Educator Spotlight

The Illinois Network of Charter Schools (INCS) announced that Lindy Mandel, middle school teacher and instructional coach at Chicago International Charter School Irving Park, has been named Elementary Teacher of the Year! 

Growing up on the Southside of Chicago, Keyon Smothers, CICS Longwood Head Basketball Coach, defied the odds and found solace in the game of basketball on and off the court. 

Coming from a strong lineage of educators, Allison Hansen, CICS’ Chief Schools Officer, knows all too well what it means to be a trailblazer in the field of education. Inspired by her grandmother, who once taught in a one-room schoolhouse full of K-12 students, Allison has learned that the sky's the limit when the right supports are in place to ensure staff and students thrive. 

CICS Wrightwood is a K-8 elementary school that opened in 2005 on Chicago's South Side. The school is led by Principal Derrick Orr who ensures that his dedication shows the school's intentions for preparing students for high school and beyond by emphasizing achievement through action and accountability. 

CICS Ralph Ellison Campus is an urban high school dedicated to offering students a rigorous college preparatory education and their leader, Principal Taquia Hylton, is leading them every day to make sure this happens and we’re thrilled to share more insight into her background and leadership style. 

Principal De’Jenne Grant currently leads our CICS Avalon campus. She works alongside other talented leaders and we are proud to have her as a leader for our staff and students. 

CICS Washington Park creates a structured learning environment where students and families feel safe, valued and welcome. 

These same aims are what connect Tyrell Jeffries, Principal of CICS Washington Park, to his everyday work with students and staff members.

CICS Bucktown boasts an energetic learning environment, fueled by over 600 eager learners, many of whom travel great distances to school each day! Their talented teaching staff is dedicated to meeting the needs of every student through the effective implementation of a finely tuned blended learning model. Behind this model is Sarah O’Connell, Principal of CICS Bucktown, and she has dedicated her leadership to fostering skills by being a leading example to help solve problems to create better experiences and learning environments.

CICS Prairie is a K-8 public charter school nestled in Chicago's Roseland neighborhood on Chicago's South Side. Their school boasts a dedicated staff that prides itself on forming close relationships with parents and the surrounding community. This is why their Principal, Rachael Beucher, has a strong focus on empowering her students academically and socially. 

CICS schools pride themselves on many things, such as having a dynamic group of leaders for our students and families. Recently we had the chance to talk with Colleen Collins, Principal of CICS West Belden.

West Belden is a premier urban charter school in Chicago’s Belmont-Cragin neighborhood. Lauded for consistently superior student growth, West Belden boasts a dedicated staff that fosters close relationships with parents to ensure student achievement. 

“Trabajar con muchas ganas” is a phrase that was voiced to Iris Dominguez at a young age, amongst many others, that served as motivation for Iris to get an education. These same words also would eventually influence the trajectory of her future and her career path in education as well.

Rallying around an agenda that supports the advancement of Black and Brown children in his community is what Robert Alexander is all about. Now he’s giving back to the community where it all started for him, as a teacher, at his alma mater, CICS Loomis-Longwood. 

CICS West Belden Community Schools Coordinator, Diego Nunez is one of our latest educators making waves. He is making mental health with a community mindset for students a priority.  

Building Self-Confidence Through Math

Teaching was not Barbara Wright’s first career choice. She came from a family of entrepreneurs and had followed in their footsteps. Her present career in education began when she started as a substitute teacher in the Algebra 3 class at Longwood High School a few years back. Ms. Wright said, “I had been an entrepreneur all of my life but when I lost three three family members and, during the grieving process, my business had suffered. Teaching became a part of my healing process. The kids were learning what I was teaching and, after that first year, the school leadership asked me to stay on.”

Then came another opportunity. Ms. Wright was offered to teach the Entrepreneurship class, something that she recognized as being tangential in the businesses that she had run. “Many of my employees were young adults and I knew where the holes were in their education.” She stresses the importance of math and wants to change her students’ mindset around math, especially as it relates to running a business. “In business, you have to know math. You have to be able to read a financial statement and understand the language of finance. As black entrepreneurs, we can create jobs and keep our wealth in our communities.”

Intregrating Business Models into the Classroom 

The Entrepreneurship class Ms. Wright teaches, uses the program components from Network For Teaching Entrepreneurship (NFTE). The curriculum ranges from understaning market research to being able to calculate expenses and overhead as well as basic bookkeeping. Ms. Wright believes that students will need to have an entrepreneurial mindset no matter what they choose to do in their life. “I tell them that, whatever their passion is, go to school, get experience and then go out and do it.” She wants them to see the possibilities so she invites entrepreneurs to present to her students. This year's roster includes a photographer who works for the USPS, a radiologist and a computer scientist who started their own construction business.  

