Michelle Clark Elementary School
Charles currently serves as the leader of Michelle Clark Elementary School. He joined
the Principal Advisory Council to be a voice for CPS principals and to assist the District in
recruiting and retaining outstanding school leaders.
A product of CPS schools, Charles became a CPS principal to play a role in improving families,
neighborhoods and communities through education. He finds it rewarding to be a part of his
students’ success and has positively impacted hundreds of children at both Michelle Clark and
Beidler elementary schools.
At Michelle Clark, Charles has worked to create a culture of shared leadership and student-
centered instruction, all while increasing restorative practices throughout the school
community. His leadership has been inspiring to his teachers, many of whom have begun taking
increased ownership of teaching and learning at Michelle Clark.
Carson Elementary School
Javier has served as the leader of Carson Elementary School since 2007. He
joined the Principal Advisory Council because he recognizes that CPS has its share of challenges,
and he wants to contribute to educators around the District overcoming those challenges.
Javier graduated from Chicago’s Morgan Park High School after coming to the U.S. from Mexico
at the age of 16. As a student, he did not see many Latino teachers or principals, so he went into
education, in part, to begin turning that tide. Javier works to be a powerful role model for his
Latino students, teaching them that they can overcome any obstacle and achieve their dreams,
just as he did.
Javier wants his educators to be lifelong learners, so he has created book clubs at Carson that
have teachers reading more professional literature. He has also increased the grade levels
covered by the school’s dual-language program and will continue building on this progress until
all students in grades Pre-K – 8 have access to this rigorous an academic experience.
Lindblom Math and Science Academy
The leader of Lindblom Math and Science Academy, Wayne joined the Principal Advisory Council to provide feedback to District leadership around decisions geared toward providing every child in Chicago with the highest caliber education.
Education changed the trajectory of Wayne’s life, and he went into the field to ensure that it continues to do the same for other young people. He aspires to be the same kind of leader as his own elementary school principal – a leader who understood that a student’s circumstances outside of school should not impact their ability to receive a great education.
Wayne joined CPS in 2008 as a special education teacher and became the assistant principal at Lindblom before assuming his current role. As principal, Wayne has led Lindblom from a traditional grading and teaching system to competency-based learning, which has resulted in significant student growth. Lindblom also received the Breakthrough Schools Grant under his tenure and is in the process of building an innovation lab that will provide students with the foundation they need to compete in a global, 21st century economy.
DeWitt Clinton Elementary School
Maureen is currently the principal of DeWitt Clinton Elementary School. She joined the Principal Advisory Council to be a voice for her students, teachers, and staff, and to contribute her views as a new principal of a large diverse school.
Maureen decided to become a principal to have a greater impact. She believes that a principal not only affects change within the school, but also empowers students and parents to affect positive change within the neighborhood.
At Clinton, Maureen has focused on creating personalized schedules for all 570 students to support their varying learning styles and academic proficiency. During the school day, Clinton has designated intervention times to work with at-risk students and enrichment times to encourage exploration and provide thought provoking projects and discussions.
Walter Payton College Prep High School
The leader of Walter Payton College Prep High School since 2011, Tim joined the Principal Advisory Council because he believes that our District needs to be nurtured, and because he enjoys being part of a group of educational leaders who bring differing perspectives to support the various needs of high school students.
His family’s commitment to public service inspired Tim to become an educator. He particularly enjoys guiding high school students as they mature from 9th grader and graduate four years later as adults. Tim enjoys helping shape students during this pivotal transition and encouraging them to become the best version of themselves.
Tim became a principal because this leadership role is a nexus of education theory, practice, and policy, all of which interest him professionally. During his time at Payton, Tim helped increase SEL programming, created unique Multi-Tiered Systems of Support, and developed a daily enrichment program so students could access additional academic supports, participate in athletics, and explore identity organizations during the school day. He has also provided consistent professional development activities for faculty that focus on culturally responsive pedagogy.
