Cohort 1
Chicago
Principal, New Field Primary School
“Being a New Leader means being part of an amazing group of individuals who believe strongly in the capacity of all children to achieve at high levels. We are a student-centered group of people who support the development of the whole child.”
When Susan Kilbane started at New Field, she entered a diverse community of more than 700 children speaking 40 different languages. She was excited by the challenge and aimed to create a warm and welcoming environment that embraced the unique learning needs of her students.
After meeting with each teacher in her building individually, Susan worked with her staff to identify strengths and goals for the coming year. Together they developed a clear vision – to honor each child’s strengths while developing their areas of need, empowering them to reach their full academic, creative, physical and social-emotional potential.
Susan worked with teachers to establish heterogeneous gym, art, library and computer classes for the large population of second language learners at New Field. She guided teachers in analyzing student work and reviewing data during weekly grade-level meetings; established peer observations and encouraged sharing of best practices through professional development sessions; and made the writer’s workshop model a school-wide priority. She established outside partnerships with organizations like the Shedd Aquarium, the Chicago Children’s Museum, and the Old Town School of Folk Music, and launched an “artist-in-residence” program, providing opportunities for hands-on learning for all students.
Teachers were also encouraged to strengthen partnerships with parents – parent workshops occurred twice a week; teachers hosted math, science, and literacy nights; parents were invited to monthly meetings; and they were welcomed as volunteers in the classroom.
At the end of Susan’s second year as principal, New Field was the ninth highest gainer in Chicago, with math proficiency scores increasing by 18.5 percentage points and reading proficiency scores by 15.8 percentage points. Students exceeding the standards increased by a combined 10 percentage points in math and reading.