On a recent Thursday, Ms. Wright’s class met with volunteers from NFTE. Business leaders from the community meet virtually with small groups of students to listen, guide and mentor the students as they build their business plans. At the end of the meeting, students and volunteers came back together to share their learning with one another.

Hard Work, Determination and Dedication

Her work doesn’t stop there. Barbara is also the math interventionist and credit recovery coordinator for students who have fallen behind. She mentioned, “there are many different ways to teach Algebra. I try to teach in a real-world way and make it relatable to their lives.” While credit recovery is offered as a self-paced on-line course, she also provides additional one-on-one support. Ms. Wright is concerned about the number of students who will need intervention next year and is already prepared to support all of them. But there have been bright spots this year with some students. “Some of my students have done well in the small groups. They had no math confidence in class and often didn’t say anything. Now they have the confidence to speak up and not feel judged.” When students can return to in-person learning, Ms. Wright will bring what she has learned back into her classroom.

Barbara was diagnosed with breast cancer and underwent sixteen rounds of chemo, surgery, a month of radiation and three months of oral chemo which caused her hair loss. She credits prayer with helping her through that process but also her students. “My kids went through the process with me. I never wanted to shock them but when I talked with School Director Freeman about taking my wig off in front of them, they showed amazing empathy for me.” Barbara speaks to her students as individual people. “I want them to have the confidence to speak up and out about themselves. I tell them that, no matter what they do in life. They will have to sell themselves in every situation.” Ms. Wright will continue to focus on the future of her students and making sure they have the skills they need to tell their stories.

JoeAnn Nash’s career as an educator started at Loomis-Longwood and she has not looked back since.  She started teaching second grade students at Loomis-Longwood in 2010 and then returned in 2018 as an instructional coach for second and third grade teachers. Just before the pandemic hit,  JoeAnn returned to her current role as the Loomis K-5 Director of Instruction in July of 2020. “In my new role, I was worried that I would be a distraction when I popped into a room because many of the kids remembered me, but it was wonderful to be greeted by them.” Her return during remote learning reinforced a sense of normalcy and continuity for students and teachers. JoeAnn's educational. journey is one of hope and inspiration during this pandemic. 

Teachers change lives and inspire thousands every day even while facing all of the challenges presented by the COVID-19 pandemic. We want to thank them! We want to celebrate Teacher Appreciation Week, which runs from May 3 through May 7 in 2021, by spotlighting teachers this week who have made a difference at CICS. One educator, Brandi Pearman, embodies that.  Ms. Pearman was awarded the Essential Educator of the Year in April 2020. She was celebrated for her teaching during remote learning and her continued dedication to educating her students about Science, Technology, Engineering and Math. Read her inspiring story.

Brandi Pearman is a first grade STEM teacher at CICS Lloyd Bond. She is also a member of the Phi Kappa Omega Chapter of the Alpha Kappa Alpha Sorority. She joined the sorority on May 5, 2002 while she was a graduate student at Eastern Michigan University; it is a family legacy as her grandmother joined in 1945 and her mother was also a member. The Phi Kappa Omega Chapter’s motto is “Service to All Mankind” and for Ms. Pearman, “That mindset doesn’t stop at age 22 when you get your degree.” This motto is something that she embodies while a teacher at Bond and in life. 

Alpha Kappa Alpha is one of the sororities and fraternities that comprise the National Pan-Hellenic Black Greek letter organizations that are often referred to as the Divine Nine. The history of these service organizations date back to the early 1900’s. The organizations were founded at five universities including Morgan State and Howard University, both HBCUs (Historically Black Colleges and Universities). 

Ms. Pearman is currently focused on two of the organizations’ program targets, those of the Arts and Global Impact. She has been involved in projects such as Soles4Souls, an organization that turns unwanted shoes and clothing into opportunity and has collected dresses for little girls and in a Vision Fair eyeglass drive for children. This year, Ms. Pearman is a part of the Chapter’s annual book drive with Lloyd Bond designated as one of the schools that will receive books. 

As a first grade STEM teacher, Ms. Pearman isn’t in a position to talk to her students about the sorority but it does influence the perspectives she brings to her students. Her class has more young girls than boys and she makes sure that the girls are participating in everything to do with math and science. “I don’t ever bring up the idea that math is stereotypically a boy’s subject. I push a narrative of inclusion and I make it relevant to their lives. I want them to understand that telling time, counting money, buying things and baking cookies are all math-based.” The tight community of teachers at Lloyd Bond also ensures that her themes and messaging are carried into the next grade level.

