November 21, 2024
Spotlight: Our Education Program
Supporting CPS Principals Throughout Their Careers
The Fry Foundation’s Education program aims to improve the academic achievement of low-income Chicago students. Our funding strategy is anchored in helping Chicago Public School (CPS) principals effectively lead schools in ways that improve instruction and student outcomes. We invest in grantee partners that help principals implement research-supported instructional practices and create school cultures that enhance the educational experience for both teachers and students.
Over the last twenty years, we have witnessed CPS redefine the role of principals from one focused primarily on operational oversight—such as managing budgets, facilities, and day-to-day school logistics—to a role centered on instructional improvement. This shift has made the principal’s role essential for guiding teaching and learning practices, developing effective instructional strategies, and supporting teacher development. We believe that this move has been instrumental in driving academic progress across the district and will be vital in ensuring academic growth as the district faces significant challenges.
This summer, Sherly Chavarria, the Foundation’s Senior Program Officer for Education, spent time with a diverse group of experienced CPS principals to better understand their current needs and priorities. These conversations re-affirmed that, despite ongoing hurdles, principals and teacher leaders remain steadfast in their commitment to improving teaching and fostering student engagement. Two critical themes emerged from these discussions: the potential need for increased support for experienced principals and the importance of creating positive, engaging learning environments to bolster student success.
Experienced principals play a pivotal role in leading instructional improvements across CPS. With an average tenure of six years, the fifteen principals Sherly spoke with emphasized that they are committed to continuing to grow and refine their skills. However, while early-career, principals benefit from training and mentorship, veteran principals report fewer opportunities for advanced professional development and peer support to address the challenges they face as school leaders. As one principal shared, “What I miss from my prep program is the regular coaching and feedback that helped me reflect and adjust. It’s harder to find that kind of support once you’re in the job.”
To address this, the Foundation is exploring ways to expand resources that could provide structured coaching and professional networks where veteran leaders can exchange ideas and learn new approaches to leading effective instructional change. By equipping these principals with the ongoing support they need, we aim to sustain and amplify their impact on CPS schools and students.
We also know that creating positive and engaging learning environments is a key priority for CPS principals and aligns closely with the Foundation’s mission. Principals consistently emphasized that students perform best when they feel safe, connected, and valued in the classroom. Research increasingly shows that student engagement is linked to essential classroom conditions, such as fostering a sense of community, affirming student identities, and encouraging student voices.
To support this, CPS uses the Cultivate survey, developed with the University of Chicago Consortium on School Research, which gathers students’ perspectives on their classroom experiences. This data allows educators to identify areas for improvement and make targeted changes to create more inclusive, engaging environments. One principal explained, “When we reviewed the survey results with our teachers, it sparked a transformative conversation about how our teaching practices could better align with students’ needs.” The Foundation is interested in exploring ways to support educators in using student experience data to create positive learning environments that generate authentic student engagement.
As CPS navigates significant challenges, we remain optimistic about the future, inspired by the commitment, passion, and innovation we heard from CPS principals, teacher leaders, and educators. Despite the complex landscape, these school leaders continue to prioritize instructional improvement, foster positive school cultures, and support the professional growth of their colleagues. Their dedication to advancing student outcomes, combined with the collaborative efforts of teacher leaders and staff, gives us confidence that meaningful progress is possible. The Fry Foundation will continue to explore ways to support these educators as they work together toward a brighter future for every student in Chicago.