Chicago Public Schools Highlights Positive Outcomes of Teachers Lead Chicago

Chicago Public Schools Highlights Positive Outcomes of Teachers Lead Chicago

District’s Teacher Leadership Program Drives Retention, Instructional Quality, and Student Achievement Across More Than 400 High-Need Schools

CHICAGO — Chicago Public Schools (CPS) released a case study highlighting the early success of Teachers Lead Chicago, the District’s formal teacher leadership program that is reshaping how CPS supports, empowers, and retains educators. The program is a cornerstone of the District’s broader Lead with CPS strategy to strengthen leadership at every level.

The case study was unveiled during a school visit and panel discussion Friday at Powell Elementary in the South Shore neighborhood, where CPS CEO Pedro Martinez, Principal Sheila Barlow, and teacher leaders shared how the program is creating lasting change at the school level.

“Teachers Lead Chicago is about investing in educators in ways that directly improve instruction, supporting early-career teachers, and building stronger school communities,” said CPS CEO Pedro Martinez. “We’re seeing real, measurable impact—and we’re just getting started.”

Empowering Teachers Without Leaving the Classroom

Launched at seven schools as a pilot in 2019 with federal funding from the U.S. Department of Education’s Teacher and School Leader Incentive Grant, Teachers Lead Chicago establishes compensated, structured leadership roles for teachers—such as new teacher mentors, team directors, resident mentors, and lead coaches—that allow them to influence instruction and school culture while continuing to teach. Based on strong early outcomes, the initiative has since scaled to more than 400 schools, with continued investment from CPS' central budget for the 2025–26 school year.

“These roles have helped our leadership team tap into the expertise existing in the building, making our work more responsive and effective,” said Powell Elementary Principal Sheila Barlow. “By giving teachers a stronger voice and creating more opportunities for collaboration, our school community functions more smoothly.”

Early Outcomes Demonstrate Promise

According to the case study, Teachers Lead Chicago is showing clear signs of success:

High Participation in High-Need Schools: More than 1,100 teachers now serve in formal leadership roles across more than 400 schools, with 81 percent of CPS’ District-run, high-need schools participating.

Increased Teacher Retention: While the overall District teacher retention rate is 83.2 percent in the District’s highest need schools, it is higher among those in Teachers Lead Chicago roles. From November 2023 to November 2024, those rates are as follows:

Team Director Retention Rate : 88.2 percent

New Teacher Mentor Retention Rate: 88.9 percent

Stronger Retention Among Teachers of Color: In 2023–24, Black and Hispanic/Latine educators in Teachers Lead Chicago roles were retained at rates of 86.1 percent and 92.2 percent respectively—outpacing district averages of 81.8 percent and 86.9 percent.

Positive Perceptions and Instructional Impact: A May 2024 survey of 1,369 teachers in TLC schools (conducted with the American Institutes for Research) found:

95 percent said teacher leaders positively impacted morale and appreciation

93 percent reported professional growth due to support from teacher leaders

74 percent said the program influenced their decision to remain at their school

90 percent credited teacher leaders with improving student growth and achievement

“Teachers Lead Chicago allows educators to expand their leadership skills and drive meaningful change without stepping out of the classroom,” said Henry Cardenas, a Dual-language teacher and Team Director at Carl Von Linne Elementary. “It’s given me the confidence to take the next step in my leadership journey.”

Sustained Growth and Future Expansion

The program is jointly led by the CPS Talent Office and the Office of Teaching and Learning, with ongoing coaching, professional development, and District guidance to ensure consistent quality across schools.

CPS plans to continue growing Teachers Lead Chicago by:

Clarifying role definitions

Developing sustainable funding models

Expanding leadership pathways for teachers across all CPS communities

“Having this program uplifts everyone,” said Julia Woods, a New Teacher Mentor and Special Education Teacher at John H. Hamline Elementary. “It makes us better—as a team, as a school, and as a community.”

To read the full Teachers Lead Chicago case study, visit: cps.edu/sites/lead-with-cps/teachers.


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