Alcott College Prep
Elias has been leading Alcott College Prep since 2012. He joined the Principal Advisory
Council to make sure that those intimately involved in the work of this District provide CPS leaders with
the guidance and direction they need.
Elias attended CPS elementary schools after coming to the United States from his home in Celaya
Guanajuato, Mexico. He credits many of his teachers with inspiring him to pursue a career in education,
as he wanted to be as nurturing and motivational to other children as they were to him.
As principal at Alcott, Elias has worked to create a greater sense of community among his staff, students
and parents. He believes that growing the mind of a child belongs to all stakeholders, and that
performing well academically is only a success when students and teachers enjoy doing what they do.
North Grand High School
Now in her second year as principal at North Grand High School, Emily joined the Principal
Advisory Council to gain a better understanding of our District’s vision and to contribute her
voice and knowledge in a way that will benefit all CPS schools and the services they provide.
Emily was inspired to become a teacher by her older sister, a CPS educator in the Little Village
community. Visiting her sister’s classroom made Emily fall in love with Chicago and its students.
She saw the difference her sister was making in children’s lives and decided she wanted to do
the same. Emily became the principal of a neighborhood school because she believes
passionately that every child deserves access to a quality, equitable education, and she wanted
to provide that to the students in her community.
Her leadership at North Grand has resulted in an increase in both the school’s Freshmen-on-
Track and graduation rates. Her work has contributed to a nurturing, comfortable environment
for all students and has helped increase staff focus and morale.
Legal Prep Charter Academy
As a co-founding principal, Samuel has been leading Legal Prep Charter Academy since 2012. He joined the Principal Advisory Council to be part of a group that is dedicated to improving outcomes for all Chicago students and to help facilitate a stronger collaboration between District and charter schools.
Prior to becoming an educator, Samuel worked as an attorney. Part of his job was mentoring CPS high school students interested in the legal profession, and seeing their potential inspired him to become an educator.
Samuel believes in creating buy-in and unity among his staff, and he has accomplished this by allowing educators to play an active role in setting school policy. Improving teacher retention is one of his main priorities, as is increasing social-emotional supports for all students, especially during their first two years of high school.
Samuel credits his success with support from colleagues in the charter school industry and looks forward to helping more of Chicago’s youth reach their full potential as the principal of Legal Prep.
Marine Leadership Academy
The principal of Marine Leadership Academy, Erin has been recognized for helping raise ACT
scores, scholarship funding, and college enrollment at the CPS schools where she has served.
Erin began her career with Teach for America, teaching middle-school Math in Texas. She joined
CPS as a teacher at Clemente Community Academy, then earned her Masters from Harvard
University. She entered Chicago Academy High School as part of the New Schools for New
Leaders Program, and helped move this school to Level 1 status.
As the principal of Marine Leadership Academy, Erin works diligently to ensure that every
classroom has the best teachers, resources and support systems to drive student learning.
Farragut Career Academy
The leader of Farragut Career Academy (FCA) since 2012, Tonya joined the Principal Advisory Council to be a voice for neighborhood schools and learn how CPS policies impact her students, as well as other children around Chicago.
The first in her family to attend college, Tonya became an educator to support children like herself – students who might have never considered college if not for caring adult encouraging them to believe in themselves and reach their full potential. She became a principal to improve outcomes for students beyond her classroom and to impact future generations on a broader level.
Since becoming the principal at FCA, Tonya has worked to improve the culture and climate of the school while increasing access to top-quality programs. FCA became an IB school under her tenure, began offering CTE classes to students interested in the legal profession, and partnered with After School Matters to create murals that have beautified both the school and the community.
As the leader of Cameron Elementary since 2010, Stephen joined the Principal Advisory Council to contribute to the success of the District and to gain insight on how District policies are developed
A product of Chicago Public Schools, Stephen thought he would pursue a career in engineering. But the positive impact that African-American male leaders had on his life made him want to do the same for Chicago’s youth. As a principal, his goal has been to build a cohesive team that creates a nurturing environment for neighborhood children.
