Strategies: 35 Lessons and More for Reading Success by Lori Oczkus was utilized to increase teachers’ knowledge and ability to effectively teach reading strategies.

The Super Six Team held weekly meetings. Meetings included book study, modeling/practice of the selected strategy, and developing an implementation plan to introduce the strategy in the classroom.

Subsequent meetings included teacher collaboration time, feedback, and sharing of data/observed impact on student learning.

What was the student learning result?Benchmark assessment results indicated that there was an increase in reading comprehension for the third grade students. Students have been given a uniform body of knowledge and a repertoire of strategies to use as they continue reading to learn. Professional capacity has been built within the teachers, and there has been an increase in teacher reflective practice and collaboration. Additionally, students report being more interested in reading as a result.


How did this experience better prepare you for a CPS Principalship?Through this project, I have gained the experience of building capacity within a team of teachers. This investment in the proficiency of teachers served as the impetus to increased student learning. This experience has also provided me with the opportunity to improve my proficiency in forming a highly functioning team and engaging them in the work of improving teaching and learning. In addition, I gained the valuable experience of identifying obstacles to high academic achievement for all students and leading others in becoming a viable part of the solution.




Name: Elizabeth Gallo Program: New Leaders for New SchoolsSchool: Telpochcalli Elementary Mentor Principal: Tamara WitzlArea: 10 Instruction Officer: Isabel Mesa-Collins Program Leadership Coach: Vickie Brown

Change Project Title: Responding to Reading

Description of Instructional Priority – What issue was addressed?The issue addressed within the ILCP was to improve student Reading Extended Response in the 6th grades. Based on the ISAT subtests 2007 and the 2006-2007 Learning First results, the Telpochcalli Leadership Team identified the area of Reading Extended Response as an Upper Grade Cluster focus for improvement. The project consisted of two instructional priorities: 1. Reading Comprehension 2. Reading Strategies. The Illinois Learning Standards addressed are Standard 1B Reading Strategies and Standard 1C Reading Comprehension.

What was your theory of change? What did you do?The theory of change was empowering the school literacy team teachers to identify the areas of need through a balanced literacy instructional model. As one of the members of the team I directed the work of the literacy team through the study of research on writing and the implementation of proven literacy strategies (i.e. explicit extended response, summarization, paraphrasing, and retelling), aimed to improve student achievement in reading and extended response. I also modeled literacy extended response, coached teachers in exploring and implementing new instructional strategies, and assisted them in identifying professional resources. The team teachers’ improved instructional skills as measured by regular classroom observations, that demonstrated more effective student discussions, increased implementation of literacy strategies, and differentiated instruction. As a result the team and I established a book club focused on best practices and created literacy based rubrics.

What was the student learning result?The analysis of student learning is that many students have benefited from the dedication of the team, to increase their knowledge, identify, and address the needs of the children in a bilingual education setting. The students are also more engaged in rich literacy lessons that are focused on clear objectives. The results of the ISAT 2008 will not be available to view until late Spring 2008.

How did this experience better prepare you for a CPS Principalship?The ILCP has given me an enormous opportunity to expand my experiences within the CPS Principal Competencies. I have gained knowledge in budget, facilitation of teacher teams focused on a common goal to move children. In addition it has also given me the knowledge needed to begin a data driven culture in my principalship.



Name: Leonard Harris Program: UIC EDD ProgramSchool: University of Illinois Mentor Principal: F. WipachitArea: 21 Instruction Officer: Rick Mills Program Leadership Coach: Peter Martinez

Change Project Title: Reading in Content Areas “Mathematics Project

Description of Instructional Priority – What issue was addressed?This year Phoenix Military Academy (PMA) adopted The Chicago Public Schools High School Transformation (HST) Instructional strategy and decided to use Cognitive Tutor as the Math component. After an analysis of sampling mathematic equations from the textbook it was determined that the equations in the book did not provide students with an adequate number of word problems to strengthened their reading comprehension skills; which the freshmen class is in need of strengthening Therefore, this year for the first time Phoenix Military Academy will embark on teaching reading skills and reading to learn in mathematics.

What was your theory of change? What did you do?My theory of change was the concept of introducing reading comprehension strategies into the mathematics curriculum. The rationale for the explicit teaching of comprehension skills is that comprehension can be improved by teaching students to use specific cognitive strategies or to reason strategically when they encounter barriers to understanding what they are reading or learning. Readers acquire these strategies informally to some extent, but explicit or formal instruction in the application of comprehension strategies has been shown to be highly effective in enhancing understanding.

What was the student learning result?The impact of English and Math teachers collaborating on an on-going basis is explosive. By bridging these two critical disciplines together the school’s capacity for student achievement was improved exponentially, especially using proven instructional reading practices. The effects of this project empowered and motivate teachers to use data to drive instruction daily. Please note results listed below: I. Vocabulary Word MappingThe learning result is that students have gained an understanding of how to approach word problems using literacy strategies. We have engaged students in word mapping, and have used extensive graphic organization to help students synthesize word problems.

We created a “bell ringer” applying the word map strategies of synonym, antonym, roots, definition, and example. Students were held accountable for daily vocabulary and terminology, all of which applied to that day’s lesson. Students were increasingly curious to plot word maps as part of their lesson. What they achieved was a focus on words, both conceptually and in application. Also, they were held accountable for these vocabulary words by keeping a notebook, and weekly assessments.

Students activated prior knowledge in the process of word mapping, and students acquired a stronger math vocabulary, and one that they understood both visually (due to the graphic organization) and cognitively because we explored etymology, classification, and word structures.

II. Whole Group DiscussionWe also implemented a Socratic strategy titled: “Yes…and, “Yes, but…” Students were given algebraic word problems, and one student began the discussion by summarizing the instructions, and other students had to respond with “Yes…and,” adding to the analysis, or “Yes, but…” where there was disagreement on how to solve the problem. By creating both group dialogue and inner dialogue, students were, in effect, practicing the strategy of “think aloud.” They were reading difficult text and synthesizing learning to form predictions, visualization, summarizing, paraphrasing, and comparisons.


Students formulated then reformulated ideas and concepts to solve word problems, and they reacted to one another, fostering whole group learning.

III. Small Group WorkWe applied the strategy of “fishbowl” to foster student comprehension. Students were given word problems in small groups, and their task was to explain how and why they solved the problem they way they did to one another, creating a learning environment of reacting to one another in discussion. Students developed the skills of listening and speaking to construct meaning.

