ILCP - program book

CHICAGO PUBLIC SCHOOLS
Office of Principal Preparation and Development
Instructional Leadership Change Project Exhibition
West Side Technical Institute, 2800 S. Western Ave., Chicago, Illinois
Thursday, April 3, 2008
10:00 AM to 4:00 PM

Acknowledgements
City of Chicago
Richard M. Daley, Mayor
Chicago Board of Education
Rufus Williams, President
Members of the Chicago Board of Education
Clare Muñana, Vice President
Dr. Tariq Butt, M.D.
Alberto A Carrero, Jr.
Norman Bobins
Roxanne Ward
Peggy Davis
Office of the Board of Education
125 South Clark Street, 6th Floor
Chicago, Illinois 60603
Telephone: 773.553.1600
Facsimile: 773.553.1601
Chicago Public Schools
Arne Duncan, Chief Executive Officer
Barbara Eason-Watkins, Chief Education Officer
Principal Preparation and Development
Gail Ward, Chief Officer
The Instructional Leadership Change Projects are fully funded by the
United States Department of Education School Leadership Program
through a competitive federal grant awarded to the Chicago Public Schools
Office of Principal Preparation and Development in October, 2005.
1 Chicago Public Schools
Principal Preparation & Development
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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 Ward
Chief Officer
Office of Principal Preparation and Development
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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 12
Manuel Adrianzen, New Leaders for New Schools
The Road to Exceed: Data Driven Instruction and Assessment 13
Steven Askew, New Leaders for New Schools
Closing the Achievement Gap for the Middle School African-American Males 14-15
Sheila Barlow, New Leaders for New Schools
Fusion: Making it to Lilydale! 16-17
Miyoshi Bates, New Leaders for New Schools
Improving Reading Comprehension in the Primary Grades 18
Stephanie Bloom-Washofsky, New Leaders for New Schools
Using Best Practices and Data to Drive Instruction 19-20
Mellodie Brown, New Leaders for New Schools
Literacy is a Skill, Not a Subject 21
Angela Chang, New Leaders for New Schools
Promoting Professional Transparency to Intensify Academic Rigor 22
Mary Beth Cunat, UIC
The Super Six Literacy Project: Increasing Student Achievement Through Quality 23-24
Instruction
Annette Dowd, New Leaders for New Schools
Growing Exponentially: Building Teacher Capacity to Utilize Data Driven 25
Instruction in Mathematics Classrooms
Elizabeth Dozier, New Leaders for New Schools
Authentic Intellectual Achievement (INSERT)
Karen Ekpenyong, UIC
Responding to Reading 26
Elizabeth Gallo, New Leaders for New Schools
Reading in Content Areas - Mathematics 27-28
Leonard Harris, UIC
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Restructuring Junior Curriculum 29-30
David Hester, UIC
Explanation and Measurement for Math 31
Shanie Kellean, New Leaders for New Schools
Data-Driven Professional Learning Community (Fifth Grade Edition) 32
Fernando Kim, New Leaders for New Schools
Data Team: Literacy Improvement through Data-Driven Instruction 33-34
Juan Lira, UIC
School Based Academic Extended Day Program: Developing After-School Efficacy by 35
Bridging School-Day with After-School
Estuardo Mazin, UIC
Transforming Middle School Poor Readers into Strategic Readers 36
Kelly Moore, New Leaders for New Schools
Best Practices in Science Education Using Critical Thinking Skills 37
Edward Morris Jr., New Leaders for New Schools
Improving Third Grade Student Comprehension Skills Using Non-Fiction Materials 38
Shawnee Newsome, New Leaders for New Schools
Improving Student Performance of 9th
and 11th
Grade Science through Curriculum 39-40
Development, Mapping and Teacher Collaboration
Sussan Oladipo, UIC
Literacy and Test Taking Strategies in World Studies 41
Christopher Pawelczyk, UIC
Structuring and Sustaining and Exemplary ELL Support Model 42
Joel 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 43
Carl Sannito, New Leaders for New Schools
Focusing on the “How”: Increasing Differentiated Instruction in Middle School 44
Instruction
Jesse Tang, UIC

