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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 learning.
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.
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.
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.
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.
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.
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.
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 children’s education.
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 strategic plan.
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.
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.
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 school level.
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.
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.
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.
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.
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.
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.
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 school.
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.
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 behavior.
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 improvement science.
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.
Like many future educators, Katherine played school as a young child and never let anyone else be the teacher. She developed a passion for urban education while a student at Butler University and believes that every child is capable of success if given the equitable education they deserve.
Katherine currently serves as a first-grade teacher at Mitchell Elementary School. She is passionate about the importance of arts education, integrating music into her classroom, and directing the annual musical at her school.
During her time on the Teacher Advisory Council, Katherine hopes to develop her leadership skills and help influence positive change throughout the district. She is eager to learn from her colleagues and looks forward to tackling issues that can improve the experience of all children.
Nicole has been a teacher for the past 11 years, but it was not her first career. She started out in television news and was moved by the stories she covered involving CPS students. She made the decision to leave the news desk for the classroom with the goal of impacting, educating, and inspiring Chicago’s youth.
Nicole currently serves as a special education teacher at Burnham Math and Science Academy. She also serves as a member of the school’s Instructional Leadership Team and is the lead for restorative practices and the MTSS and Behavioral Health Team. Nicole believes passionately in the potential of her students and feels most rewarded when children master content and are excited about learning.
Nicole joined the Teacher Advisory Council to broaden her leadership skills and help launch critical initiatives that will improve the experience of CPS students and teachers. She hopes to grow into an administrator who specializes in supporting students with diverse learning needs.
Maggie’s desire to teach arose from her own love of learning. She never tires of finding meaning in poetry, narrative, and art, and she wants to share that joy every day with her students.
Maggie currently teaches 9th grade English at George Westinghouse College Prep in Garfield Park. She is inspired daily by Westinghouse’s cohesive school community and commitment to providing students with a rigorous and well-rounded education that is rooted in data.
Through her time at Westinghouse, Maggie has learned about the power of teacher leadership from the innovative and dedicated educators that surround her. She hopes to bring that energy to the Teacher Advisory Council, with the belief that real change springs from passionate individuals working together.
Master Sergeant Cornell Davis is a 23-year veteran of the U.S. Army who has a passion for working with youth and helping them find their personal identity. He values his time in front of students and sees his teaching as an opportunity to reflect, grow, and be a better resource for his students, colleagues, and community.
Cornell began his teaching career in 2008 and currently serves as a JROTC instructor at Steinmetz College Prep High School. He works to motivate his students to become better citizens and routinely collaborates with his colleagues in the CPS JROTC network to improve instruction and practice.
Cornell joined the Teacher Advisory Council to help ensure that district-wide plans and policies are data driven and include input from classroom teachers.
Joy has been an educator for more than 20 years, working in Chicago, Boston, Japan and China. She has served children as a classroom teacher, an instructional coach, and a department chair and enjoys training and inspiring people to achieve their career and educational goals.
Joy currently serves as a teacher in the Career and Technical Education (CTE) program at Simeon Career Academy. She has also served as a history teacher at Simeon and as a faculty member in the school’s Teaching Academy.
Joy’s teaching experiences and desire to advocate for students is what inspired her to join the Teacher Advisory Council.
Ernesto became a teacher because he knows that a quality education changes lives and believes that every student deserves teachers who are dedicated to high-quality instruction and growth.
Ernesto teaches 11th and 12th-grade English at the Noble Academy. A former participant in the Golden Apple Scholars Program, he is dedicated to increasing postsecondary success by growing student confidence, cultivating student voice, and creating a culture where students take ownership of their learning and achievements.
Ernesto joined the Teacher Advisory Council to collaborate with other teacher leaders in the hope of creating positive change.
From the time she was a child, Andrea knew she wanted to become a teacher. She wants all students to have a safe and supportive environment in which to learn, and she works to foster a love of learning that children can take with them when they leave her classroom.
Andrea has been a teacher for 20 years, six of them with CPS. She currently teaches 5th and 6th grade students at Edgebrook Elementary School, where she is also a case manager. Her leadership roles outside the classroom include serving as a member of Edgebrook’s Local School Council and as a founding member of the school’s Behavioral Health Team.
Andrea joined the Teacher Advisory Council to work with teachers across CPS and to influence change district-wide.
A proud graduate of CPS schools, Ronald views teaching as both a science and an art. He sees education as a holistic profession where all aspects of a student’s learning environment should be considered when helping them find their voice and place in the world.
Ronald currently serves as a teacher at Hayt Elementary School where he is focused on inquiry methods that boost critical thinking and creativity. He specializes in early STEM education and social learning. He is also working on evidence-based research projects to help design classrooms of the future and encourage children to use their natural curiosity as a vehicle for directing learning and establishing respect for all things and all people.