During his time at Cameron, Stephen has moved his school from probation to a consistent Level 1 school quality rating. He has helped improve all tiers of Cameron’s MTSS model, developed multiple partnerships that provide counseling and social services, and formed relationships with organizations that bring nutritious food and health education to the students and families at Cameron.
Josefa Ortiz de Dominguez Elementary School
For nearly 19 years, Angelicahas been leading Josefa Ortiz de Dominguez Elementary School. She joined the Principal Advisory Council because she wanted to have a voice in how policies and decisions are made at the district level and be an advocate for early childhood education.
Angelica was inspired to go into the field of education because of her positive school experiences and great teachers as a child, including helping her fellow classmates in El Paso, Texas to learn English.
She finds building relationships with her staff, students and their families to be the most rewarding part of her job as principal of Ortiz de Dominguez. She’s proud of the success of her school’s special education and bilingual programs, and well as an attendance rate that is always at 95% or higher.
Julian High School
Myron has been leading Julian High School since 2015. He hopes that his time on the
Principal Advisory Council will allow him to gain a deeper understanding of District priorities and
contribute to future policies that will have a positive impact on family engagement and student
Becoming an educator was a calling for Myron. He wants to give as many children as possible
what they need to become productive citizens who will positively impact the world. He was
motivated by his mother, who taught elementary school for many years and whose work with
children was inspiring.
Under Myron’s leadership, Julian has improved its Freshmen-on- Track Rate from 76 percent to
96 percent in just two years. Attendance is on the rise, and the number of out-of- school
suspensions has significantly dropped. Myron has also increased the number of after-school
programs offered at Julian, and has made it a priority to invest in resources that support
students’ social and emotional growth.
Lake View High School
Paul has been the principal of Lake View High School since 2016. He joined the Principal Advisory Council to be the voice of a neighborhood high school and to learn from colleagues and district officials.
As curriculum coordinator at Walter Payton, Paul saw his impact and was inspired by the principals he worked for to have an even greater impact. The most rewarding part of his job is watching teachers support students to do amazing things.
Under Paul’s leadership, Lake View’s department instructional leads have taken an active role in developing formative assessment practices schoolwide, and students are learning more with this focused instructional practice. Paul is also undertaking a major initiative to increase the number of clubs and activities at the school.
Stagg School of Excellence
Miyoshi is the principal who turned around Stagg School of Excellence in 2012, and she has been
leading this school community ever since. She joined the Principal Advisory Council to be a voice
for the principals of the AUSL Network.
A former CPS student, Miyoshi’s first students were her five younger siblings. The people in her
life recognized her passion for teaching early on and encouraged her to move toward the thing
that gave her joy. She became a principal because she believes that school quality begins with a
strong leader, and because she was confident in her ability to develop a strong staff that would
have a positive impact on student achievement.
As the principal of Stagg, Miyoshi focuses on being better and leading better. She participates in
professional development and is intentional about building solid trust with her staff. Miyoshi is
committed to being accessible and to listening to the feedback of all stakeholders when critical
choices are at stake.
Everest Charter School
As the founding principal of Moving Everest Charter School, Mika joined the Principal Advisory Council because she believes in CPS and Dr. Jackson’s leadership. She wanted to bring her viewpoint as a charter school principal to the table and learn from her traditional public school colleagues.
Mika credits may of her teachers, from kindergarten through high school, for impacting her learning and helping to build her character as an individual. She pursued a career in education so that she can do the same for others and became a principal to empower teachers while providing structures and support to help them grow.
During her time at Moving Everest, Mika has laid the groundwork to bring its vision to life. She is most excited about the growing supports for her scholars with behavior concerns. Since opening the school, she has added two behavior specialists, a social worker, and a data-driven SEL curriculum. She also implemented a schoolwide management system, developed by a team of teachers, that has impacted shifts in culture.
Von Steuben High School
Laura joined the Principal Advisory Council to bring about change at her school, Von Steuben
High School, and to remind her to think beyond her school to the larger challenges and
accomplishments of the District.