Improving Student Achievement in Numeracy through Reflective Instructional 45
Practices
Suzana Ustabecir, New Leaders for New Schools
The Nike Club 46
James Walton Jr., New Leaders for New Schools
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Using Writer’s Workshop to Build Balanced Literacy 47-48
LaMonica Williams, UIC
Freshman Transition Program 49
Wayne Williams, UIC
Authentic Intellectual Achievement in Secondary Content Areas 50
Todd Yarch, New Leaders for New Schools
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The Instructional Leadership Change Project
Dimensions of Quality
(1) Data Analysis of student and teacher performance
(2) Identification of an instructional priority
(3) Shared study of a relevant instructional topic
(4) The design and implementation of a plan to address
identified and prioritized needs
(5) Implementation monitoring and impact through
observations and data collection
(6) Assessment of student work samples and products
(7) Reflection on professional practice
(8) Refinement of the improvement cycle in response to data
(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.
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New Leaders for New Schools
April 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 by
attracting, preparing, and supporting the next generation of outstanding leaders for our
nation’s urban public schools. It is a national non-profit organization, founded on five
core beliefs, that selects and trains passionate and results-focused individuals, from
within 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 in
Baltimore, 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 New
Schools’ program is designed to effectively prepare and support individuals who have
an unyielding belief in the potential of all children to achieve academically, a record of
success in leading adults, and demonstrated instructional knowledge (with a minimum
of two years of teaching experience in a K-12 setting).
MISSION
Promoting 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.
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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.
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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 Urban
Education Leadership for talented teachers and school leaders who aspire to transform
low-performing urban schools into effective learning environments for students and
teachers. Jointly led by the Policy Studies Area and the UIC Center for School
Leadership, this three-year cohort program prepares system and school leaders who are
committed to a sustained immersion in the theory and practice of addressing the
challenges of urban education. Performance outcomes, designed in collaboration with
transformative principals from Chicago Public Schools, are achieved through an
integration of doctoral coursework and three years of supervised practicum experiences.
Candidates assume school or system leadership roles early in the program and then
receive 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 and
higher 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.
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• 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 by
principals and system-level instructional officers who have themselves
transformed 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 producing
candidates 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
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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-year
program.
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.
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Project Summary
Name: Manuel Adrianzen Program: New Leaders for New Schools
School: Columbia Explorers Academy Mentor Principal: Mr. Jose Barrera
Area: 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.
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Project Summary
Name: Steven Askew Program: New Leaders for New Schools
School: W.E.B. Dubois Mentor Principal: Vanessa Williams- Johnson
Area: 18 Instruction Officer: Thomas Avery
Program Leadership Coach: Dr. Donald Pittman
Change Project Title: “The Road To Exceeds”
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•
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.
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.
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.
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Project Summary
Name: Sheila Barlow Program: New Leaders for New Schools
School: Ralph H. Metcalfe Mentor Principal: Michele Barton
Change Project Title: Closing the Achievement Gap for Middle School African – American
Males
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%.
It was apparent that our male students were in need explicit reading instruction. The current
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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.
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.
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.
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Project Summary
Name: Miyoshi Knox Program: New Leaders for New Schools
School: Benjamin E. Mays Mentor Principal: Dr. Patricia McCann
Area: 14 Instruction Officer: Dr. Jose Torres
Program Leadership Coach: Dr. Gwen Lee
Change Project Title: Fusion: The Power of 2
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.
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.
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.
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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.
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Project Summary
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
Change Project Title: Improving Reading Comprehension in the Primary Grades
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.
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
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.
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.
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Project Summary
Name: Mellodie Brown Program: New Leaders for New Schools
School: Mahalia Jackson Elementary Mentor Principal: Dr. Kimberly A. McNeal
Area: 16 Instruction Officer: Dr. Karen Saffold
Program Leadership Coach: Dr. Gwendolyn Lee
Change Project Title: Using Best Practices and Data to Drive Instruction
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.
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
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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.
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.
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.
2008

Instructional Leadership Change Project Exhibition Project Summary
Name: Angela Chang Program: New Leaders for New Schools
School: Kenwood Academy Mentor Principal: Elizabeth Kirby
Area: 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)
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.
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 and2.
for evaluating student work on strategies
Organize a system to deliver timely and constructive feedback to teachers field testing literacy3.
strategies
Using an agreed-upon protocol, exchange ideas and results on strategy field-testing and collaboratively4.
examine student work and best practices of teaching

The student learning result thus far is:
Increase in student awareness of learning objectives1.
Increase in student retention of content knowledge (as measured by formative2.
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.
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.
2008

Project Summary
Name: Mary Beth Cunat Program: UIC
School: Burley Mentor Principal: Barbara Kent
Area: 6 Instruction Officer: Jim Cosme
Program Leadership Coach: Paul Zavitkovsky
Change Project Title: Promoting Professional Transparency to Intensify Academic Rigor
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.
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.
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.
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.
2008

Project Summary
Name: Annette D. Dowd Program: New Leaders for New Schools
School: Countee Cullen Elementary Mentor Principal: Ms. Carolyn B. Draper
Area: 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
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.
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.
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.
2008

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.
2008

2008

Project Summary
Name: Elizabeth Gallo Program: New Leaders for New Schools
School: Telpochcalli Elementary Mentor Principal: Tamara Witzl
Area: 10 Instruction Officer: Isabel Mesa-Collins
Change Project Title: Responding to Reading
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.
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.
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.
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.
2008

Project Summary
Name: Leonard Harris Program: UIC EDD Program
School: University of Illinois Mentor Principal: F. Wipachit
Area: 21 Instruction Officer: Rick Mills
Program Leadership Coach: Peter Martinez
Change Project Title: Reading in Content Areas “Mathematics Project
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.
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.
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 Mapping
The 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 Discussion
We 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.
2008