Ms. Pearman is also a part of the schools’ Parent Involvement team. She worked on the Parent Playbook and Parent University, a way to learn new skills that will help them support their children in remote learning. Last fall, Ms. Pearman participated in a live Facebook Panel with and for parents. The Pink Table Talk, sponsored by the sorority, offered tricks and treats for  managing in a virtual learning environment and addressed some of the challenges that mothers in particular were facing in remote learning. Ms. Pearman was able to bring her perspectives both as a teacher and as a parent of a second-grade boy. “Now, more than ever, we have put more effort into investing in building strong relationships with our parents.” Ms. Pearman believes that these relationships are an integral piece of why her young students have thrived and will continue to do so when students are able to return to in-person learning. Brandi's passion for service and education is what she believes makes students and families a cohesive unit 

A New Teacher Thrives in the World of Remote Learning

No one said teaching would be easy, but Casie Walls could never have imagined that most of her first two years as a teacher at CICS Loomis-Longwood would be remote. She is a big believer that professional development and mentoring support helped her with teaching her first-grade students. As an educator, Ms. Walls uses every resource possible including the No Nonsense Nurturing toolkit, teacher collaboration and even her own model of joy to make students part of a successful learning environment. This is why Casie was named a LIT teacher! LIT stands for Live Innovative Teaching and Ms. Walls exemplifies those words.

Casie is very familiar with the Loomis-Longwood campus. She attended and graduated from Longwood high school. Her passion for teaching came while a student at the University of Illinois at Chicago, where she earned her Master’s in Instructional Leadership. When she was a student teacher at Longfellow Elementary School in Oak Park, her mentor urged her to apply for multiple teaching positions. Casie’s first choice was Loomis Primary because she longed to give back to the community that gave so much to her. When Casie received the call that she had a position at Loomis, she recalled, “It’s a small world and it was a blessing!” 

Her first year at Loomis started in the classroom and transitioned to remote learning in March 2020. Even during remote learning, Ms. Walls has been able to build nurturing relationships with her students. “I try to model my own joy with my voice and my body in the virtual classroom which is easy when you see twentyone faces smiling at you! I start the day with an attention getter and when everybody is looking straight ahead into the screen, at that moment I have them.”

No Nonsense Nurturing in Practice

Ms. Walls understands the power of the No Nonsense Nurturing (NNN) Model. She uses positive narration to ensure that her students know she has high expectations for their learning. “My students know what I expect, and they know what they should be doing because I make sure to lead with precise directions and check for their understanding. I then use three praises such as Lisa has turned to page 4, Danielle has also turned to page 4 and Michael is looking at page 4. This positive narration lets them know what they are supposed to be doing such as being on page 4.” Her students learn from watching their classmates and the peers, as well as observing what she is doing online. “I will ask them to show me that they have paper and pencils. I will check for understanding. I will ask, “Who can tell me what I should have now? When I say go, hold up your paper and pencil.”

The NNN process strives to engage scholars by continually learning about them and relating their cultural backgrounds and experiences to classroom learning. In order to make the learning culturally relevant, Ms. Walls will add an example from her own life. “This is especially true when we are doing math. I engage with them and tell them how the problem relates to me. I try to find connections to their family life.”  She recognizes that her students are young and so many things charge them emotionally, so she always stays grounded and connected when working with them. “I remind them that I was once in first grade. I reassure them with positive affirmations about how amazing they are and how smart they are. I try to create a safe space and assure them that they belong here. I may ask a question or have them write how they feel today, or if you were a teacher, what subject would you teach? They get so excited when they answer those questions.”

Even though the majority of her kids want to be back in the classroom, the health of her students and families comes first. Remote learning has helped her become much more tech savvy and organized. She has seen the power that using visuals to illustrate a problem has had for many of her students. She will take these new skills back when teachers and students return to the classroom. For Casie, she will always bring the joy of learning to all of her students, whether in person or remote.

Casie Walls is a second year 1st grade teacher at CICS Loomis Primary. Casie earned her Master’s in Journalism from Roosevelt University and a second Master’s in Instructional Leadership Masters in Instructional Leadership from University of Illinois at Chicago. Prior to working at CICS Loomis, Ms. Walls worked for 8 years at Chicago Public Schools as a paraprofessional/Special Education Classroom Assistant. Casie Wells aspires to grow into a leadership role in the education sector.