Ronald joined the Teacher Advisory Council to influence policies that will help students reach their full potential in environments that are safe and encourage risk-taking and the sharing of ideas.
Dayna became a teacher to expand access and opportunity for Chicago’s most vulnerable children. She is inspired by the talent and resiliency of her students and feels lucky to be able to work with young people every day.
Dayna currently serves as a special education teacher at Sullivan High School and specializes in English and reading instruction. The compassion, humor, and curiosity of her students is what inspires Dayna to continue growing as a teacher.
Dayna joined the Teacher Advisory Council to collaborate with her colleagues and generate creative solutions that will improve outcomes for students. She also feels that the perspective of teachers is vital to the areas of policy and problem solving.
For Kat, school was always a place that celebrated individuals and provided enticement for what the world had to offer. She felt empowered as a student and became a teacher to bring that same sense of inclusivity and possibility to student populations who might not believe that they can succeed in school.
Kat currently serves as a special education teacher at Pulaski Elementary School. She works to provide instruction that cultivates students’ innate talents, honors their interests, and ultimately teaches them to be self-determined and self-actualized. She loves observing the gradual yet powerful shift of a student being a passive player in their own learning to becoming self-aware, self-regulating, and able to self-advocate.
Kat joined the Teacher Advisory Council to meet others who share her values but challenge her thinking, hoping that together they can advocate for the holistic needs of students. She welcomes the opportunity to work with divergently-thinking, solutions-orientated professionals who share her passion for education.
Sara was drawn to a career in education by her lifelong love of learning. She is incessantly curious and always eager for new challenges. She has been inspired by countless teachers, leaders, and researchers to challenge the status quo in an effort to enhance the experience of her students.
Sara is the International Baccalaureate Primary Years Program (IB PYP) Coordinator for the Ogden International School of Chicago. She was exposed to international schools during eight years living abroad and has since been committed to this inquiry-based, student-driven, globally-minded framework. She now works with teachers and students in all 35 of Ogden’s K-5 classrooms, spending her days co-planning, co-teaching, and coaching.
Sara joined the Teacher Advisory Council after actively supporting the consolidation of Ogden and Jenner Academy of the Arts. Her hope is to work with other education professionals to continue the discussion around equitable access to high-quality programming for all of Chicago’s students.
It was his love of reading that inspired Ryan to become a teacher. He spent two years volunteering with AmeriCorps and now teaches Kindergarten and 1st grade at Ravenswood Elementary School.
Ryan is passionate about early childhood education because he feels that this influential time can shape the trajectory of a student’s entire academic experience. He feels there is no greater joy than seeing the excitement of early readers after experiencing a new book together.
Ryan joined the Teacher Advisory Council to expand his thinking about public education and the challenges facing schools in all of Chicago’s neighborhoods, including issues of race and equity. He also hopes to discover how the educational philosophy at Ravenswood aligns with policies being created at the district level.
Rivanna didn’t choose teaching. It chose her. Throughout her youth, no matter what she was doing, Rivanna always seemed to be teaching others. That led to a college degree in History and a career in education, the last eight years of which have been spent at Simeon Career Academy.
Rivanna is happiest when she is teaching and enjoys working with teenagers. She also has a passion for discussing pedagogy, creating new curriculum, and reflecting on her own practice, which is what drove her to become a National Board Certified Teacher.
Rivanna joined the Teacher Advisory Council to help shape policy that impacts both teaching and workplace conditions. She is particularly interested in teacher retention, as she wants to find new ways of encouraging her colleagues to remain in this important field.
Andrew became a teacher because he believes that equitable access to education is the foundation of democracy. He enjoys having intellectual conversations with students and seeing them grow into thoughtful people who are willing to be challenged and who can challenge others intellectually.
Andrew teaches in the Social Science Department at Westinghouse College Prep. He also helps lead the college counseling program, as he believes that all teachers can play a positive role in shaping students’ postsecondary pathways.
Now entering the third decade of his teaching career, Andrew aspires to help transform the way CPS high schools prepare students and families for the transition to college. Andrew joined the Teacher Advisory Council to learn more about district-wide issues and help shape future policy considerations.
Carla has worked in the field of education for 17 years and draws her inspiration from seeing her students grow academically, socially, and emotionally.
Carla is a National Board Certified Teacher at Cook Elementary School. She believes that there is nothing better than seeing her students, and former students, grow and develop a sense of self.
Carla’s goals include widening her impact of influence in the field of education. She joined the Teacher Advisory Council to bring the voice of south side teachers to the forefront and share her experiences implementing district initiatives.
Katie became a teacher because she wanted a career where her day-to-day impact would improve the lives of others. She loves having the opportunity to help children find their talents and confidence. Katie works to expose them to new ideas and experiences while showing them the beauty and power of language.
Katie serves as an English teacher at Lincoln Park High School and is passionate about equity and culturally responsive teaching.