Laura went into education because she loved school as a child and never wanted it to end. She
was fortunate to experience many supportive learning environments and worked hard to
recreate those experiences in her classroom. Becoming a principal was a logical next step for
Laura because she was committed to leading a school community no matter the challenges.
With her guidance, the leadership teams at Von Steuben have become a defining influence on
the school community. The school’s STEM partnership has also grown, increasing student
achievement and helping Chicago’s youth prepare for success in a 21st -Century economy.
Beaubien Elementary School
Michelle has been leading Beaubien Elementary School since 2012. She joined the
Principal Advisory Council to develop a better understanding of how decisions are made at the District
level, and because she wants to play whatever role she can in making CPS the best urban school system
in the country.
Michelle became a principal because she loves challenges and change. She grew into this role by
working as an assistant principal at two CPS elementary schools and being mentored by two outstanding
school leaders. One taught her about the importance of building relationships, and the other taught her
that success is rooted in quality instruction, and in not being afraid to make the tough decisions.
At Beaubien, Michelle has created a professional culture that includes teacher leaders – dynamic
educators who are encouraged to have a voice in creating school solutions. She has also added a new
play space for students, and has invested in dance, music and language instruction to ensure that
Beaubien is educating the whole child.
Joplin Elementary School
Alene has been leading Joplin Elementary School for the past 10 years. She joined the
Principal Advisory Council to be a voice for administrators and help implement change that will
transform CPS schools.
A graduate of Chicago’s Lindblom High School, Alene planned on a career in actuarial science.
But that all changed the first time she accepted a role as a substitute teacher. She felt fulfilled
working with the students and knew she had found her calling. Alene became a principal to
extend her reach, and is now dedicated to helping students, staff and parents set high
expectations and reach their full potential.
Under Alene’s leadership, Joplin has moved from a Level 3 to a Level 1 school. Attendance has
increased, and Joplin has established several significant partnerships to improve students’
academic achievement and social-emotional development. Teachers have become more
collaborative, and an on-site Parent University ensures that families are actively engaged in their
Noble Street College Prep
Ellen has been leading Noble Street College Prep since 2014. She joined the Principal
Advisory Council to meet other school leaders and share some of the great work that Noble is
doing for the students of Chicago.
The teachers Ellen had in high school inspired her to live her life working for social justice,
including helping ensure that every child has access to an excellent education, regardless of
their zip code. As a principal, she relishes the chance to influence a space that belongs to so
many people – students, teachers, and parents – for the greater good.
Ellen is committed to making Noble Street the best place in Chicago to work and the best place
to attend school. In addition to ensuring that all students are college ready, one of her goals has
been to eliminate inequities for minority students, which is now a part of Noble’s overall
Daniel Hale Williams Preparatory School of Medicine
Jullanar is completing her fourth year as principal of Daniel Hale Williams Preparatory School of Medicine. She joined the Principal Advisory Council to be at the forefront of policy creation that would influence the direction of leadership and the commitment of educators to invest in families.
A graduate of Beasley Academic Center and Hyde Park Career Academy, Jullanar went into the field of education after being inspired by other educators who invested in her social-emotional and analytical development. They inspired her to better herself and empower others.
The most rewarding part of being a principal for Jullanar is seeing students rise to the occasion and excel in experiences for which they have been prepared.
Harlan Community Academy
Ramona has been leading Harlan Community Academy since 2015. She joined the
Principal Advisory Council because she believes that there is power in collegial collaboration,
especially when it comes to solving the common problems experienced by school leaders.
A graduate of Chicago Public Schools, Ramona felt called to become an educator after a teaching
internship where countless students stole her heart, and where the classroom felt like her
home. She became a principal to provide other teachers with the tools, guidance and
partnership that helped shape her own career, and to build a team that would continuously
bring about growth and productivity in a school community.
Harlan is rising in response to Ramona’s leadership. She has stabilized the school’s culture
through carefully constructed strategies and has partnered with organizations like After School
Matters, Gallery 37, Gear Up, and others to bring badly needed resources into her school.