Educator Profile: Paraprofessionals Support Student Success

A Call to Serve 

Erika Frazier wasn’t thinking about a career in education when she left Michigan and came to Chicago to care for her grandmother. Her family had always been involved in Christian ministry, so she saw her life as one of service but not necessarily in education. For those who have worked with her, it is not a surprise that Ms. Frazier will celebrate her twelfth year as a paraprofessional at CICS Ralph Ellison.

Supporting Diverse Learners and Their Families

Parents of diverse learners understand the role that paraprofessionals play in the academic lives of their children. CICS parent, Ms. Vivan Davis said, “ Mrs. Frazier is a great help to my daughter. I love that she takes her time to explain things to her so she understands.”

Throughout her professional career, Ms. Frazier worked at other schools in the Chicago area but ultimately found a home at Ralph Ellison and her niche as a paraprofessional working with diverse learners. She was drawn to that particular student population as she experienced so many rewarding moments in watching her students grow and go above and beyond expectations. Erika’s kind but no nonsense personality is something her students’ parents value. She has created long-term relationships with many of them through her consistent and persistent outreach. For Ms. Frazier, her customer service skills were learned early on in her professional life when she worked in a hotel. Having a people skills has become an even more important part of her job as families of diverse learners are often overwhelmed by the multiple challenges they face. She ensures that families are aware of upcoming events in their students’ lives, understand options when problems arise and see her as an advocate for their child.

Navigating Remote Learning

Now, more than ever, paraprofessionals who have established face to face instruction, prior to remote learning, provide diverse learners with a sense of personal connection and continuity that can help these students to continue to progress. Ms. Frazier is even more present for her students, using every available tools (phone calls, video chats and email) to ensure that they are learning. She is with each student in their Zoom classrooms, keeping an eye on their level of participation, checking on them if they appear to be lost or confused and, most importantly, creating a culture where diverse learners feel safe but are also held accountable. For students on the autism spectrum, she finds ways to encourage them to express their emotions in safe and appropriate ways. While her primary role is to assist them in their academics, Ms. Frazier is also aware of the need to make sure that diverse learners are learning life skills and will be able to navigate the world after they leave Ralph Ellison.

Moving Forward

Erika Frazier is continuing her own education and has been attending Grand Canyon University part-time, with the goal of becoming a SPED teacher. She sees this as the next step on the path in her education career. Until then, Ms. Frazier will continue to support her students. She is continually energized by feedback from parents, occasional connections with former students and seeing younger siblings and cousins of her students choose to attend Ralph Ellison.

Ms. Erika Frazier has been a paraprofessional at CICS Ralph Ellison for 12 years. Prior to coming to Ralph Ellison, Ms. Frazier worked at Proviso West High School in Hillside, IL. Ms. Frazier is currently attending Grand Canyon University to complete her Bachelor of Science in Elementary Education and Special Education.

This month, in honor of National Principals Month, we will continue to highlight a few of the incredible men and women who are leading our schools.

This month, in honor of National Principals Month, we will be highlighting a few of the incredible men and women who are leading our schools throughout the network.

This month, in honor of National Principals Month, we will be highlighting a few of the incredible men and women who are leading our schools throughout the network.

Great Leaders at Great Schools

This month, in honor of National Principals Month, we will be highlighting a few of the incredible men and women who are leading our schools.

What is your role at CICS Avalon?

I am the principal for Avalon middle school. 

What attracted you to CICS Avalon?

My first teaching job right out of college was to teach middle grade students. But over the last two years, I taught history to 12th graders. I love every one of my teaching moments, but I knew I wanted to get back to my teaching roots. Avalon was just that opportunity.  The moment I walked into the building, I felt the energy and passion of every teacher and staff member. The people in our building love our students and they are willing to go the extra mile for them every day. 

Why did you choose to be an educator?

After graduating from college, I chose to teach in Nashville, Tennessee and to give back to my community.  I thought I would only teach for a couple of years, and then move on to something else. However, after my first month of working with kids, it was clear to me that I’d found my careerpath.

What is the most rewarding aspect(s) of being an educator?

I love watching my students academically grow throughout the course of the school year. I look over their portfolios at the end of the school year and see that many reach their academic goals.  The realization that they have the ability to “make their brains grow” is the fuel we use to get through the challenges together.

What is the most challenging aspect(s) of being an educator?

As educators, we are just one piece of every student’s unique success puzzle. Many of our students come to school while facing obstacles at home and in their neighborhoods. As educators who love our students deeply, it can be difficult to grapple with their challenges. However, by doing everything we can for our students while they’re at school, and working hard to build great relationships with their parents, we can help our students to overcome these challenges.

What classroom innovation(s) are you implementing currently?

