 |
Focused
the private sector on a vital priority: improving leadership
in public schools |
|
Persuaded
CPS to adopt, implement and co-finance each of our portfolio
programs and incorporate our strategies into their broader
education plan |
|
Coordinated
the most comprehensive audit ever of CPS professional
development spending and offerings, resulting in immediate
improvements in accountability, budgeting and delivery
of professional development |
|
Invested more than $14 million
in a portfolio of programs that has benefited more than
250,000 Chicago Public Schools students and generated
more than 2,000 leaders currently in CPS |
|
Leveraged
an additional $67 million by influencing the way that
public dollars are spent and by actively encouraging other
public and private entities to support programs in our
portfolio |
|
Driven
policy changes to allow talented people with management
expertise outside the field of education to become principals;
improved the principal candidate pool by helping the district
strengthen its principal eligibility requirements; and
supported a portfolio of principal development programs
whose graduates, by 2008, could account for the leadership
of half of Chicago's 627 public schools |
|
Assembled
a group of corporate and civic leaders to serve on the
Principal Task Force, a thought partner and catalyst for
action with CPS to overhaul the entire principal development
system |
|
Designed,
developed and implemented a “master teacher”
strategy based on National Board Certification; lobbied
the state to more than double the budget for NBC; leveraged
millions in pay-for-performance incentives for schools
and teachers; and exponentially increased master teacher
ranks—from 11 in 1999 to 863 today |
|
Created
new avenues for high-quality, non-traditional talent to
teach in Chicago's classrooms;and emphasized recruitment
in high-need areas of math and science |
|
Raised
more than $25 million, with major support from Chicago
companies and civic leaders, many of whom had not previously
invested in public education or not invested at significant
levels |
