Teacher Leader Highlights

My inspiration has always been the relationships; I’ve found that building a foundation of trust is the only way to have the honest conversations that lead to better teaching and, ultimately, better student outcomes.

Recently, I worked with a teacher who was hesitant to seek help due to a fear of judgment. Once we identified that the struggle was primarily around planning, we started a coaching cycle. We didn't just plan for the next day; we co-planned a system for future lessons. This shift in practice led to a major instructional shift. I observed the classroom transformation; students were more focused, and engagement levels rose significantly because the instruction was more intentional.

In my experience, the value of this role lies in peer leadership. It provides a safe space for reflection and gives teachers the confidence to try new practices while adapting them to their own unique styles. On a personal level, the most rewarding part of this work is seeing improvement in our data and knowing I played a small part in teacher and student growth. It makes me feel connected to our school's success and serves as a reminder that I am also a learner. I am always eager to grow alongside my colleagues to make sure our students receive the best instruction possible.

A meaningful experience I have had as a mentor was helping my mentee build their capacity and confidence with new instruction. One of my mentee's goals during our partnership was to begin using the CPS Skyline curriculum in the classroom. Through many weeks of discussions, modeling, and exposure, we were able to achieve the goal that my mentee had set for themself during quarter one of the school year. The coaching experiences I have acquired have made me a better teacher leader inside the building. Being a New Teacher Mentor has also helped me feel like I am a larger part of CPS, now I am reaching outside my comfort zone and my classroom to help inspire New Chicago Public School teachers to achieve their goals of being the very best they can be.

Prior to this opportunity I took on informal leadership roles, such as hosting student teachers, sharing and supporting curriculum initiatives, facilitating professional learning communities and leading teams. Those experiences helped me realize how much I enjoy working alongside teachers.

As an ITC, I’m able to blend my love for teaching with coaching, data analysis, and professional development, all in service of improving outcomes for students. The role allows me to serve as both a thought partner and a champion for teachers—helping them refine their practice while honoring their expertise. The Instructional Team Coach role adds value to our school community by serving as a bridge between teaching and learning. As a coach, I’m able to support teachers through collaborative planning, modeling, and reflective conversations that help strengthen instructional practices. This ongoing support not only builds teacher confidence but also promotes consistency and alignment across grade levels and subject areas. Beyond the classroom, the ITC role fosters a culture of continuous growth. By analyzing data, facilitating professional learning, and guiding teachers in implementing evidence-based strategies, I help ensure that decisions are driven by student needs. This shared focus on growth benefits everyone—students receive the highest-quality instruction, teachers feel supported and valued, and our school becomes a more cohesive learning community.

Ultimately, the value of the ITC role lies in its ability to empower educators, elevate instruction and create routines that lead to stronger student outcomes and a more collaborative school culture. My greatest joy resides in my day to day experiences, being able to work alongside amazing colleagues and supporting students in learning and growing.

It definitely takes me back to my first year with the CPS system. In 1990, I started with CPS as a teacher’s assistant. I stayed in that position until I finished school to become a teacher. I was able to learn so much from working with some amazing teachers. My story is totally different from teachers that walk through the door as brand new. They are faced with so many challenges that it can sometimes question their ability to complete the mandate of the position. Well, that is where I have been able to insert myself.

If I had to share some of my coaching experiences as a mentor, I would say that it has been rewarding. I say this because I have not only seen the growth in them, but I have seen growth in myself. Doubt and fear has been removed from our vocabulary. Just to have the opportunity to share strategies with my mentee, and actually see them execute it during an observation brings nothing but pure joy. I have modeled how to build communities in the classrooms, given tips on classroom and time management, and just listened to and suggested ways to maneuver through a stressful day. Working as a mentor has also given me the opportunity to do self-reflection. My mentees and I have also worked closely together to build bonds of trust, respect, and clear communication. I look forward to many more years of supporting new teachers in my school, or wherever there is a need.

My mentorship experience is significant: I have guided three resident teachers to successful careers and am currently mentoring two more. Last year, I had the privilege of mentoring Lisa Sanders, who demonstrated exceptional skill, quickly progressing to a co-teaching partnership that significantly benefited our students. Her transition to successfully leading her own Belding classroom—a testament to her 110% commitment—highlights the value of high-quality mentorship. Serving as a mentor teacher is a vital function for the Belding community, as it continuously introduces fresh perspectives and innovative practices into our classrooms. The ultimate reward is observing the professional growth of my mentees as they become successful, independent educators, a process I wholeheartedly endorse and respect, evidenced by my own daughter's planned enrollment in the program next year.

Recently, I partnered with a mentee who felt defeated by a cramped end-of-year schedule. To avoid “survival mode,” she nearly defaulted to a repetitive, “safe” unit. Together, we pivoted, co-creating a high-interest, differentiated unit tailored to her students' specific needs. This breakthrough restored her confidence and eliminated the typical end-of-year slump. Students remained deeply engaged, proving that when teachers feel supported enough to take risks, students win. By creating this "safe space" for growth, we move past anxiety into high-quality instruction, strengthening the stability of our entire school community. Ultimately, a supported teacher is a teacher who will commit to the profession.

As someone who came into education through alternative models, my mentors were essential to my success because I was learning on the fly. I have been involved in mentoring with CPS since 2020, and I love the residency model because of the balanced support it provides. Unlike my initial teaching experience, the residency model allows new teachers to grow in an intentional manner; for me, that growth is rooted in reflection.

Reflection is one of the most important skills new teachers can learn, and it is at the core of my mentoring practice. When we practice reflection as teachers, we are bringing a growth mindset to life and modeling it in the same way we want our students to. My proudest moments as a mentor are hearing my mentee reflect deeply on their teaching and then seeing those changes come to life the next day.