New Leaders for New Schools
www.nlns.org

Summary & Objectives
The Fund maintained its Fund I investment in New Leaders for New Schools through 2005. New Leaders provides an alternative pathway to the principal position for educators without an administrative (Type 75) credential, or professionals working outside the school district. After a rigorous selection process, fellows attend a summer seminar for intensive training from a faculty of local and national experts. Fellows then spend one year as residents under the tutelage of mentor principals. Upon completion of the residency, they are eligible for principal positions. Fellows also receive ongoing professional development and support during the two years after their fellowship. New Leaders also provides special training for candidates aspiring to open new and/or small schools.

Results
To date, 110 fellows have graduated from New Leaders in Chicago. Of these, over 54 are serving as principals in Chicago Public Schools, with many starting their own charter or small schools. The remaining graduates serve as assistant principals or as instructional coaches. For each of the past three years, Fast Company magazine has named New Leaders as one of the nation's top 15 social capitalists.

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The University of Illinois at Chicago Center for School Leadership
www.uic.edu/educ/college/centers/csl.htm

Summary & Objectives
This new school leadership program transforms both K-12 schools and the higher education system that prepares principals and central district leadership. It is developing principals who can build schools that are learning communities characterized by high achievement and the continuous development of all parties; the use of standards and data to drive performance; and inclusive leadership, continuous inquiry, and reflection and research among peers. The program uses a combination of site-based coaching and coursework plus quarterly assessments focused on the unique challenges of urban schools. Candidates receive an Ed.D. degree, usually within three to five years.

Results
Currently, five cohorts comprising over 59 candidates are enrolled in the program. Of the 41 students in the four cohorts, 25 currently serve as principals, 8 as assistant principals and the remaining 8 candidates serve in district-level positions.

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Teach For America and Harvard Graduate School of Education

Summary & Objectives
This new principal pipeline program is a unique collaboration between Teach For America, Harvard Graduate School of Education (HGSE) and Chicago Public Schools. In this three-year program, Teach For America alumni, with at least four years of teaching experience, will participate in a rigorous selection process that includes multiple interviews by Teach For America and CPS Area Instructional Officers. Candidates admitted to the program begin with a professional education institute where they will study nonprofit or public sector management. This institute will lead into HGSE's year-long School Leadership Program, which includes an internship in an urban public school. Upon completion of their Harvard year, candidates will return to Chicago where they will spend one year in residency under the leadership of an exemplary CPS principal. Following Chicago residency, candidates are eligible for principal positions. Candidates will receive ongoing professional development and support, which culminates with team-based professional development for them and teachers at their school. Candidates will commit to one year of residency and at least four years as a CPS principal.

Results
The first cohort of candidates will begin in Fall of 2007. We have no results to report to date.


Designs for Change
www.designsforchange.org

Summary & Objectives
Designs For Change is a 29-year-old educational research and reform organization, whose mission is to serve as a catalyst for improvement in the public schools serving the 50 largest cities in the country, with a particular emphasis on Chicago. DFC’s focus on strengthening the principalship is consistent with the objectives of The Fund’s Leading to Great Principals Initiative. Research by DFC indicates that those schools that have made the largest sustained achievement gains from 1990 to 2005 have had active effective Local School Councils. This research also indicates that schools making these sustained achievement gains are led by a skilled principal who acts on a clear vision for educational improvement and encourages teacher, parent, and Local School Council involvement in refining and carrying out this vision. The most dramatic turn-arounds in educational quality and student achievement have occurred in schools in which the Local School Council has chosen such a high quality principal. Although LSCs now have a stronger pool from which to select principals, they must be prepared to select the best principals for their particular school, conduct annual principal evaluations, and make contract renewal decisions that drive continuing school improvement. DFC works with LSCs to develop and strengthen the skills necessary to carrying out these critical duties..

Results
In summer and fall of 2007, over 60 LSCs received direct assistance in principal selection. Additionally over 100 LSC members received an introductory workshop on principal evaluation, retention and selection.

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Consortium on Chicago School Research

Summary & Objectives
In 2004 and 2006, The Fund contracted the Consortium on Chicago School Research at the University of Chicago to study initial results The Fund's portfolio - Principal Preparation Programs and Master Teachers - based on data from the annual compilation of test scores and regular, biannual surveys conducted by the Consortium. The 2004 study looked at LAUNCH and National Board Certification. In 2006 the study looked at LAUNCH, National Board Certification, and New Leaders for New Schools.

