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COMMON APP IS CLOSED
Opportunities available only to current CPS employees (except CLC P3 Residency).
Interest Only opportunities will NOT be included in the the Common App. Follow up with these programs directly.
Participate In Group LearningAssistant Principals participate in professional learning sessions to further develop as a cohort
**NEW** Interest Only: Aspiring Leaders Essentials Series
**NEW** Interest Only: Aspiring Leaders Essentials Series
Description:
The new Aspiring Leaders Essentials (ALE) Series is a collection of standalone virtual professional development sessions managed by the DPQ School Leader Pipeline Team. ALE offers a flexible "menu" of learning opportunities aligned with the CPS School Leadership Framework—allowing aspiring leaders to target specific development needs without the commitment of a full-year program.
The ALE Approach
Assessment First: Participants begin with the Self-Reflection Tool to evaluate their current leadership practices against the CPS School Leadership Framework.
Targeted Selection: Based on their assessment, aspirants can self-select the specific session(s) that will most impact their growth as an aspiring school leader.
Practical Application: Each session is designed to provide actionable insights that participants can implement immediately within their current roles as well as prepare them for their next role.
Objective To meet the unique development needs of aspiring leaders through high-impact, individual learning sessions.
Time Commitment: 60 to 120 minutes per virtual session.
Flexibility: No application required—simply sign up for the sessions that interest you!
Building Early Learning Leaders (BELL)
Building Early Learning Leaders (BELL)
Description:
Building Early Learning Leaders (BELL) is a cohort-based program designed for school leaders and administrators to strengthen their leadership of early learning programs in their schools by identifying and implementing strong early learning practices. Expert early learning leadership coaches from VOCEL partner closely with you to determine the most pressing challenges in your early learning program and develop a tailored action plan, working alongside you and your team to support implementation and improve outcomes for our earliest learners.
BELL members receive:
Group professional development, with accompanying ISBE professional development hours
On the ground implementation support via coaching
Access to online modules and ready-to-use resources
Invitations to learning and social events with panel discussions, guest speakers, and networking
A network of CPS school leaders committed to early learning excellence
Participation
To get the most out of the community, we ask for participants to:
Attend quarterly 2-hour community learning events (both in person and virtual)
Engage in coaching with BELL coaches
Attend additional networking and in-person events
Interest Only: Design Coaching to Implement (DCI)
Interest Only: Design Coaching to Implement (DCI)
Design Coaching to Implement is a full year of implementation support — one on one coaching and cohort learning. School teams will create a new project for their school, or get support on an existing initiative. We offer additional design studios throughout the school year, which teach school-based teams how to conduct empathy interviews and use those insights to design responsive programming with students and in communities. Participating teams are eligible for CPDU credits and a $1,000 stipend.
[Interest only]
Interest Only: Summer Design Program (SDP)
Interest Only: Summer Design Program (SDP)
The Summer Design Program (SDP) helps school teams utilize design thinking to develop solutions that prioritize student needs and tackle pressing challenges faced by specific student groups. Through a partnership between The Fund and Leadership + Design, participants engage in Design Studios—interactive two-day workshops that equip teams with skills in empathy interviews, design thinking-based problem-solving, and creating strategies to accelerate learning.
[Interest only]
Develop My Leadership
Assistant Principals complete intensive year-long learning and school leadership development
Assistant Principals complete intensive year-long learning and school leadership development
Chicago Leadership Collaborative Pathway 2 - Endorsement (CLC P2)
Chicago Leadership Collaborative Pathway 2 - Endorsement (CLC P2)
Description:
In partnership with our preparation programs, CLC Pathway 2 offers an opportunity for aspiring school leaders to prepare for their future roles through a structured curriculum, in-role stretch assignments, and opportunities to observe, participate, and demonstrate leadership skills while fulfilling the ISBE (Illinois State Board of Education) internship program or administrator endorsement requirements.
CLC Pathway 2 provides leadership development and Domain-aligned professional learning that provides preparation for a school leader role, supported by coaching and in-role stretch assignments, opportunities to observe, participate and demonstrate leadership while completing the Illinois State Board of Education (ISBE) internship program or administrator endorsement requirements. The CLC is a major component of the district’s school leader preparation pipeline designed to recruit, develop, and support talented educators pursuing leadership in Chicago’s public schools, through yearlong development programming or an immersive residency leadership experience and exposure to all aspects of leading a school. Participants learn all aspects of school leadership, with a focus on developing proficiency in the CPS Principal Competencies.
Objective: In Pathway 2, aspiring leaders stay in their current schools and receive coaching as they complete requirements for obtaining their ISBE administrative endorsement.