How did this experience better prepare you for a CPS Principalship?With the implementation of the “Reading In Content Areas “Mathematics project, I grew immensely in the area of using data to guide instruction and strengthened my ability to engage staff, students, parents, and the community as I communicated my vision for this project. Throughout the project I built consensus, rallied support and enlisted the talents of the staff. The numerous responsibilities including budget, procurement of supplies, identifying resources, and delegating responsibility will helped me to strengthen my capacity for balance budget.



Name: David Hester Program: UIC School: Al Raby High School Mentor Principal: Ms. Janice JacksonArea: 25 Instruction Officer: Dr. Cynthia Barron Program Leadership Coach: Peter Martinez

Change Project Title: Restructuring Junior Curriculum

Description of Instructional Priority – What issue was addressed?Al Raby High School is a school that has been in existence for three years. Last year was the first class of juniors to take the PSAE. After several weeks of classroom observations, and attending course team and department meetings, I decided that my school wide improvement plan would be to advance our junior level standardized test scores. Specifically, it is my intent to work with the junior level teachers and improve the math, science, and reading scores of the PSAE. Additionally, it is our goal to increase the number of students that is reaching College Readiness in math, science and reading. Al Raby has 117 juniors this year and they scored an average of 15 on Plan test in October. The Junior level teachers evaluated curriculum and have incorporated skills necessary to meet the standards established in the PSAE. My overarching goal is to make a connection between all junior level test preparation programs and or initiatives.

What was your theory of change? What did you do?Objective #1: Enhance the curriculum of each junior course to teach the skills on their assigned section of the ACT & Work Keys

Step 1- Assign courses to specific sections of the exam:Math (Stephanie Leep). - Math section of the ACT & Work Keyso Chemistry (Mr. Levine)- Science sections of the ACT & Work Keys (which is a Reading Test)o British Literature (Mr. Love)- English section of the ACT & Work Keyso Government/ Econ (Mrs. Kavanagh).- Writing section of the ACT o

Objective #2: Implement a junior division test preparation curriculum during extended division beginning in JanuaryObjective #3: Juniors will take ACT in February to practice for test in April and compare to PLAN test taken in November.Objective #3: Hold monthly assemblies to give information and create sense of urgency for taking Day 1 and Day 2 tests serious. I will attend Junior course team meetings to ensure ongoing PSAE planning and analysis is taking place. What was the student learning result? My science teacher compiled the February ACT data that was given to him thus far. There are only 65 (57%) students reporting in the January data set, so changes are to be expected. The spreadsheet tracks their performance since sophomore year. A few highlights:

From the Nov 2007 PLAN to the Feb 2008 ACT student scores have changed as follows: English: +0.23 Math: +0.82 Reading: -0.14 Science: +0.89 Composite: +0.68The average composite was 15.8 with a standard deviation of approximately 2. These are the results thus


far because my project is on-going.

How did this experience better prepare you for a CPS Principalship? Arne Duncan met with all high school principals for Com Stat and my OPPD project was my plan to help Al Raby increase its junior scores. I was able to mobilize teachers, create a budget, stimulate students and evaluate curriculum. I challenged all the teachers of Al Raby to increase rigor in the classroom. I used the schools current data to create urgency at the school. I had to convince teachers to implement test prep materials into curriculum when they did not believe in practicing for the test. Last year 6 students attended Saturday tutoring regularly and now I have 31 students attending the Saturday sessions.



Name: Shanie J. Keelean Program: New Leaders for New SchoolsSchool: Virgil I. Grissom Mentor Principal: Kathlene L. OrrArea: 18 Instruction Officer: Thomas Avery Program Leadership Coach: Gwendolyn Lee

Change Project Title: EXPLANATION AND MEASUREMENT FOR MATH

Description of Instructional Priority – What issue was addressed?100% of student work products will reflect at least 68%(MORE THAN 10%) proficiency as measured by improved scores on benchmark assessments, interim assessments given in measurement and explanation. Rubrics and grading scales will be used on three separate occasions to assess student learning with interim assessments in November 2007, February 2008, and April 2008. Benchmark Assessment from September will serve as a pre-test or starting point, as well as ISAT scores from 2007. The December Benchmark Assessment will also be used as another interim Assessment.

What was your theory of change? What did you do?Created a Math Team, and met twice a month to create interim assessments, reviewed data from interim and CPS benchmark assessments, created action plans (six weeks plan), and tracked student achievement on extended response in grades 4, 5,6. In addition we discussed classroom climate, did an article study on “Never Say Anything A Kid Can Say”, reviewed lesson plans, and worked together to assess student work. Teachers began to analyze yearlong plans, and review curriculum as it aligned to state and national standards. Teachers received NCTM and ICTM memberships, and attended two CETMC meetings. Teachers presented their learning to staff after attendance at CETMC meetings.

What was the student learning result? Students were aware of the expectations on extended response problems, used the “student friendly” rubric regularly, and were able to self-assess and assess their peers for overall classroom growth. Student’s results on interim, CPS benchmarks, and ISAT are pending.

How did this experience better prepare you for a CPS Principalship? As a leader of the team I delegated tasks, motivated staff, and encouraged them to grow as teacher leaders. In addition, I helped teachers become aware and think deeply about student learning, classroom climate, and power standards in Mathematics. I helped teachers see the value in data driven instruction, and how to effectively plan once they review results from various types of assessments. I increased the rigor of lessons taught by these teachers, and the use of manipulatives during Mathematics. I build teacher capacity and created a professional learning community.



Name: Fernando Kim Program: New Leaders for New SchoolsSchool: Lloyd Elementary School Mentor Principal: Dr. Miryam Assaf-KellerArea: 04 Instruction Officer: Olga Laluz Program Leadership Coach: Dr. Gwendolyn Lee

Change Project Title: A Data-Driven Professional Learning Community (5th Grade Edition).

Description of Instructional Priority – What issue was addressed?After 6 years of continued academic achievement improvements in reading and mathematics, the 2007 ISAT scores for 5th graders in reading comprehension at Lloyd suffered a loss of 11.2% points (from 54.9% in 2006 to 43.7% in 2007) as all of the other grade levels in the school continued their upward trend. Dr. Keller and the leadership team suspected that a lack of group cohesiveness and accountability, in 2006-2007, led to the dip in scores. With this in mind, it was the goal for the 5th grade teachers to learn to become a team, a data-driven professional learning community (PLC), and help students become better readers and writers.

