1. MACRO
1.1. SOCIO-ECONOMIC
1.1.1. economically depressed areas
1.2. POLITICAL
1.2.1. Local control
1.2.1.1. local school council in each school
1.2.1.1.1. parents
1.2.1.1.2. community members
1.2.1.1.3. school staff served
1.3. EDUCATION
1.3.1. 2002-2006: lowest performing schools posed highest ISAT test scores gains
1.3.2. Budget: $4.4 billion (SY07)
1.3.2.1. budget cut 2003
1.3.3. Diversity
1.3.3.1. varied supports needed
1.3.3.2. 420,000 students
1.3.3.3. 512 elementary - 131 high schools
1.3.3.4. Racially diversed, African American (49%) > Latino (38%)
1.3.4. Focus on testting
2. MESO
2.1. CULTURE
2.1.1. Accountability
2.1.2. Data-driven (AIOs)
2.1.3. "Courageous leadership" potential
2.1.3.1. make the call
2.1.4. School culture
2.1.4.1. Hanson Elementary
2.2. STRUCTURES
2.2.1. Schools x AIO sessions
2.2.1.1. Meetings
2.2.1.1.1. short-term intervention
2.2.1.1.2. long-term intervention
2.2.1.1.3. walk-throughs (blizts)
2.2.1.2. Coaching sessions
2.2.1.2.1. instructional
2.2.1.2.2. management
2.2.1.2.3. leadership
2.2.1.3. **Goal**
2.2.1.3.1. Scale
2.2.1.3.2. Management
2.2.1.4. AIO - 2002: 100% instructional leadership
2.2.1.4.1. 2006: 70% leadership - 30% principal-succession
2.2.1.5. Evaluations
2.2.1.5.1. instructional improvement
2.2.1.5.2. principal support
2.2.1.5.3. community outreach
2.2.2. Lack capacity
2.2.2.1. **Informal tasks**
2.2.3. Unclear Pipeline
2.2.4. High principals turn over rate
2.3. SYSTEMS
2.3.1. ISAT in 8 days
2.3.2. Agency/Autonomy
2.3.3. Grading matrix inconsistency
2.4. STRATEGY
2.4.1. Literacy
2.4.2. Human Capital
2.4.3. Students' learning opportunities
3. MICRO
3.1. LEADERS
3.1.1. OLGA LA CRUZ
3.1.1.1. 1/17 Elementary-level instruction officer (AIO)
3.1.1.2. support & oversee principles
3.1.1.3. 28 elementary schools
3.1.1.3.1. 22,000 students
3.1.1.4. Goals
3.1.1.4.1. ensure continuous improvement
3.1.1.4.2. maintain high-quality school opportunities
3.1.1.5. Identity
3.1.1.5.1. Chicago local
3.1.1.5.2. went to these schools
3.1.1.5.3. Principal experience
3.1.1.6. Issues
3.1.1.6.1. Burn-out
3.1.1.6.2. Insufficient time to collab
3.1.1.6.3. Nowhere to seek support
3.1.2. PRINCIPALS
3.1.2.1. receive coaching
3.1.2.1.1. David Kovach - Cameron Elementary
3.1.3. EASON-WATKINS
3.1.3.1. CPS's CEO
3.1.4. HERNANDEZ
3.1.4.1. Chief AIO
3.2. STAFF & RESOURCE
3.2.1. Lead teachers
3.2.1.1. receive coaching
3.2.1.2. **reject > needs buy-in**
3.2.1.2.1. different level of accept
3.2.2. 2 reading coaches/area
3.2.3. 1 math science coach/area
3.2.4. curricula
3.2.5. AIOs
3.2.5.1. feel less supported