Meet One of Our District’s Resident Principals

Ms. Vera Tomlinson started her career in corporate America. Most of her family members had worked for Chicago Public Schools and encouraged her to work in education. After finding that her corporate job wasn’t as fulfilling as she had hoped, she decided to follow in their footsteps. 

She has worked as both a teacher and assistant principal, and, this year, she is a resident principal at Black Magnet Elementary School. She has found that her corporate background in project management and program management has been a big asset to her as she continues growing as a school leader. 

Her time at Black has been going great so far, and she is extremely satisfied with her decision to become a resident principal. Learn more about her journey below.

When you transitioned into education, did you always anticipate becoming a school leader? 

Because of my background, I found myself supporting each of my principals when I was a teacher. I spent time putting systems and structures in place, supporting different teams such as the instructional leadership team, and even leading our MTSS work. This led me into the leadership role naturally. 

Why did you want to pursue being a resident principal after a few years of being an assistant principal?

After working as an AP, I knew that I wanted to go to the next level. When I applied for the Chicago Leadership Collaborative, I selected pathway three, which is designed to make you principal-ready. I had an opportunity to describe the type of leader that I wanted to be. I knew that I wanted to be a transformative leader and an instructional leader. That is how they matched me with Robert A. Black as my school, and it has been a great fit. 

Has your time at Black been more expected or unexpected? 

It has exceeded my expectations. I have a fantastic mentor principal who is shaping me to take my career to the next level. Our philosophies about education are similar, and she is providing me with the experiences I need to grow. I have been able to be very reflective about my practice, and she gives me great feedback on the areas that I need to work on. 

What are some of your top goals for the rest of the school year? 

Black is an accelerated school, and I’m learning that you need ambitious goals at this type of school. I am working with our instructional leadership team directors to put together cycles of learning. This is aligned with the rigor walk tool to develop student voice in the classroom setting. 

We also have cycles of learning for parents. This is tied to educating parents about our Leader in Me approach, as well as additional ways they can support their students academically. Finally, we’re working with our fifth- through eighth-grade students on student-led conferences. We’re empowering them to track their data and use it to lead conferences with their parents. 

What advice would you give to another career changer who is just starting out as an educator? 

I would encourage them to take their strengths from their previous career and apply them to their new career. Everyone has different experiences, and leaning into your strengths can empower you to make a difference in your role as an educator. 

What is your message to your fellow school leaders? 

Stay encouraged because we are doing meaningful work and making a difference in the lives of children. While you do this work, make sure you remember the importance of self-care. This is what will allow you to continue to pour into your leadership team and your work.