What was your theory of change? What did you do?First, I created buy-in around meeting and working together towards a common goal. Second, I facilitated the creation of a framework in which teachers would rely on each other to be successful; not one 5th grade teacher could be successful without the other’s help. Thus, under my leadership, fifth grade teachers are learning to work together as a PLC, and immerse themselves in a data-driven culture to address academic gaps in literacy and mathematics achievements of fifth grade students.

What was the student learning result?Fifth grade teachers have received professional development, coaching, and feedback from peer observations on sharpening their teaching practices to differentiate the ways in which they address the needs of their students. As a result, students are receiving instruction marked with greater quality than before. By supporting teachers on working as a PLC and deepening their understanding of a data-driven culture, it is expected that over 60% of 5th graders taking the ISAT exam will score a Meets or Exceeds

How did this experience better prepare you for a CPS Principalship?In a society in which personal time is so precious and decisions made regarding its use are highly selective, it was my personal challenge to facilitate the intrinsic growth of professional commitment towards a common goal as a 5th grade PLC. As a result of the project, I practiced how to motivate, empower, and lead educators when I am not quite the “principal in charge” and I am not automatically given the trust to lead a group of educators. This leadership experience helped me work on my cooperative skills and it continues to stretch me to become humble and learn that there is nothing too small I cannot do for the goal of empowering teachers to be the best facilitators of learning in our urban classrooms.



Name: Juan R Lira Program: UIC Urban Leadership ProgramSchool: Burroughs Mentor Principal: Richard MorrisArea: AMPS Instruction Officer: Melissa Megliola-Zaikos Program Leadership Coach: Karen Morris

Change Project Title: Data Team: Literacy Improvement through Data-Driven Instruction

Description of Instructional Priority – What issue was addressed?The instructional priority was to increase student achievement in literacy as measured by DIBELS/IDEL, Learning First, and ISAT. This was accomplished by teachers’ capacity to work with student assessment data to meaningfully inform classroom literacy instruction.

What was your theory of change? What did you do?My theory of change was to meet with a group of four classroom teachers, who also teach literacy, fifteen times between October and May. I led in house professional development sessions related to using data to inform instruction. This also resulted in the establishment of a small professional learning community, which helped team members to increase their proficiency in the use of DIBELS/IDEL, Learning First and other literacy related student assessment data to inform their classroom instruction. The team shared and analyzed their student assessment data and used this data to set instructional priorities for literacy instruction in their classroom. They determined action steps to address these instructional priorities which included describing the instructional strategies as well as the progress monitoring techniques used to address each instructional priority. As part of this initiative I coached each of the teachers individually and collectively. The coaching included assistance in analyzing data, designing and implementing informed instructional strategies as well as classroom visits and biweekly team meetings. Students’ progress was consistently monitored and achievement was gauged through winter and spring administrations of the DIBELS/IDEL and Learning First Assessments. Growth in team members’ capacity to use data to inform instruction was also assessed through student achievement, observations, coaching, and surveys.

What was the student learning result?The student learning results were significant. Achievement of students in Room 104, 2nd grade, was measured using the DIBELS benchmark assessment. All students showed improvement in Oral Reading Fluency, the targeted area. Overall in DIBELS, the number of students in the Intensive category has decreased by seven percent from the beginning benchmark to the middle benchmark. The number of students in the Strategic category has decreased by 50% and the number of students in the Benchmark category increased by 40%. In Room 105, 3rd grade, the area of focus was words in context. In the area of focus we saw a 22% increase in the average percent correct of the class as they went from 18% in the fall to 40% in the winter administration of the Literacy Benchmark Assessment. In Room 206, 8th grade, the area of focus was summarizing and main idea. In the area of focus we saw a 37% increase in the average percent correct of the class as they went from 46% in the fall to 83% in the winter administration of the Literacy Benchmark Assessment. The work of the data team had a positive impact on student achievement in each of the classrooms of the participating teachers.


How did this experience better prepare you for a CPS Principalship?The Data Team experience better prepared me for a CPS Principalship by promoting my growth in a broad spectrum of the CPS Principal Competencies. Through my work with the Data Team I engaged and developed faculty in several aspects. I developed teacher leadership within the school and supported staff development strategically to build internal capacity and capability. Additionally, as team members developed their capacity to use data to inform instruction they became a more valuable resource to the school.

The team’s success also required me to develop my ability to facilitate/motivate change and balance management. I came to understand the change process better and had to use strong interpersonal skills throughout. The strategic use of data was central to this project and also to influencing its members to improve their practice. Balance management was also critical. I had to delegate effectively so that project members undertook responsibilities that furthered their learning and growth as well as accomplished the goals of the team. In order for the team to be successful I needed to assure its budget and operations were properly managed and aligned to support the team’s success.



Name: Estuardo Mazin Program: UIC – Urban School LeadershipSchool: Tarkington School of Excellence Mentor Principal: Vince Iturralde Area: ONS School Support Coordinator: Marisa Velasquez Program Leadership Coach: Kathleen MayerChange Project Title: SchoolBasedAcademicExtended-DayProgram:DevelopingAfter-SchoolEfficacybyBridging School-Day with After-School

Description of Instructional Priority – What issue was addressed?In analyzing formative and summative student assessments from 2007 students, it showed a need for students to be provided with additional academic support in order to be successful in their benchmark grade. Based on school data and in considering the transition of students from the early childhood programs into the 3rd grade, an extended-day program linked to the school-day instruction was established in order to support students through their academic challenges. According to Cathy Hammond from her article, Essential Elements of Quality After-School Programs: “The most effective programs balance extended learning from activities that are aligned to the regular school day”. With this in mind, Tarkington’s extended-day program was established to support 3rd graders in mathematics and literacy using the same curricular models as utilized during the school day.

What was your theory of change? What did you do? Students can make substantial academic gains if provided with an extended-day program that directly supports their school-day activities in Literacy and Mathematics. Through student data analysis of Learning First, Mathematics Benchmark, Developmental Reading Assessments, unit tests and teacher input, at-risk students in the 3rd grade were identified and recommended in the extended-day program. Students attended the extended-day program twice a week for 1.5 hours for 20 weeks. Prior to beginning the extended-day program, teachers developed a well designed curriculum using the workshop model as a continuation of instruction from the school-day unit plans in the areas of Mathematics and Literacy.