Results
The Consortium's report study found that:

	Unlike most other cities, the vast majority of NBCTs are working in neighborhood, low-income public schools in Chicago, and not charter or magnet schools (2004)
	NBCTs and NBC candidates are more likely than other teachers to be actively involved in professional development activities, and are twice as likely to hold leadership roles like local school council representative, reading specialist/facilitator, or lead teacher (2004)
	Principals often rated NBCTs as extraordinary with respect to their skill in teaching, diagnosing student needs, setting high standards, and helping other teachers (2004)
	Teachers within elementary schools with NLNS principals rated their principals more positively in the areas of professional capacity and instruction (2006)
	High Schools with clusters of at least three NBC teachers scored significantly higher on several measures of professional capacity, including collective responsibility, reflective dialogue, and teacher-teacher trust (2006)
	In elementary schools with LAUNCH leaders teachers did report greater use of reformed literacy practices and more teacher-parent interaction (2006)
	No difference in student learning gains between LAUNCH or NLNS and comparably experienced principals were found (2006)

2004 Consortium Report
2006 Consortium Report
2008 Consortium Report

Per-Pupil Spending Analysis

Summary & Objectives
In 2005, The Bill and Melinda Gates Foundation approached The Fund to partner in an effort to examine the way CPS allocates its financial resources. Together, we have worked with the nonprofit consulting firm Education Resource Strategies to investigate per-pupil budgeting in an effort to support principals by enhancing their capacity to make better budgeting decisions.

Results
The results of the analysis are scheduled for release later this year.

Chicago Public Schools
National Board Certification Program
www.cps-humanresources.org/nbc/index.htm

Summary and Objectives
About the Chicago Public Schools National Board Certification Support Program
The mission of the CPS National Board Certification (NBC) Support Program is to provide Chicago public school candidates with the resources and guidance necessary to successfully complete the NBC process through professional development, mentoring and cohort support to elevate teaching and positively impact the learning and achievement of the students in Chicago.

All CPS teachers interested in earning NBC must attend a two-day, pre-candidacy course. Pre-candidacy sessions give teachers a head start on the NBC process prior to becoming a candidate. Teachers work with facilitators (NBC Teachers) who have been trained in mentoring. Such collaboration helps generate high quality materials, writings, and ideas that may be applied toward the NBPTS portfolio. Upon acceptance into the program, candidates will attend monthly professional development sessions and weekly cohort meetings to aid in the development and completion of the portfolio and assessment center exercises for the NBC process.

Results
Of the 863 CPS teachers who have achieved NBC to date, over 70% were supported by the CPS National Board Certification Program. Over 720 additional CPS teachers are currently enrolled in the process. The vast majority of CPS National Board Certified Teachers have taken on leadership roles.

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Chicago Teachers Union Quest Center
Nurturing Teacher Leadership
www.ctunet.com

Summary & Objectives
The Chicago Teachers Union's Nurturing Teacher Leadership is an 11-month program of weekly professional development and candidate support for CPS teachers pursuing National Board Certification. The program includes small group facilitation, mentoring from current National Board Certified Teachers, collaboration with other NBC candidates, technical support and professional leave dates.

Results
To date, of the 863 CPS teachers who have achieved CPS, 25% were supported by the Nurturing Teacher Leadership program. Currently, 75 CPS teachers are enrolled in the program for 2008.

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National Board Certification Program Market Analysis

Summary & Objectives
Tea In June 2005, The Fund conducted market research among CPS principals and teachers to determine what factors affect teacher participation in National Board Certification - information that will inform future recruitment efforts. This information will also build on the results of a Fund-conducted audit of the district's NBC preparation programs designed to strategically align and strengthen our portfolio programs.

Results
The key findings of the audit suggest that:

	School-based presentations and individual contacts are the most effective recruitment techniques
	Peer-to-peer marketing is highly effective
	The Chicago Teachers Union newsletter is currently the most effective medium for spreading the word about NBC
	Financial incentives have the potential to motivate teachers to pursue NBC

As a result, The Fund commissioned a consultant to develop a comprehensive marketing plan for NBC in CPS. The plan is complete and implementation has begun.

In addition, The Fund's NBC audit recommended nine strategic areas to build organizational and programmatic capacity. The Fund's staff continues to work on initiatives to address areas such as leadership, program structure and funding.

National Board Certification Teacher Incentive

Summary and Objectives
National Board Certification is the highest credential in the teaching profession. Teachers who achieve it successfully complete a rigorous, performance-based assessment process that requires them to demonstrate excellence. Three studies in 2004 alone demonstrated the impact these master teachers have on student achievement. They showed that National Board Certified Teachers improve student achievement at a higher level than their peers – especially among low-income, minority students. We believe they should be compensated accordingly.