She joined the Teacher Advisory Council to connect with thoughtful and engaged teachers from across the district and to make a connection between district initiatives and her own work.
Cynthia had a fifth grade teacher who believed that she, an English Learner, had the potential to become a strong reader who was successful in the classroom. That experience inspired Cynthia to become a teacher who provides all students with the supports they need to thrive.
A National Board Certified Teacher and reading specialist, Cynthia teaches kindergarten at Sor Juana Ines de la Cruz Classical and STEAM Elementary School. She is passionate about social-emotional learning and instills self-confidence and personal development by teaching students to understand their identity, accept others, and maintain a growth mindset.
Cynthia joined the Teacher Advisory Council to impact student learning and help develop policies that support the growth and development of social-emotional learning for both students and teachers. She also hopes to build her leadership capacity, as her professional aspiration is to become a school principal.
Shamika always knew that she would be an educator. She can recall every teacher she ever had, and their impact is what inspired her to make a difference in the lives of future generations.
Shamika is currently a kindergarten teacher at Bronzeville Classical School. She works to educate young learners so that they can become their best and brightest selves, and she strives to provide young children with the foundation they need to flourish academically, socially and emotionally.
Shamika joined the Teacher Advisory Council to affect change for Chicago’s youth beyond her own classroom. She is excited to bring her perspective to senior leadership and collaborate with teachers across the district.
Working as a student docent in the Geology Museum at the University of Wisconsin, Rita learned the value of inquiry and how it sparks the minds of young learners.
Rita is a science and social science teacher for middle school students at Ashburn Community Elementary School. The connections she has made with students, their families, and her colleagues have made her treasure her career as an educator.
Rita joined the teacher advisory council to learn more about leadership in CPS and to extend her influence beyond her classroom and school to the district at large. She hopes that all CPS teachers can feel proud and supported as they serve the students of Chicago.
Samantha’s was inspired by her mother, a special education teacher, to pursue a career in teaching. She works to ensure that all students have equal access to a quality high school education and that they are prepared for success in college and career.
For six years, Samantha has worked in schools that are designed to bridge the opportunity gap that remains for students of color, for children with disabilities, and for other diverse learners. She currently serves as a 12th-grade learning specialist at Muchin College Prep, and her favorite experiences are what she calls the “ah-ha” moments – times when her students grasp a concept and begin to build their confidence.
Samantha joined the Teacher Advisory Council to expand her work beyond the students she serves and impact her community on a broader scale.
Cathleen was inspired to enter the field of education by a combination of factors: her love for history, her experiences as an African American student, and her desire to close the achievement gap.
Cathleen is a history teacher at Jones College Prep. She sees history as a means of helping students gain a sense of self. She also believes that students will be able to better serve themselves in the future if they have strong command of the past. Cathleen is committed to being a leader in the area of global studies and hopes to publish her own high school curriculum in Middle Eastern Studies.
Cathleen joined the Teacher Advisory Council because she is passionate about the success of CPS students. She looks forward to contributing to solutions that will build on the district’s many successes.
Jaime was inspired to become an educator by his father, an administrator and National Hall of Fame wrestling coach. He observed the passion and dedication his father brought to his career and sought to follow in his footsteps.
Jaime is a 5th grade mathematics teacher at Chavez Multicultural Academic Center. In addition to helping his students make gains in the classroom, Jamie teaches his students how to be agents of change in their school communities, city, and beyond.
Jaime joined the Teacher Advisory Council to address the issue of equity while working alongside other like-minded teachers.
Dan did not have an easy time as a student, often resisting the teachers and authority figures who tried to unleash his potential. After attending a restorative practice conference with his high school principal, Dan was inspired to build relationships and connect with students who feel disconnected from their schools.
Dan is an English teacher, 12th grade dean, and spoken word poetry coach at the Noble Network’s DRW College Prep in Lawndale. Most recently, Dan has been focused on developing and implementing standards-based proficiency rubrics. He hopes to empower students with the skills needed to persist to and through college and career success.
Dan joined the Teacher Advisory Council to collaborate with teachers across Chicago to ensure educational equity for all students.
Megan became an educator seventeen years ago as a part of the Inner-City Teaching Corps. She wanted to provide students in the inner-city with the high quality education she received in the suburbs of Detroit.
Megan is a 3rd and 4th-grade mathematics teacher at Esmeralda Santiago Acero School. She strives to empower her students to be deep thinkers, good communicators, compassionate leaders, and problem solvers. She uses peer mediation and community circles to help foster community and leadership in the classroom. Watching her students grow as a team fuels her passion for elementary education.
Megan joined the Teacher Advisory Council because she is passionate about providing a high quality education to all students in Chicago. She wants to work with other passionate educators to help Chicago’s schools be everything the students deserve them to be.