Students formulated then reformulated ideas and concepts to solve word problems, and they reacted to one another,
fostering whole group learning.
III. Small Group Work
We 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.
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.
2008

Project Summary
Name: David Hester Program: UIC
School: Al Raby High School Mentor Principal: Ms. Janice Jackson
Area: 25 Instruction Officer: Dr. Cynthia Barron
Program Leadership Coach: Peter Martinez
Change Project Title: Restructuring Junior Curriculum
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.
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 ACTo
Objective #2: Implement a junior division test preparation curriculum during extended division beginning in
January
Objective #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.
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: +0.68
The average composite was 15.8 with a standard deviation of approximately 2. These are the results thus
2008

far because my project is on-going.
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.
2008

Project Summary
Name: Shanie J. Keelean Program: New Leaders for New Schools
School: Virgil I. Grissom Mentor Principal: Kathlene L. Orr
Program Leadership Coach: Gwendolyn Lee
Change Project Title: EXPLANATION AND MEASUREMENT FOR MATH
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.
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.
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.
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.
2008

Project Summary
Name: Fernando Kim Program: New Leaders for New Schools
School: Lloyd Elementary School Mentor Principal: Dr. Miryam Assaf-Keller
Area: 04 Instruction Officer: Olga Laluz
Program Leadership Coach: Dr. Gwendolyn Lee
Change Project Title: A Data-Driven Professional Learning Community (5th
Grade Edition).
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.
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.
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
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.
2008

Project Summary
Name: Juan R Lira Program: UIC Urban Leadership Program
School: Burroughs Mentor Principal: Richard Morris
Area: AMPS Instruction Officer: Melissa Megliola-Zaikos
Program Leadership Coach: Karen Morris
Change Project Title: Data Team: Literacy Improvement through Data-Driven Instruction
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.
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.
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.
2008

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.

2008

Project Summary
Name: Estuardo Mazin Program: UIC – Urban School Leadership
School: Tarkington School of Excellence Mentor Principal: Vince Iturralde
Area: ONS School Support Coordinator: Marisa Velasquez
Program Leadership Coach: Kathleen Mayer
Change Project Title:
School Based Academic Extended-Day Program: Developing After-School Efficacy by
Bridging School-Day with After-School
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.
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.
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.
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.
2008

Project Summary
Name: Kelly A. Moore Program: New Leaders
School: Reavis Math and Science Specialty School Mentor Principal: Mr. Michael Johnson
Area: 15 Instruction Officer: Katherine Volk
Program Leadership Coach:Vickie Brown
Change Project Title: Transforming Middle School Poor Readers into Strategic Readers.
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.
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.
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.
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.
2008

Project Summary
Name: Edward Morris Program: New Leaders for New Schools
School: Dodge Academy Mentor Principal: Dr. Jarvis Sanford
Area: 7 Instruction Officer: Denise Little
Change Project Title: Best Practices in Science Education Reform: A Model for Systemic
School-wide Implementation
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.
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.
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.
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.
2008

Project Summary
Name: Shawnee Newsome Program: New Leaders for New Schools
School: Westcott Elementary Mentor Principal: Monique Dockery
Area: 14 Instruction Officer: Dr. Jose Torres
Change Project Title: Improving Grade 3 reading comprehension through non-fiction
The goal of this initiative is to increase Grade 3 reading comprehension by incorporating non-fiction materials
into the Guided Reading model.
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.
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.
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.
2008

Project Summary
Name: Sussan Oladipo Program: UIC Ed.D
School: Prosser Career Academy Mentor Principal: Mr. Kenneth Hunter
Area: 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.
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.
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.
2008

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%.
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.
2008

Project Summary
Name: Christopher T. Pawelczyk Program: UIC Ed.D. Urban Ed. Leadership
School: Thomas Kelly High School Mentor Principal: Algird C. Pretkelis
Area: 23 Instruction Officer: Norma Rodriquez
Program Leadership Coach: Fausto Lopez
Change Project Title: Literacy & Test Taking Strategies in Reading & World Studies
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.
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.
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.
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.
2008

Project Summary
Name: Joel R. Pollack Program: New Leaders for New Schools
School: Ravenswood Mentor Principal: Erin Roche
Area: 2 (AMPS) Instruction Officer: Melissa Megliola-Zaikos
Program Leadership Coach: Dr. Donald Pittman
Change Project Title: “Structuring and sustaining an exemplary ELL support model”
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.
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.
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.
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.
2008

Project Summary
Name: Carl Sannito Program: New Leaders for New Schools
School: Norwood Park School Mentor Principal: Dr. William Meuer
Area: 1 Instruction Officer: Joseph Kallas
Change Project Title: Accelerating Reading Comprehension using QAR in Intermediate
Grades
Reading strategies relating to comprehension and the teachers’ collective ability to research new strategies on
their own.
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.
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.
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.
2008

Project Summary
Name: Jesse Tang Program: UIC
School: 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
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.
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.
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%
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.
2008

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