What was the student learning result?The program used Learning First Data, Mathematics Benchmark assessments, classroom assessments, unit tests, student school and homework analysis as indicators of success. This data shows that all students participating in the extended-day program made progress as evidenced in summative and formative assessments with an average of 20% increase in either or both math and language arts and a minimum of one letter grade increase reflected in their progress reports and report card grades.

How did this experience better prepare you for a CPS Principalship?This change project as Principal Intern at Tarkington allowed me to further develop my skills of engaging and developing faculty and assessing the quality of classroom instruction through classroom observations using Charlotte Danielson’s rubric on classroom walk throughs, building teacher capacity and capability by analyzing student data to make instructional decisions and engaging staff in curricular conversations focused on student needs, by facilitating and motivating change through developing a shared accountability for students’ results and continuing to develop balance management by aligning resources to school priorities, managing operations to support instruction and developing a classroom and school wide plan for creating a student-centered learning environment.



Name: Kelly A. Moore Program: New Leaders School: Reavis Math and Science Specialty School Mentor Principal: Mr. Michael JohnsonArea: 15 Instruction Officer: Katherine Volk Program Leadership Coach:Vickie Brown

Change Project Title: Transforming Middle School Poor Readers into Strategic Readers.

Description of Instructional Priority – What issue was addressed?The instructional priority was to internalize and process a text by responding strategically. The text used was the riveting novel “ CopperSun” by Sharon Draper. The instructional priority I identified will support Reavis Middle School Students in using reading strategies before, during, and after reading a text. Going through the change process, I realized our students did not know how to dissect the literal and non-literal meanings of a text. I also observed students needed support in using basic information as a foundation for thinking beyond the text. Finally, this instructional priority afforded students the opportunity to learn about life and their history vicariously through the lens of the author.

What was your theory of change? What did you do? During this change process, I felt it was critical to empower teachers within their pedagogy practices. The major influence of this action will empower students to be deliberate in using pre, during and post reading strategies. I modeled delivery techniques on reading strategies for teachers and asked the teachers to play the role of the observer. I involved the teachers and students in literature circles. The teachers and I worked together in job embedded professional development. Collaborative planning and action to integrate in the classroom was also involved. To foster students understanding there were multiple opportunities for students to give testimonies regarding their appreciation and connection of the text. Finally, I assigned meaningful projects for the students to engage in. The projects showed students interpretation and their authentic learning of the novel and of reading strategies.

What was the student learning result?The student learning result is students are giving their attention to thinking about what they are reading, questioning what they are reading and responding to what they have read. It is about going beyond than just picking up the book and opening it up to read it. This experience has provided students to learn “what makes a good reader?” It has given them the rich truths of their cultures’ history. As a result, this experience allowed students to feel more confident in transforming into a strategic reader and it has made reading become something that is permanent in their lives. How did this experience better prepare you for a CPS Principalship?Transforming Middle School Poor Readers to Strategic Readers has made me even more confident and prepared to lead a school. Through this experience, I established a community of learners. Students have become habitual in using reading strategies and becoming more confident as they transform into a Strategic Reader. With my direction, teachers are able to expand their repertoire, and deepen their knowledge. I feel I am prepared to bring teachers together to examine their own practices and to explore collectively ideas that will support students fully. Finally, this experience has afforded me the chance to make the best decisions that will strengthen teachers and place students on a path to achieve excellence.



Name: Edward Morris Program: New Leaders for New Schools School: Dodge Academy Mentor Principal: Dr. Jarvis SanfordArea: 7 Instruction Officer: Denise Little Program Leadership Coach: Vickie Brown

Change Project Title: Best Practices in Science Education Reform: A Model for Systemic School-wide Implementation

Description of Instructional Priority – What issue was addressed?Last year’s Science Composite scores dropped overall by 19.1 percentage points. This drop in test scores, which affected the overall composite scores for Dodge came as a result of not having time to execute ample science instruction. So the goal was to improve teachers approach to science instruction for the sake of improving student achievement in science.

What was your theory of change? What did you do?My approach to addressing the issue was to improve teacher competence in science instruction by providing professional development in best practices for science instruction, with a particular emphasis on using guided inquiry as an approach to teach science. I also modeled and gave supervision to an integrated approach for the self-contained classes to address problems with time and provided all teachers with resources to improve their knowledge base in science content.

What was the student learning result?As a result of this project, students were exposed to more effective science instruction, resulting in expected gains especially on Science ISAT tests just given. Students have had considerable content and skills mastery gains on additional assessments given by the teachers.

How did this experience better prepare you for a CPS Principalship?This project has helped me with aligning staff development with school goals and district priorities, which is a key competency for CPS principals. CPS has made it a priority to place competent instructional leaders in our schools and having this experience has given me the opportunity to understand many hidden challenges. However, I have had the unique privilege of seeking out effective solutions to moving the professional growth of a teaching staff progressively forward. I have discovered through the OPPD instructional change project that substantial growth of staff development requires having the capacity to assist one’s staff in the evolution of their philosophies and mindsets and keeping urgency delicately balanced with empowerment/building capacity.



Name: Shawnee Newsome Program: New Leaders for New SchoolsSchool: Westcott Elementary Mentor Principal: Monique DockeryArea: 14 Instruction Officer: Dr. Jose Torres Program Leadership Coach: Vickie Brown

Change Project Title: ImprovingGrade3readingcomprehensionthroughnon-fiction

Description of Instructional Priority – What issue was addressed?The goal of this initiative is to increase Grade 3 reading comprehension by incorporating non-fiction materials into the Guided Reading model.

What was your theory of change? What did you do?The purpose of the Grade 3 comprehension project is to increase the number of students that are proficient in the state standards at the end of the school year at Westcott School. This project has given a high priority to increasing student exposure and understanding of non-fiction material, providing a variety of opportunities for students to demonstrate mastery of comprehension skills. Students have been exposed to a variety of texts and periodicals featuring non-fiction content, in order to practice comprehension skills during the Guided Reading instructional and Independent Reading sessions. I facilitated the team’s analysis of data on student progress that assisted in us addressing concerns and proficiencies. I coordinated opportunities for teachers to collaborate on strategies and techniques to create more effective comprehension lessons to maximize learning opportunities in literacy encompassing a variety of genres.