As this is my first year at Avalon, my focus is on ensuring that the outstanding foundation, built before I arrived, is strong and stable. Once I get my sea legs, I’ll have a better idea of how I want to bring Avalon up to the next level in the years to come. My focus from day one has been to assure that our staff functions as an air-tight team. This is very important to me and I want to ensure that every adult knows that they are deeply valued and appreciated for the work they do every day.

What is your superpower?

I’ve taught several subjects to multiple age groups over the years. My superpower is the ability to make any topic engaging and relevant for my students. I pride myself on having the students that I’ve taught to be deeply invested in the learning.

What is your best piece of teacher advice?

Focus on the positives. Since we’re so invested in this work, we take it personally when we or our students fall short. By intentionally training your mind to identify and focus on the positives, you can ensure your own longevity in the education field. There’re so many good things happening all the time. You just have to look for them!

If you could change one thing what would it be?

School attendance is the first and most critical component to student success. If I could wave a magic wand, 100% of my students would be in the building, on time, every single day!  I’m going to work tirelessly to make this a reality at Avalon.

Eric Austin was born and raised in Nashville, Tennessee and graduated with a degree in political science from Auburn University. He later joined Teach for America and was placed at a start-up charter school. After that, he taught at Noble's Chicago Bulls Prep as a 12th grade history teacher. While teaching, Eric earned a Master’s Degree in public policy at the University of Chicago’s Harris School of Public Policy. 

What is your role at CICS Northtown Academy?

I am a high school Spanish teacher at CICS Northtown Academy.  

What attracted you to teaching at Northtown Academy? 

I myself was a student at Northtown Academy in 2010 and graduated in 2014. I am very pleased with the education I received, the teachers who taught me and the diversity at the school. I am honored to be able to return as an educator and help students be part of the NTA educational experience. 

Why did you choose to be an educator?

As an NTA student, I was taught by educators who motivated and steered me in the right direction. They influenced me to become the professional I am today.  I want to do the same, which is why I became an teacher—to profoundly impact the lives of my students. I believe educational experiences during an adolescent’s life are the most memorable. 

What is the most rewarding aspect(s) of being an educator?

The most rewarding aspect of being an educator is the ability to influence a student’s future. As a teacher, you are teaching children the skills they need to go out into the real world and succeed. You help them build their self-esteem. Teaching students isn’t just about giving them the basic tools to learn a particular subject.  It is also about building a trustworthy and professional relationship with them. As a teacher, I aspire to do this every single day. 

What is the most challenging aspect(s) of being an educator?

I wouldn't say there is such a thing as a “challenging aspect” because each and every one of my students is special, has different goals and ambitions and I try to assist them along the way.  I’m personally honored to be able to help each and every one of them meet their educational goals. 

What classroom innovation(s) are you implementing currently? 

It’s not necessarily innovation, but one of my goals as a Spanish teacher is to make my students feel proud of their unique heritage and family background. This is important to me as I believe every student should feel welcomed no matter where he or she goes.  

What is the desired outcome(s) of this innovation(s)?

I want every one of my students to know that despite his or her background, no matter what language they speak or how they look, they should always feel special and have the opportunity to academically grow and fulfill their dreams. 

What is your superpower?

If I had a superpower, I wish I could help all students under any circumstance and provide them a place to learn. 

What is your best piece of teacher advice?

My best piece of teacher advice to anyone is to continue to learn and accept the challenges to grow as a person and as a professional.  That is what I do and I want every student to know that education is power.  

If you could change one thing what would it be?

If I could change one thing, it would be to give every young child the best education possible. There should never be barriers to a child’s education.

What is your role at CICS West Belden?

I have been a teacher at West Belden for 17 years.  For most of my time here, I have taught 1st grade (thirteen years), 2nd grade (two years), and now I am in my second year of co-teaching and mentoring a  3rd  / 4th grade team.

What is your role at CICS Prairie?

I am a Kindergarten Teacher at CICS Prairie. 

What attracted you to CICS Prairie?

I was coming back from having worked overseas for 5 years and I wanted to find a position in which I could continue to use my ESL and Early Childhood Experience. I also wanted to find a community that reflected my background as well. 

Why did you choose to be an educator?

I come from a family of educators. My mother, grandmother, and aunts and cousins are teachers. It’s always been one of the most important things you can do even if it’s not the most respected position. I also decided that I wanted to be a solution to what I saw (as a student) were the problems in education.

What is your role at your school?

I am a Mentor Teacher at CICS Irving Park. I teach three sections of 8th-grade History, co-teach a section of Algebra, and I help coach teachers.