COMMON APP IS CLOSED
Description:
The Aspiring Assistant Principal Institute Tier 1 (AAPI T1) is a semester-long series of professional learning sessions managed by the DPQ School Leader Pipeline Team in partnership with Teach Plus, aimed at providing information and guidance for those interested in learning about the assistant principal role and responsibilities and preparing high-potential aspiring assistant principals to activate their own potential and consider themselves as leaders while in their current school-based or district role (teacher, coach, counselor, case managers/social worker, etc.). In partnership with Teach Plus, this initiative has proven to be a crucial step in cultivating capable participants in the school leader pipeline who are on the journey towards school leadership.
Tier 1 Focus: Leading Self and Activating your potential to lead others
Building leadership profile
Leveraging informal leadership to impact change
Examining systems and practices of school leadership
Objective: Gain general understanding of the AP role; self-assess readiness for school leadership
Eligibility Criteria/ Prerequisites:
at least 2 years previous teaching experience
some previous teacher leader experience
interest in obtaining Administrative Endorsement
commitment to approximately 10 hours of virtual informational PD
Overall Commitment:
This program requires a one-semester commitment, totaling 8–10 hours (one 2-hour virtual session per month). To ensure a collaborative learning environment, active participation with cameras on is required for all sessions.
Program Duration:
4-5 sessions (over the course of one semester; choose one)
Semester 1: September - December OR
Semester 2: January - April
Time Commitment: 2 hours per month
NOTE: Prompt arrival to sessions and active engagement is required. Sessions will be held via Zoom from 4:30-6:30pm, and participants should be on camera.
If you cannot commit to the session times and norms, please do not apply at this time.
Description:
The Aspiring Assistant Principal Institute Tier 2 (AAPI T2) is a year-long leadership development initiative managed by the DPQ School Leader Pipeline Team in partnership with Teach Plus. Designed specifically for high-potential leaders who have successfully completed Tier 1, this program strengthens the leadership bridge for teacher leaders, counselors, and staff on their journey toward the assistant principalship.
Tier 2 builds upon the foundational learning of Tier 1 by focusing on the complexities of adult team leadership within school-based or district roles. Additionally, AAPI provides participants the opportunity to complete the Illinois course and certification requirements to evaluate teachers (REACH), ensuring they are fully equipped for the transition into formal school administration.
Tier 2 Focus: Growing your leadership potential and Leading others
Building leadership skills through coaching others
Leading teams to influence change
Understanding the systems and practices of school leadership
Objective: Work to be an Effective (Adult) Team Leader; Work on a School-Level Continuous Improvement Team and Complete a Self-Assessment of Readiness for School Leadership
Eligibility Criteria/ Prerequisites:
successful completion of AAPI Tier 1 (within the last 3 years)
possess an active Illinois State Board of Education PEL (Administrative Endorsement or Type 75 preferred, but not required)
access to lead teacher teams in current 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:
This program runs for the full school year (September–May) with a monthly 2-hour commitment, totaling 12–15 hours. Sessions are delivered in a hybrid format, including both virtual and in-person meetings. In-person sessions are held at the Garfield Park CPS Building (2651 W. Washington Blvd.). Before applying, please ensure you have reliable transportation and have factored the commute time into your schedule to ensure consistent, timely attendance.
Program Duration: 6-8 sessions (over the course of the school year)
Time Commitment: 2 hours per month
NOTE: Prompt arrival to sessions and active engagement is required. In-person sessions will be held at the CPS Garfield Park office from 4:30-6:30pm. Virtual sessions will be held via Zoom from 4:30-6:30pm, and participants should be on camera.
If you cannot commit to these session times, locations, and norms, please do not apply at this time.
The Department of Principal Quality (DPQ) Affinity Groups aim to provide safe spaces for aspiring leaders to discuss topics related to their cultural backgrounds and experiences. DPQ will be hosting five (5) affinity groups: Black/African American, Asian American Native Hawaiian Pacific Islander (AANHPI), Latine, LGBTQIA+, and Middle Eastern/North African (MENA). These groups are designed to support current teachers, school and CPS personnel aspiring to future school leadership roles. Participants will be able to bring their authentic selves and find community as they navigate their leadership journeys. Each group is led by two (2) facilitators.
[Interest Only]
Contact the DPQ Engagement Team (chthomas@cps.edu or mthies@cps.edu) for more information.
Description:
The Aspiring Assistant Principal Institute (AAPI) Tier 3 is an intensive, year-long residency-style experience for leaders ready to transition immediately into the assistant principalship. Managed by the DPQ School Leader Pipeline Team in partnership with Teach Plus, Tier 3 focuses on large-scale capacity building and instructional leadership.
Participants lead a School-Wide Change Project specifically designed to impact student achievement by developing the instructional practice of adult teams. This elite pathway includes monthly professional learning and 1:1 leadership coaching. To be considered for this small cohort, applicants must undergo a rigorous selection process, including an interview, to demonstrate they exemplify the leadership readiness and passion required to move into an AP role upon program completion.
Tier 3 Focus: Strengthening your leadership impact & Leading change
Building leadership skills through implementing change to increase school improvement
Applying distributive leadership practices
Utilize systems and practices of school leadership
Objective: Plan, implement, and progress monitor an equitable and transformative response to a problem of practice to institute change in their school community through a change project; Initiate and execute adult learning experiences, and leverage their leadership identity to influence school-wide decision making through distributive leadership opportunities to be AP ready after program completion
Eligibility Criteria/ Prerequisites
at least 2 years team leadership experience
at least 4 years previous teaching experience
possess an active Illinois State Board of Education PEL AND Administrative Endorsement (or Type 75 equivalent)
possess ISBE certification to evaluate teachers (REACH) *must be complete before the start of the Tier 3 program
current leader of adult teams and active membership on a school-level leadership team (like ILT)
desire and commitment to become a CPS assistant principal upon completion of the AAPI Tier 3 program
approval of current principal (supervisor) to participate in yearlong program and impact change through leadership project
Overall Commitment: Requires a monthly time commitment of 4-6 hours (totaling 25+ PD hours; plus 10+ hours of 1:1 coaching from experienced former school leader (over the course of the school year, September - May)
Potential PD Sessions/Offerings:
AAPI Orientation and Framing, Expectations, AP Panel and Resume Review
Systems Thinking & Backwards Planning Problem Solving
Vision/Goal Setting & Action Planning for Cycles of Inquiry
Coaching for Capacity & Leading Adult Learning
Planning for Resistance, Crucial Conversations & Common Team Dysfunctions
Stakeholder & Community Engagement
Progress Monitoring & Implementation Challenges
Unconscious Bias, “Culture of Nice,” & Culturally Responsive Leadership (Equity in Education & Coaching Teachers)
Strategic Planning and Resource Allocations/Budget
AP Panel: 1st Year Reflection
Sustaining & Systematizing Change through Distributed Leadership
Impact/Change Effort Showcase
Program Duration: 10+ sessions (over the course of the school year)
Time Commitment: 4-6 hours per month (including 1:1 coaching sessions); leading additional team meetings monthly is also expected
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 Illinois
access 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)
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)
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]
The Office of Equity'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]
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.
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.