What was the student learning result?The team reviewed the Fall Learning First Data. The trend indicated that the students’ performance in Reading Comprehension was less than desired. The team decided that this would be the focus for the school year. We compared Fall and Winter Learning First data. The scores indicated that there was growth in both Reading Comprehension and Literature. A growth of 6.3% in Reading Comprehension and a 9.5% in Literature occurred between the Fall and Winter Learning First assessments.

How did this experience better prepare you for a CPS Principalship?Students gained benefit from the implementation of this project due to the monies spent for extended day professional development, the sharing of ideas and best practices, non-fiction trade books and periodicals to support teacher planning and student learning, and teacher modeling to build capacity in the classroom. Teachers began implementing the comprehension strategies using non-fiction texts during the Guided Reading block. The teachers are collaborating and sharing strategies and materials at a greater rate than the previous year. As the leader of the team, I have grown in indentifying individual needs of teachers and differentiated professional development. This experience has overwhelmingly increased my ability to lead adults and manage budgets, all with the focus of meeting the needs of the students in order to increase student academic success.



Name: Sussan Oladipo Program: UIC Ed.DSchool: Prosser Career Academy Mentor Principal: Mr. Kenneth HunterArea: 19 Instruction Officers: Mr. Paul Zeitler Program Leadership Coach: Mr. Michael Alexander

Change Project Title: Improving Performance of 9th through 11th Grade Science Through Curriculum Mapping and Teacher Collaboration.

Description of Instructional Priority – What issue was addressed?The priority was to improve students’ performance through increased teacher collaboration and instructional coherence. My team and I aligned instructional objectives to college readiness standards stipulated by ACT standardized testing. The rationale for doing this was for science teachers to structure their curriculum and instructions. Doing this increased students’ exposure to the relevant skills and content objectives thereby promoting rigor and relevance in science pedagogy. This translated into students’ decreased failure rate in quarterly assessments, and projected gain in upcoming standardized tests.

Opportunities for growth in teacher voice, reflective dialogue, leadership, collaboration and classroom implementation of best practices were created. These translated into teacher team proficiency in decision making, thereby increasing their voice and sphere of influence. They modeled the project to the entire faculty and there was 100% buy in. A school wide curriculum mapping initiative was launched as a result of this project.

What was your theory of change? What did you do?I identified the need, gathered baseline data around the need, I formed my team, we set goals, set a plan of action, set norms of operation, we implemented the goal, monitored its effectiveness and set structure for its sustainability.

I first identified the need for the curriculum initiative. My rationale for this was in part to meet one of the school’s priority areas of need from the 2006/2008 School Improvement Plan for Advancing Academic Achievement to create curriculum maps in the content areas. This aligns with the need to enhance students’ performance in the standardized tests to move from a school composite average score of 17.9 to state average 20.3. I conducted a walk through to all the classrooms for the observation of instructional methods and curriculum materials. A team of ten high school science teachers and an elementary teacher was formed for this project. Data from the school score card and my diagnostic observations were used to drive the urgency for change in curriculum and instruction. Consensus was built with 100% buy in from team members. We worked out meeting times, set norms for operation, elected leaders for the teams and researched our materials. Meetings were held and peer observations and reflections were done to monitor effectiveness of implementation. Post class observations, quarterly assessment reviews and student surveys were conducted to assess the impact of the initiative on students’ learning.


What was the student learning result?From students’ survey, over 80 % of students report engagement in rigorous curriculum and clearly understood instructional methods. There was improved punctuality to classes, increased science inquiry and hands on pedagogy and about 15 % class failure rate in quarterly assessment compared to more than 25 % failure rate observed before the project. As a result of implementing some ACT college readiness standards, we project an increase in ACT science composite score from 18.7 % in 2006/2007 to about 19. 5%.

How did this experience better prepare you for a CPS Principalship?This project increased my competencies in facilitating and motivating change, assessing the quality of classroom instruction and engaging and developing faculty.

I was able to create a framework for change in the science curriculum which led to school adopting a school wide curriculum initiative. I led a sustained school-wide evidence based input gathering which has become institutionalized in the school through this project. Planning the budget associated with this project also provided opportunity for me to improve competency in balanced management.Through this project, I was able to lead faculty in a sustained use of data to drive instruction.



Name: Christopher T. Pawelczyk Program: UIC Ed.D. Urban Ed. LeadershipSchool: Thomas Kelly High School Mentor Principal: Algird C. PretkelisArea: 23 Instruction Officer: Norma Rodriquez Program Leadership Coach: Fausto Lopez

Change Project Title: Literacy & Test Taking Strategies in Reading & World Studies

Description of Instructional Priority – What issue was addressed?The instructional goal for this project was to establish a foundation of literacy and test taking skills at the 9th grade level that can later be built upon over the next several years. The freshman Reading teachers and the freshman World Studies teachers were responsible for beginning this process of implementing common literacy strategies into the Reading and World Studies curriculums and also develop assessments that require competency with these strategies to answer PSAE/ACT style questions.

What was your theory of change? What did you do?I wanted to begin to lay a foundation of literacy and test taking skills at the freshman level to then progressively build upon as sophomores and juniors. It makes sense to immediately begin building these skills in every class at every grade level. I organized the freshman Reading and World Studies teachers into a professional learning community that met weekly to begin this process. I gave them the task of refining their curriculums to meet this goal.

What was the student learning result?Student learning has been minimal up to this point. We hope to see the fruits of our efforts on the PLAN and PSAE tests in the future. We will need to continue to compare the results of these standardized tests over the next several years. We have begun to introduce basic literacy skills and test taking skills to the freshman. Based on several unit assessments, students are struggling with the format of the questions that are similar to those found on standardized tests. We have seen a need to continue to provide instruction in these skills.

How did this experience better prepare you for a CPS Principalship?I have gained experience in many of the performance indicators all five OPPD Competencies. Most importantly, however, I have experienced how difficult it is to implement something new. I did not achieve the results that I intended, but I have learned how important understanding the history and culture of a school is to a change agent. I have had to accept this failure, but also, used it as a step in the right direction toward becoming a transformational principal.