Mark Twain Elementary
Laura, the principal of Mark Twain Elementary, joined the Principal Advisory Council because
she believes that we must be cognizant of the impact that leadership decisions have at the
Laura wanted to be a teacher ever since she was a camp counselor teaching kids to swim. She
loves seeing children move from dependence and lack of confidence to independence and pride
in what they achieved. Laura served as the assistant principal at Twain for 15 years. She was
fortunate to work under two outstanding leaders who lived by the motto “children first” and
inspired her to become a school principal focused on developing the whole child and providing
every student with the best education possible.
Her focus as principal of Twain includes continuous academic improvement, expanding
opportunities in the arts, and maintaining a positive school climate that helps children reach
their full potential.
The leader of Dixon Elementary since 2014, Terrycita joined the Principal Advisory Council to lend her voice and gain a better understanding of CPS policies and programs.
Terrycita attended CPS schools, including spending her 7th and 8th-grade years at the elementary school she now leads. She became an educator to be a lifelong advocate for children and decided to become a principal so that she would have the privilege of training Chicago’s outstanding educators.
Terrycita’s mentor throughout her career was Joan Dameron-Crissler, the principal when she was a student at Dixon Elementary. She showed her how a strong leader evokes change, and Terrycita has followed her example by increasing student growth and attainment at her alma mater.
Jackson Language Academy
The principal of Jackson Language Academy, Marilou joined the Principal Advisory Council to
provide input on policies that impact students and school communities, and to learn from others
who can help her grow as a school leader.
Marilou came to Chicago from the island of Guam to pursue her career in education. She
became a principal to advocate for all students and provide them with access to high-quality
instruction. A strong believer in student voice, she works to empower her students to develop
the leadership skills they will need to lead successful lives.
As a principal, Marilou has prioritized building a collaborative environment with her students,
staff and school community. She has also expanded after-school activities to support students’
academic, social and emotional needs. All of this has led to a consistent closing of the
achievement gap among all subgroups at Jackson Language Academy.
DRW College Prep
Jennifer has been the principal of DRW College Prep of the Noble Network since January 2018. She moved to Chicago in 2010 to work as the freshman civics teacher at Rauner College Prep where she served for seven years — most recently as principal. She has also served as a team leader, advisor, and a network reading instructional lead.
Jennifer started teaching in Houston, Texas shortly after Hurricane Katrina. The number of displaced families in Texas helped her live her life with a higher level of humility and gratitude. Jennifer later decided to become a principal because she saw the impact that role has on a school. She believes that teaching is the most important job in a school and wanted to be a leader who ensured that all services supported the classroom.
Jennifer finds the most rewarding part of being a principal to be graduation day. Every year, she is full of pride, joy and gratitude when she sees families celebrate the hard work of their scholars.
Logandale Middle School
Evelyn has served as principal of Logandale Middle School since 2011. She decided to join the Principal Advisory Council because she wanted a forum for sharing her ideas, successes and challenges in order to improve her school community even further, as well as CPS.
From a young age, Evelyn felt that a professional career in education was her calling. Evelyn is a graduate of Taft High School, and she started her career teaching with CPS. While her first year of teaching was the most challenging year of her career, she still keeps in touch with some of her students from that year.
Since becoming principal at Logandale, Evelyn departmentalized grades 4-8 and implemented Go Math. Under her leadership, Logandale focuses on developing the whole child by providing elective choices for students in grades 5-8 and extracurricular activities for students such as drama, choir, guitar club, cuatro classes, and sports. As a principal, Evelyn knows how to wear many hats, whether it’s as principal, nurse, janitor, lunch lady, bus lady, counselor or social worker.
Auguston Lara Academy
The leader of Auguston Lara Academy since 2008, Paul joined the Principal Advisory Council to be a voice for his fellow school leaders and help guide their critically important work.