Results
For the 2006 - 2007 first time candidates who complete the rigorous NBC application process The Fund offers a one-time award of $1,000. Those teachers who successfully achieved NBC will receive an additional $2,000 from The Fund - one of the incentives teachers who responded to The Fund's market research survey said were key in their decision to pursue NBC - in addition to the $2,500 provided by the district. Finally, after a wide array of meetings with some of Illinois' top political leaders, The Fund has successfully helped institute and maintain funding that rewards each Illinois NBCT with $3,000 per year over the 10-year life of the certificate. To date, these incentives have helped boost the number of NBCTs in CPS to 863 - up from just 11 in 1999.

The New Teacher Project
www.tntp.org
www.chicagoteachingfellows.org

Summary & Objectives
The Fund, in partnership with the Joyce Foundation, made a seed investment in The New Teacher Project to work with Chicago Public Schools in launching the Chicago Teaching Fellows program. TNTP is a national non-profit organization dedicated to increasing the number of outstanding individuals from alternative routes who become public school teachers. To date, TNTP has recruited, prepared or certified approximately 23,000 high-quality teachers, worked with more than 200 school districts nationwide and established more than 40 programs in 22 states.

Results
Through a highly rigorous selection process, TNTP recruited 131 Chicago Teaching Fellows in the first program year in 2006-2007. The Fund and Chicago Public Schools has continued its partnership with TNTP and the organization has recruited 119 Fellows for the 2007-2008 school year. Approximately 85 percent of all Fellows are teaching in schools with 85 percent or more low-income students. Also, over 80 percent of Fellows teach in high-needs subject areas, including math, science, speical education and world languages (especially Spanish and Chinese).

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Chicago Public Schools
Teacher Residency & Internship Program
www.cps-humanresources.org/TeachingResidency/

Summary & Objectives
The Fund continues to support its seed investment in the Teacher Residency and Internship Program (formerly known as Summer Fellows), which attracts the best and brightest education majors from around the nation to Chicago - far earlier than most recruiting begins. These talented pre-service teachers work in district summer school programs and receive mentoring and professional development from National Board Certified Teachers. Teaching Residents and Interns explore Chicago’s neighborhoods and cultural resources through educator field trips and workshops, bringing new lesson plans and ideas back to the classroom. Chicago Public Schools continue to work with Teaching Residents and Interns beyond the summer as alumni complete their certification and graduation requirements and begin their CPS job search.

Results
To date, more than 700 pre-service teachers have participated in the Teacher Residency and Internship Program (formerly known as Summer Fellows). Teaching Residents and Interns have assisted in the instruction of more than 7,000 summer school students living on the city’s South and West sides. Currently 170 program alumni teach full-time in Chicago Public Schools. In addition, many Teaching Residents and Interns have become CPS advocates on their campuses, encouraging colleagues to participate in the program and to explore full-time opportunities in Chicago.

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Teach For America
www.teachforamerica.org

Summary & Objectives
The Fund has maintained its Fund I seed investment in Teach For America, a prominent national alternative certification program for recent college graduates of all academic majors who commit to teaching for at least two years. In Chicago, TFA teachers are largely concentrated in some of the city's most challenging schools on its West and South Sides. The Fund worked closely with the organization's national leadership to select a new executive director for the program, and we continue to provide it with critical strategic management assistance, helping the organization navigate relationships within CPS, raise funds, recruit new members to TFA’s local advisory board, refine its strategy for Chicago, and appropriately position itself in the context of the city’s effort to open 100 new schools by 2010.

Results
To date, more than 749 teachers have participated in the program. Currently there are 186 TFA corps members, 136 TFA alumni teaching in CPS, and 78 TFA alumni replacements in CPS. 13 TFA alumni are principals of schools in Chicago. In addition, studies have shown that TFA corps members teach as well as, if not better than, other teachers in their schools. Furthermore, three-quarters of principals report that TFA teachers are better than other beginning teachers.

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Fund Fellows
www.cpef.org/fundfellows.htm

Summary and Objectives
In 2004, The Fund initiated, in cooperation with CPS Chief Administrative Officer David Vitale, its Fund Fellows program. Designed as the premier opportunity for graduate students from the nation's most prestigious business and public policy schools to work in Chicago's public sector, Fund Fellows spend 10 weeks of the summer between their first and second years of graduate school with senior CPS executives on projects that require the vision, discipline and management skills of an MBA or public policy intern.

Results
To date, 19 fellows representing Harvard University, Northwestern University, the University of Chicago, Stanford University, and Yale University have participated in the Fund Fellows program both at CPS central office and at The Fund. Their projects have included, among others, compensation restructuring in the CPS Department of Human Resources, the centralization of the district’s library automation system, and the principal recruitment and development component of the CPS High School Transformation Project.