Name: Joel R. Pollack Program: New Leaders for New SchoolsSchool: Ravenswood Mentor Principal: Erin RocheArea: 2 (AMPS) Instruction Officer: Melissa Megliola-Zaikos Program Leadership Coach: Dr. Donald Pittman

Change Project Title: “Structuring and sustaining an exemplary ELL support model”

Description of Instructional Priority – What issue was addressed?The primary instructional issue addressed through this project was improving our transitional program of instruction. Prior to the 2007-2008 academic year, ELL students at Ravenswood participated in a bilingual support model in which they were pulled out to work with our Bilingual Lead Teacher for roughly 40 minutes each day, with little to no support in their general education classes. Based on student data, teacher testimony, and discussions with personnel at the Office of Language and Culture Education, students with limited English proficiency were not progressing rapidly enough.

What was your theory of change? What did you do?My theory of change was that three primary areas needed to be addressed in order for our English Language Learners to develop greater academic proficiency. First, we needed to change the structure of the program to allow for students to have maximum access to our BLT, and for her support to carry over into the rest of the instructional day. Second, we needed to build capacity in all staff who work with ELLs through professional development. Third, we needed to foster collaboration between the BLT and general education teachers to ensure that instructional programs are as tightly knit as possible. I developed a new structure to the program that emphasized connecting bilingual support to the general education curriculum, gathered student an teacher resources to support learning, lead collaboration meetings, and provided PD opportunities.

What was the student learning result?Based on preliminary analysis of benchmark assessment data, teacher testimony, and student interviews, stu-dents have been progressing more rapidly than under the previous structure with respect to reading comprehen-sion levels and overall classroom performance.

How did this experience better prepare you for a CPS Principalship?This experience provided me with an opportunity to develop a multi-faceted solution to a complicated school is-sue, an introduction to managing resources and seeking resources to support instruction, and invaluable practice in scheduling and prioritizing time for real instructional leadership in the midst of all of the other responsibili-ties that go into running a school.



Name: Carl Sannito Program: New Leaders for New SchoolsSchool: Norwood Park School Mentor Principal: Dr. William MeuerArea: 1 Instruction Officer: Joseph Kallas Program Leadership Coach: Vickie Brown

Change Project Title: Accelerating Reading Comprehension using QAR in Intermediate Grades

Description of Instructional Priority – What issue was addressed?Reading strategies relating to comprehension and the teachers’ collective ability to research new strategies on their own.

What was your theory of change? What did you do?I worked with teachers in small groups to investigate, research, discuss, model, and reflect on strategies to support the school as a whole and students individually.

What was the student learning result?Our ultimate goal won’t be visible until we see our ISAT scores, but preliminary results are promising. Teachers have already taken on more responsibility for their own learning and the strategies have lead to improved learning results in the classroom.

How did this experience better prepare you for a CPS Principalship?This grant was a wonderful opportunity for me to increase my capacity as an instructional leader in literacy. It was an entre into classrooms that wasn’t threatening. The experience I had with managing a budget was important as well, because those technical decisions can make or break a leader.



Name: Jesse Tang Program: UICSchool: CICS-Basil Mentor Principal: Gloria Hall Area: 12 Instruction Officer: Analila Chico Program Leadership Coach: Kathleen Mayer

Change Project Title: Focusing on the “How:” Increasing Differentiated Instruction in Middle School Instruction

Description of Instructional Priority – What issue was addressed? The Middle School teachers (Grades 7 & 8) were looking to navigate through the challenge of teaching to students with highly varied ability levels within a short class period, as our class times have been reduced to 45 minute blocks (and 1.5 hour blocks for ELA). Following a departmentalized model poses another challenge of having less flexibility with time.

The next step, we realized, was to focus on effective differentiation in order to reach all of our students. Thus-far, our PD has focused on mainly Reading Differentiation. Our team hopes to develop differentiated strategies in all the content areas so that the our students can continue to excel – specifically allowing our high performing students an opportunity to extend their knowledge and allowing our low performing student to access the mate-rial at their level of understanding in order to scaffold upwards. By incorporating a systematic approach to data analysis, lesson plan review, classroom observation, and group collaboration/study time, this project seeks to bring about meaningful change in both pedagogy and practice with our Middle School team.

What was your theory of change? What did you do?My theory of change involved gathering a small group of teachers around a common focus – differentiated in-struction – and providing job-embedded professional development, including peer observations, book study, and support via consultants. Through connecting research and practice, we set out to improve the quality of instruc-tion for our students based on current best practice, grounded in the unique reality of our school.

What was the student learning result?Lesson plans devote more than 50% of instructional time towards differentiated instruction in each class period. From observations, this percentage hold true and student engagement has increased as well.

From an assessment stand point, we have seen the following increases, based on the NWEA Winter Assessment: Fall Reading(at or above grade level)

Winter Reading (at or above grade level)

Fall Math (at or above grade level)

Winter Math (at or above grade level)

7th Grade 46% 54% 20% 37%8th Grade 35% 52% 23% 36%

How did this experience better prepare you for a CPS Principalship?This experience better prepared me for a CPS Principalship because it offered the opportunity to hone in on the professional development of one group of teacher, with a long-term framework. I had experience presenting workshops on different topics, but never had the experience of setting aside an extended time and space to focus on one topic. Being able to tie in lesson-planning, book study, discussion, and classroom observations was a rare and valuable opportunity. As a CPS Principal, I will have to go through this process with teachers in many formal and informal ways. To be able to draw together a program that had components of research, data analy-sis, collaboration, and in-class observation was a learning experience I needed to have to prepare for a principal-ship.



Name: Suzana Ustabecir Program: New Leaders for New SchoolsSchool: Talcott Fine Arts and Museum Academy Mentor Principal: Craig BenesArea: 6 Instruction Officer: James Cosme Program Leadership Coach: Dr. Gwendolyn Lee

Change Project Title: ImprovingStudentAchievementinNumeracythroughReflectiveInstructionalPractices

Description of Instructional Priority – What issue was addressed?Based on the review of student assessment data from the 2006-2007 school year our 5th and 6th grade students as well as our 4th-6th grade transitional bilingual students needed to increase mastery of several math standards. This project allows teachers to learn from each other while engaging in discussion groups, research, data analy-sis, and peer observations in order to improve quality of instruction and build capacity and collegiality.