Timeline to school leader role (after program): Immediate to 2 years following program completion; Ready for Assistant Principal or Resident Principal
PLEASE BE ADVISED there are necessary pre-requisites to applying for CLC P2. If you do not meet ALL of the following minimum qualifications, please do not apply at this time:
Eligibility Criteria/ Prerequisites:
active CPS employee with at least 4 years teaching experience
possess an active Illinois State Board of Education PEL AND Administrative Endorsement (or pursuing)*
* If you are not yet pursuing an endorsement, you may still participate in this pathway if you apply and are selected for the endorsement program through either National Louis University or University of Illinoisaccess to lead teacher teams in current school-based role
desire and commitment to become a CPS assistant principal within the next 2-3 years
approval of current principal (supervisor) to participate
Overall Commitment: ~25 professional learning hours; plus 20 hours of 1:1 coaching (over the course of the school year)
Program Components:
Application of learned leadership skills in real-world situations
Foster growth and development through practical experience
Opportunities for participants to observe experienced school leaders in action
Reflection and discussion on observed leadership practices
Opportunities for participants to actively engage in leadership roles
Collaboration and teamwork in leadership projects
Guidance and support throughout the participatory experiences
Provide feedback and coaching to enhance leadership effectiveness
Alignment with ISBE internship program and administrator endorsement requirements
Program Duration: (over the course of the full school year)
6-8 professional learning sessions and
6-8 coaching 1:1 sessions
3-4 triad meetings with participant, principal, and coach
Time Commitment: 4-6 hours per month (including 1:1 coaching sessions)
Chicago Leadership Collaborative Pathway 3 - Principal Residency (CLC P3)
Chicago Leadership Collaborative Pathway 3 - Principal Residency (CLC P3)
Description:
The Chicago Leadership Collaborative (CLC) Principal Residency is a cornerstone of the district’s leadership pipeline, dedicated to recruiting, developing, and supporting high-caliber educators for school leadership roles. Through a combination of year-long development programming and immersive residency experiences, the CLC P3 provides participants with deep exposure to every facet of school administration.
Central to the CLC experience is a focus on mastering the CPS Framework for School Leaders through the lens of a principal. In partnership with approved preparation programs, the CLC offers pathways to advanced educational degrees (if desired) and provides intensive coaching throughout the residency year to ensure participants are fully prepared to lead, (within a salaried administrative school leader position).
Objective: CLC Pathway 3 provides a rigorous, year-long leadership practice experience that engages highly experienced and near-ready aspiring principals in authentic, real-time experiences designed to accelerate the participant’s exposure to learning opportunities essential to the role of Chicago Public Schools (CPS) principal.
Timeline to school leader role (after program): Immediately following program completion; Ready for Principal
PLEASE BE ADVISED there are necessary pre-requisites to applying for the CLC P3 Principal Residency. If you do not meet ALL of the following minimum qualifications, please do not apply at this time:
Eligibility Criteria/ Prerequisites:
5+ years teaching/in-school experience
2+ years Assistant Principal or district leader experience preferred (non-principal)
at least 2 years experience leading teams/others in a District- and/or school-level capacity (including, but not limited to: Instructional Support Leader, MTSS Coordinator, Lead Coach, Assistant Principal, or similar role)2+ years leading at least one teacher team to impact school goals
IL Principal endorsement preferred or earned by end of program
Possess an active ISBE PEL (Professional Educator License) or Educator License with Stipulations (out of state) required
possess an Administrative Endorsement (or Type 75) *Must be obtained before the end of the residency program
possess a certification to evaluate teachers (REACH) *Must be obtained before the start of the residency program
desire and commitment to become a CPS principal upon completion of the residency program
enrollment in, or selection of, one of the three partner programs (National Louis University, New Leaders, University of Illinois Chicago)
Overall Commitment:
52-week; full time employee- administrator’s schedule
Program commitments vary (National Louis, New Leaders, UIC)
DPQ provides 10+ district-related workshops throughout the year; typically within the work day.
Full time commitment to immersive experience in principal residency program - relocate to administrative leadership position in a new CPS school placement aligned to your needs.
Active engagement in coursework with the program of choice, leveraging opportunities both in the Residency and program to take on challenges, stretch, and learn. Full engagement in the 360-degree style of the school leadership residency may include extended hours, evening/morning meetings, and weekend events.
Attendance at all scheduled Residency, Program, and school based experiences to ensure maximum exposure and learning.
Program Components:
Yearlong programming focused on developing essential leadership skills and competencies
Immersive residency experience providing hands-on exposure to various aspects of school leadership
Emphasis on developing proficiency in the Framework for School Leaders
Collaboration with approved principal preparation programs to support participants
Leadership coaching throughout the residency year
Coverage of all aspects of school leadership, including instructional leadership, organizational management, and community engagement
Blend of theoretical learning and practical application opportunities
Tailored content to address the unique challenges and opportunities in Chicago's public schools
Ongoing guidance and mentoring from experienced school leaders and coaches
Networking opportunities with fellow aspiring leaders and education professionals
Program Duration: One full school year (July - June)
Interest Only: Great Expectations Mentoring (GEM) Fellow
Interest Only: Great Expectations Mentoring (GEM) Fellow
The Equity Office's Great Expectations Mentoring (GEM) Program exists as a pipeline for equipping and advancing African American male and Latinx education leaders in Chicago Public Schools for the next stage of their leadership and equity journey.