Paul grew up on the east coast but made Chicago his home after attending DePaul University. He grew up knowing he would become an educator and finds it rewarding to see the long-term impact he has made on students, including seeing them graduate from high school, earn scholarships, and receive their college degrees.
Paul’s goal has been to build a great neighborhood school for the students of the Back of the Yards community. He has followed the example set for him by Alicia Hill, his first-ever principal, who showed him the transformative power a great leader can have on curriculum, finance, and school culture.
Wendell Phillips Academy High School
Matthew has been the principal of Wendell Phillips Academy High School for the past four years. He joined the Principal Advisory Council for the opportunity to work with district leadership to improve outcomes for our students.
Matthew was inspired by his parents, both teachers, to pursue a career in education. After serving as a teacher at Wendell Phillips, he decided to take on the principalship to further its continued growth in academic, athletic and postsecondary success.
For three years in a row, 100% of Wendell Phillips’s graduating class were accepted to college — which is a first in the 114 year history of the school. Under Matthew’s leadership, each senior takes two college trips per year. In addition, seniors must also submit at least five scholarship and five college applications to participate in senior activities.
Kennedy High School
The principal at Kennedy High School since 2008, George joined the Principal Advisory Council to
serve as a conduit between the Chicago Board of Education and the administrators in his area,
and to provide the insight that comes with a decade of experience leading a diverse CPS high
George came to the U.S. from Poland at the age of seven, not speaking a word of English. He
was drawn to History in school, and became a Social Studies teacher to share his passion for the
events that have brought us all to this point in time. As an educator, he believes in purpose,
process, and product – the three P’s – to engage students in active learning and help them
produce demonstrative examples of their mastery of standards.
George is focused on developing a growth mindset at Kennedy. He is working to accomplish this
through intentional systems and structures that allow teachers to support each other in
constructing the best, most relevant skill-based activities for students.
Ray Elementary School
Megan has been the principal of Ray Elementary School since 2014. She joined the Principal
Advisory Council to use her perspective as the leader of a diverse neighborhood school to help
inform District decisions.
Megan decided to become an educator, first and foremost, because she is a lover of learning.
Her mother, a teacher for 34 years, felt this way as well and inspired Megan to help others love
learning. Her role as a high school department chair got Megan thinking about becoming a
principal. She saw the impact that innovative, collaborative staff could make on children’s lives,
and that became the thing she felt called to do.
As a principal, Megan has worked to create a vision and theory of action to guide her school.
This central focus has helped staff build systems and sustainable practices while improving
school climate, all of which has improved attendance, academic achievement and student
Curie High School
Now in her third year as principal at Curie High School, Allison joined the Principal Advisory
Council because she believes that strong relationships between District and school-based staff
are essential to fortifying the vitality and effectiveness of our schools.
Allison planned on a career in electrical engineering, but her experience tutoring Spanish-
speaking youth while in college inspired her to change direction. She came across a teenager
who had emigrated to the U.S. from Guatemala alone. The struggles he experienced accessing
public education inspired Allison to become a teacher who would try to improve that system
from the inside. She became a principal because she wanted to think about, plan for, and
improve the overall impact a school can have on its students.
Under Allison’s leadership, the number of disciplinary infractions at Curie has been drastically
reduced, transforming the culture and climate in the building. Curie’s Freshmen-on- Track rate
has risen, and Allison has put together an instructional leadership team that is driven by
Johnny Colemon Academy
The leader of Johnny Colemon Academy (JCA) since 2008, Paulette joined the Principal Advisory Council to share ideas and influence positive change.
A product of Chicago Public Schools, Paulette was inspired to become an educator by Dr. Larry Hawkins, her volleyball coach at Hyde Park High School. He taught her what it meant to be dedicated and committed to children, and supported her as a mentor throughout her CPS career.
Paulette’s philosophy as a principal is to educate the whole child and to teach students that they are learning not just to be successful in school, but to reach their full potential in life. She has invested time to creating a positive culture and climate at JCA, and is focused on creating a school community that is warm, pleasant, and academically aligned.