What was your theory of change? What did you do?My theory of change is teacher empowerment and coaching through providing teachers with opportunities to: discuss instruction, analyze assessment data, take risks in trying new teaching strategies, design lessons that focus on the needs of the students, reflect on their practices, and engage in peer observations in order to enhance their array of instructional practices, and increase their knowledge, confidence and skills. I lead teachers in weekly grade level team meetings to discuss best practices, student progress and curriculum implementation. I observe instruction and provide feedback to teachers aimed at improving student achievement. Focused data analysis allows teachers to monitor progress and make appropriate decisions in regards to use of specific in-structional strategies, adjustments in curriculum pacing and implementation, as well as providing timely inter-ventions where needed. This form of data driven instruction and data decision making is focused on answering two important questions, “Are the students learning?” and “How do we know?”

What was the student learning result?Through the use of data teachers are able to identify skills that have not been mastered and discuss strategies that will be utilized to ensure that students’ needs are addressed on the individual as well as the whole group level. Students are benefiting from clear and concise lessons that are designed based on the needs of students and are embedded in the learning standards.

How did this experience better prepare you for a CPS Principalship?Creating and implementing the project has helped me prepare for the principalship in many ways. In particular, I feel I have strengthened my leadership capacity in four areas of the Principal Competencies: Engaging/Devel-oping Faculty, Assessing the Quality of Classroom Instruction, Facilitating/Motivating Change and Managing Budget. The design and monitoring of the grant budget was a practical experience that increased my competen-cy in this area. I established the community of learners and provided professional development to build internal capacity by facilitating the work of the professional grade level learning team. Additionally, I shared my knowl-edge of learning theories, standards-based instruction, and instructional strategies with the team and learned from the participating teachers. Full understanding of the change process coupled with the ability to influence teachers to improve their instruction was essential in moving the team forward. I developed trust with the team by sharing accountability for results, following through on the agreed upon decisions, completing classroom ob-servations, providing honest feedback and engaging teachers in reflective conversations. Furthermore I worked on providing individualized teacher support to insure that teachers’ professional growth needs are met.



Name: James M. Walton, Jr. Program: New Leaders for New Schools School: Kenwood Academy High School Mentor Principal: Elizabeth A. Kirby Area: 23 Instruction Officer: Norma Rodriguez Program Leadership Coach: Dr. Don Pittman

Change Project Title: The Nike Club (“nee-kay”)

Description of Instructional Priority – What issue was addressed?This effort was expressly designed to help a selected group of demoted freshmen regain and stay on track to graduate in four years (class of 2010). During the course of the program, “club” members were given tutoring and educational support to improve their academic abilities in English, math, science and social science. Addi-tionally, Nike Club students have been receiving academic supports in their sophomore courses.

What was your theory of change? What did you do?My theory of change was to begin to set up structures to ensure these students would begin to experience and have academic success this school year and beyond. I established an after school program where these students could receive tutoring and educational support to improve their academic abilities in English, math, science and social science. Additionally, Nike Club students have received academic supports for their sophomore courses to ensure continued academic success.

What was the student learning result?The student learning results are yet to be determined, but, at this point in time, are mixed. Four students have re-gained their correct classification through other means, but are still challenged to retain their sophomore status. Other students have made some inroads in regaining their status, while other students are still coming to grips with utilizing to supports and structures in place to assist them educationally. Thus far, I believe the students are receiving measurable benefits as a result of this project.

How did this experience better prepare you for a CPS Principalship?This experience has allowed me to create a program to assist a certain population of students. It has given me numerous opportunities to direct and collaborate with teaching staff to create innovative ways to teach these stu-dents. It has given me access to students to mentor, encourage and empower them to achieve at high levels. And this experience has, once again, proven to me that when you personally invest in the education of young people, students respond favorably to such interaction. All of these experiences are preparation for me as I aspire to becoming an effective CPS principal.



Name: LaMonica Williams Program: UIC Urban Education LeadershipSchool: Willa Cather Elementary Mentor Principal: Hattie B. KingArea: 7 Instruction Officer: Denise Little Program Leadership Coach: Michael Alexander

Change Project Title: Using Writer’s Workshop to Build Balanced Literacy

Description of Instructional Priority-What issue was addressed?The instructional priority was to increase teacher understanding and use of writing to build critical literacy and comprehension skills and increase student achievement, through discussion, application and analysis of Lucy Caulkins Writing Workshop process. Extended response writing was added to the project as an instructional priority based on student data. Professional development, ISAT writing rubrics, extended response writing rubrics and student work were used to enhance instruction and inform teaching. Emphasis for the project was school-wide, tailored accordingly, to expose students to the writing process in a variety of genres and extended response.

What was your theory of change? What did you do?The theory of change around the instructional leadership change project was the belief that investing in teachers to improve their knowledge and skills in teaching writing, and its impact on reading and comprehension, would be the driver for helping teachers to create a more succinct system for literacy and writing instruction. The instructional leadership change project focused on two types of writing-process writing and extended response. Focusing on process writing, a Writing Teacher Leader Team, led by the principal intern, was established and represented the school at the district-wide writing teacher leader meetings. Our Writing Team met after these monthly meetings in our Writer’s Workshop study to debrief and plan professional development activities and/or meetings to disseminate information to other teachers. This group met weekly with grade-level and vertical team members for professional dialogue and modeling around Writer’s Workshop. The principal intern was a participant in these meetings and provided support for the writing teacher leaders as they engaged their colleagues. Classroom observations and teacher talk were provided to give feedback and coaching to teachers on their writing practices. Professional development activities and learning clinics were conducted by the teacher leaders, principal intern and Area staff.

The second type of writing focused on extended response writing. Outcome data on extended response indicated student performance was below standards. Thus, this too became a school priority to increase student performance in this area. Professional development was provided to all staff on extended response writing in reading and math. Weekly student samples were collected and reviewed with explicit feedback given to teachers around the instructional implications. Classroom observations and teacher talk were provided to give feedback and coaching to teachers. Direct instruction was provided as needed.

What was the student learning result? Different achievement targets were set for different grades/grade cycles. The achievement target for students in the primary grades (K-2) was to show improvement in writing abilities and understanding of the writing process. Classroom observations and student work samples indicate that students are being exposed to the Writer’s Workshop process and are receiving scores of 2 and higher on extended response using the Primary Extended Response rubrics.