During the year-long program, GEM fellows work closely with district leaders to practice leadership skills, develop equity lenses, and connect with GEM mentors and other innovators in order to operationalize their own leadership transformation in relation to their school and district work. The mentoring program connects fellows with leaders internal and external to the district that can help them test ideas, reflect on their own practices, model and affirm practices and approach, and navigate challenging situations, ultimately building the fellow's leadership capacity.
GEM Fellow Profile
African-American males and Latinx employees that are CPS Principals, Assistant Principals, and Central or Network Office managers and Directors
An employee of CPS for at least 1 year
Performance Evaluations:
School Leaders: Principal Supervisor Recommendation (which for internal candidates is sought by the Common App team, not submitted directly by candidates)
Central & Network Office Employees: Rated proficient or higher in most recent performance evaluation
[Interest only]
Interest Only: Leadership Bridge
Interest Only: Leadership Bridge
The Fund’s Leadership Bridge program is designed for assistant principal and principal pairs. Through coaching, leaders are empowered to strengthen systems in the building and develop succession planning resources. In addition, there will be joint community of practice sessions for all participants around core principal fundamentals (e.g. instructional leadership, data analysis, and building high-performing teams). To gain a better understanding of their own leadership, assistant principals will take the Vanderbilt Assessment of Leadership in Education (VAL-ED) and use their results to inform the creation and implementation of a personal leadership development action plan in conjunction with their coach to support them in achieving their goals for the school year.
This program is in partnership with the Department of Principal Quality (DPQ) and includes individualized leadership coaching for assistant principals from our coaching partners, Accelerate Institute, New Leaders, and University of Illinois-Chicago, in collaboration with their principals.
Eligibility:
Current district or charter assistant principal who is interested in becoming a principal and has been identified as a potential internal successor in their building.
Member of the CPS Principal Candidate Pool (“Eligible”) or plans to go through the process in the program year.
[Interest only]
Develop Others
Assistant Principals share best practices with peers, or mentor aspiring leaders
Assistant Principals share best practices with peers, or mentor aspiring leaders
Interest Only: Assistant Principal Peer Professional Developer
Interest Only: Assistant Principal Peer Professional Developer
Assistant Principal Peer Professional Developers are experienced assistant principals who have demonstrated high performance in skill areas aligned to the CPS School Leader Competencies and the daily work of CPS assistant principals. Assistant Principal Peer Professional Developers have experience delivering professional learning in small group and large group settings and are interested in further developing their skills as leaders of adult learning. Assistant Principal Peer Professional Developers work in partnership with the DPQ School Leader Development team to plan, organize, and facilitate professional learning for CPS assistant principals.
[Interest only]
Contact the DPQ Development Team (rking44@cps.edu) for more information.
Interest Only: Great Expectations Mentoring (GEM) Mentor
Interest Only: Great Expectations Mentoring (GEM) Mentor
The Equity Office's Great Expectations Mentoring (GEM) Program exists as a pipeline for equipping and advancing African American male and Latinx education leaders in Chicago Public Schools for the next stage of their leadership and equity journey.
GEM Mentors are intentionally matched with GEM Fellows to deliver thought partnership and guidance around a focused set of practice or competency areas as mutually determined by mentor, mentee and GEM program staff. Through this structure, GEM Mentors share their experience and knowledge of best practices for improving student achievement, and education management and leadership to support GEM Fellows in expanding their capacity as education leaders.
[Interest only]
Support My Peers
Assistant Principals serve on school leader committees and demonstrate community care
Assistant Principals serve on school leader committees and demonstrate community care
Interest Only: School Leaders Care Team
Interest Only: School Leaders Care Team
DPQ's School Leaders Care team is a cross-collaboration between district leaders and school leaders that will create safe, nurturing, supportive environments for Principals and Assistant Principals.
[Interest Only]
Contact the DPQ Engagement Team (chthomas@cps.edu or mthies@cps.edu) for more information.
Interest Only: School Leaders Celebration Committee
Interest Only: School Leaders Celebration Committee
DPQ's School Leaders Celebration Committee will focus on celebrations and appreciation for School Leaders, planning for School Leader Summit (July), Principal Appreciation Month (October), AP Appreciation Month (April) and the end of the year School Leaders Party.
[Interest Only]
Contact the DPQ Engagement Team (chthomas@cps.edu or mthies@cps.edu) for more information.
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