Before becoming an educator, Halle majored in neuroscience and worked in labs studying the neural basis of both learning disabilities and bilingualism. She uses the research in this area, alongside Montessori’s philosophy, to inform her practice and provide a stimulating environment that instills a love of learning, a connection to culture, and a clear sense of purpose for every child.
A teacher at Suder Montessori Magnet School, Halle believes that a sincere conviction in the promise of children transforms the social duty of an educator into a mission. She sees herself as a consultant in each child’s journey of self-discovery and looks forward to following her students’ contributions to humanity.
Halle joined the Teacher Advisory Council in pursuit of her mission to better the world for children and equip them to better the world for future generations.
Sarah became an educator because teaching provides opportunities to build community, advocate for social justice, foster literacy, support students and families, and engage her curiosity about the world and people.
Sarah teaches 4th grade departmentalized literacy and social studies at Casals School of Excellence. She strives to integrate service learning into her classroom and create authentic opportunities for real-world application. Watching students take ownership of their learning is the most rewarding part of teaching for Sarah.
Sarah joined the Teacher Advisory Council to support and advocate for her school community. She is proud to join a citywide, collaborative, and problem-solving community that is committed to improving our schools.
John became a teacher to foster an environment where students of all backgrounds can find a place to learn, create, and perform music.
John is a veteran music educator and serves as Director of Bands at North-Grand High School. His ensembles regularly earn the highest ratings at adjudicated music competitions, and he hopes to become part of a district leadership or curriculum team to help other teachers and school leaders foster the arts.
John joined the Teacher Advisory Council to bring his sixteen years of teaching in rural, suburban, and urban school districts across the country to the table as the Council takes on challenges that face our students and communities every day.
Katie chose the field of education because she wanted to work in a career focused on serving others. She values the relationships she has formed with students and colleagues and is constantly impressed by the drive, passion, and kindness of her students.
Katie served as a middle school teacher for four years prior to becoming a school counselor. She currently works as a counselor at Alessandro Volta Elementary School, and her favorite part of her role is working with students to develop a path that will enable them to achieve their goals.
Katie joined the Teacher Advisory Council because she enjoys being inspired by and learning from other teachers in the district. She believes that schools have the power to transform communities and looks forward to collaborating with educators and district leaders to make a positive impact.
A proud graduate of CPS schools, Jami spent her young adult life wondering how she could better her city while helping children become the best versions of themselves. This dream, along with the CPS teachers who taught her the value of a good education, inspired Jamie to become a teacher.
Jami is a 6th-grade language arts teacher at Phillip Rogers Elementary School. She loves seeing her students grow academically and emotionally while in her classroom. Her future goal is to support teachers and students as an assistant principal in CPS.
Jami joined the Teacher Advisory Council to gain leadership experience while working with a team of teachers who are mutually invested in the success of the district. She is passionate about hiring and retaining excellent teachers and providing a quality public education for Chicago’s children.
Yvette was inspired to become an educator by her mother, whose own teachers instilled in her a belief in community and the knowledge that education is key to developing the future leaders of tomorrow.
Yvette currently serves as a world language Spanish teacher at DeVry University Advantage Academy High School. She enjoys learning alongside her students and is constantly inspired by the perspective they bring to the classroom.
Yvette joined the Teacher Advisory Council because she is passionate about supporting equity across Chicago and providing students with a holistic education that extends beyond the classroom.
Matt was inspired to become a teacher after a summer working as a zoo camp instructor opened his eyes to an undiscovered passion. He is inspired by the creativity of children.
Matt is a computer science teacher and the CTE department chair at Curie High School. As an educator, he enjoys finding new and innovative ways to engage students in learning, channel their creative strengths, and improve their problem solving skills.
Matt joined the Teacher Advisory Council to learn from his colleagues and address policy change on a broader scale.
During his sophomore year of college, at the urging of one of his professors, Dustin audited a high school English class in a CPS school. The teacher he observed inspired him to pursue a career in education. Ever since, Dustin has been committed to the field and believes that a strong public education is the foundation of a healthy democracy.
Dustin teaches at Fenger Academy High School. His favorite part of teaching is seeing children realize their potential, make their own choices, and bring their unique talents and perspective to their community.
Dustin joined the Teacher Advisory Council to share his perspective and provide feedback at a systemic level.
Before becoming a teacher, Abi worked at a non-profit where she worked to empower refugee girls. Her experiences training teachers and running an after-school program trained inspired her to become and educator and shaped her passion for making learning authentic.
Abi currently teaches English at Von Steuben Metropolitan High School. Deeply passionate about progressive models of education and responsive instruction, Abi is grateful for the moments when students gain autonomy and learning becomes real.
Abi joined the Teacher Advisory Council to connect with active leaders working to give students and teachers a voice in policy. She hopes to assist in developing programs and policies that support teachers and students around issues of equity.