The achievement target for student in the intermediate grades (3-5) varied. All students would receive proficiency scores of 4 or higher on process writing assignments in each category using the ISAT rubric as the scoring tool, as well as 3 or higher on extended response using the extended response rubric as the scoring tool. Students in grade 5 would also be preparing for success on the writing assessment on the ISAT. Student work samples indicate that students in grades 3 and 5 are receiving proficiency scores of 3’s and 4’s on extended response writing in reading and math. Student proficiency in process writing has also shown improvement in grades 3 and 5. We are currently awaiting data from the ISAT and Spring Learning First and Math Benchmark Assessment to make final determinations for all grades.

The achievement target for student in the upper grades (6-8) was the same for process and extended response writing as in the intermediate grades. In addition, students needed to receive passing report grades in writing and prepare for the district writing assessment in grades 7 and 8. Approximately 50% of students receive passing grades, scores of 4 or higher on process writing and 3 or higher on extended response. We are currently awaiting data from the ISAT, Spring Learning First and Math Benchmark Assessment, and the district writing assessment to make final determinations for all grades.

How did this experience better prepare you for a CPS Principalship?This experience further prepared me for a CPS principalship in that it allowed me to continue to develop my leadership skills around the principal competencies. I have worked to develop a belief system and facilitate and motivate change by implementing common strategies around writing instruction that support reading development and comprehension, and creating systems that allow for continuous improvements in teaching and learning. I have engaged and developed faculty by working with the writing team to develop and support their leadership skills, providing professional development, and coaching and modeling for teachers. Classroom observations, feedback to teachers and reviewing student work samples has made me more knowledgeable in curriculum and instruction and the use of data to make instructional decisions as well as developing actions plans for school improvement efforts. Lastly, I addressed balance management by carefully monitoring budget expenditures and purchasing materials that continue to enhance teacher’s knowledge and skills in literacy and writing instruction and improve student achievement.



Name: Wayne Williams Program: UIC-Urban School LeadershipSchool: EXCEL Academy-Orr Campus Mentor Principal: M.J. Whaley-Anobah Area: 25 Instruction Officer: Cynthia Barron Program Leadership Coach: Fausto Lopez

Change Project Title: Freshman Transition Program

Description of Instructional Priority – What issue was addressed? Recent research by the Chicago Consortium on School Research highlights the negative impact that excessive absences and multiple class failures during a students’ freshman year may have on high school graduation rates. Freshman transition is a focus of the school district. EXCEL Academy’s average attendance rate was 78% and 37% of freshmen were on track for graduation at the close of the 2005-06 school term.

What was your theory of change? What did you do?I led the development and implementation of a freshman transition program. I assembled a freshman transi-tion team that included administrators, counselors, and freshman homeroom teachers. I facilitated the team’s analysis of student data and the subsequent development of a transition program that paralleled a three-tiered service delivery model: universal, targeted, and intensive. Program interventions included a bi-monthly student development series, incentives, parent workshops, counseling, and home visits. Data from the IMPACT student information management system was used to monitor progress towards attendance and academic goals during bi-monthly transition team meetings. This data was also used to evaluate the efficacy of the transition program and informed adjustments to goal and benchmarks as needed.

What was the student learning result?Freshmen learned the academic, attendance, and service learning requirements to be on track for on-time gradu-ation. Students also learned several problem solving, social, and/or study skills via the student development series and interdisciplinary lessons. Specific skill areas include time management, goal setting, and conflict resolution. Additionally, student data reveals the following: average attendance for each of five freshman homerooms increased ten percentage points from September 2007 to November 2007, monthly freshman atten-dance rate is ten percentage points higher than school average, less than 20% of freshmen had more than three failures at end of first semester, and 75% of freshmen were on track for graduation at the end of the first semes-ter 2007-08. How did this experience better prepare you for a CPS Principalship?This experience made me a stronger candidate for a CPS principalship because it afforded me countless oppor-tunities to engage and develop faculty and facilitate/motivate change at a low performing, small high school. This novel change project afforded me the opportunity to align staff development with the CPS priority of freshman transition, facilitate shared accountability for results, and increase my understanding/facilitation of the change process for organizations. The development of a freshman transition team also enabled me to develop teacher leadership and facilitate increased staff ability to use data to plan strategically and improved student achievement.



Name: Todd Yarch Program: New Leaders for New SchoolsSchool: Greater Lawndale/ Little Village Mentor Principal: Rito Martinez High School for Social Justice Instruction Officer: Cynthia BarronArea: 25 Program Leadership Coach: Don Pittman Change Project Title: Authentic Intellectual Achievement (AIA) in Secondary Content Areas

Description of Instructional Priority – What issue was addressed?The instructional priority of the Authentic Intellectual Achievement (AIA) project is to have 100% of students significantly increase their reading, math and science skills as measured by an average 2–point gain from their 2006 EPAS/ACT composite score to their 2007 EPAS/ACT composite score. In attempting to achieve this pri-ority, the primary aim of the AIA project will be to examine student work products in the core content areas to reflect upon, and improve the instructional practices in order to increase rigor.

What was your theory of change? What did you do?I enhanced my ability to assess the quality of instruction while leading this project. With the use of the com-mentary and improvement guidelines, I was able to review student work and identify areas where teachers could increase the amount of rigor necessary to succeed on standardized tests such as the PSAE. I created and trained teachers on the use data analysis, by using the Change Project Grant to purchase a data analysis machine and software. This allowed teachers to focus on areas where students were not proficient and in effect develop les-sons to address their individual weaknesses

What was the student learning result?Students recognized the importance of using data and reflection to enhance their learning. Social Justice stu-dents have become more aware of their own strengths and weaknesses and can identify where they need the most support. The whole school community is focused on improvement, because teachers were provided with curricular/instructional resources aimed at increasing use of data, rigor, and relevance of their curriculum in order to increase performance on the ACT’s Educational Planning and Assessment System (EPAS).

How did this experience better prepare you for a CPS Principalship?The AIA project allowed me to engage and develop a faculty by facilitating department meetings where we in-tegrated the principals AIA and Interim Assessment data into curriculum maps, lesson plans, teacher reflection, and evaluation of student work for appropriate rigor. While facilitating these meetings I was able to learn how to manage difficult conversations rooted in quality of instruction. By leading teachers to examine their own practice and increase their level of instruction, I was able to enhance my communication and motivational skills.


Documents

ILCP - program book