At The Chicago Public Education Fund (The Fund), we believe strong schools are built on strong relationships. The LSC Mentorship Program reflects that belief by investing in one of the most meaningful partnerships in school governance: the relationship between principals and their Local School Councils (LSCs).
LSCs are a defining feature of Chicago’s public schools. Made up of principals, teachers, parents, community members, and students, LSCs play an important role in shaping a school’s future through decisions about budgets, school improvement, principal evaluation, and other key priorities. This model of local governance is most effective when LSC members and principals engage in shared decision-making and build strong, collaborative relationships.
The Fund recognizes the significant stakes in that partnership, which is why, for the third consecutive year, we have partnered with the Department of Principal Quality (DPQ) to offer the LSC Mentorship Program. The program pairs principals with experienced mentors who offer guidance through decision-making
In 2025-26, the LSC Mentorship Program brought together 18 principals (six mentors and 12 mentees) across Chicago. Together, they logged 58 coaching calls, 20 LSC meeting visits, and four site visits. Behind each number is a productive conversation, a moment of guidance, or a principal who showed up for their colleague. Through the program, participating principals filled council vacancies, strengthened trust with parents and community members, and reported increased confidence in their leadership. By the end of the year, 100% of survey respondents said they would recommend the program to other school leaders.
For Dr. Joenile Albert-Reese, who is entering her 22nd year as principal at A.N. Pritzker Elementary, mentoring other principals felt like a natural fit. “The school benefits most when the LSC and the principal are really a unit, are really a collaborative team working together for what’s best for the school,” she said.
Katie Magnuson, principal of Skinner North Classical School, was drawn to the program for similar reasons. “I find it really inspiring, especially helping either newer principals or principal colleagues to be able to problem solve and figure out solutions to things,’’ she said. “The LSC mentor program really allowed me to do that, which I’m really grateful for.’’
Both mentors observed that the greatest challenges with LSCs rarely stem from bad intentions. More often, they arise from misunderstandings, unclear expectations, or gaps in communication. According to Magnuson, the solution starts with clarity. “As a principal, it’s really about learning what people’s ‘Whys?’ are and then helping them see how their why matches the school’s needs.”
Elva Bahena, who is starting her third year as principal of Talcott Fine Arts and Museum Academy, is Dr. Reese’s mentee and joined the program wanting to make her meetings more effective.
“Dr. Reese mentioned being very proud that her meetings are under an hour. And I thought, ‘Okay, that’s my goal.’ That just says she’s straight to the point. Everybody understands their role.”
Kerrin Quezada, beginning her fourth year as principal at Moos Elementary, came to the program wanting to build on existing relationships. “I felt really close with my chair and my co-chair because I was in regular communication with them. But I wanted to expand my relationship with the members I didn’t talk to as regularly.”
Her mentor encouraged one-on-one check-ins with LSC members to get to know them better. “Until you have that sit-down with them and can really hear directly from them, that’s what allows you to build the relationship, build the trust, and make sure we’re all on the same page,” Quezada said.
She also walked away with a practical strategy for principal evaluation: keeping a running record of evidence throughout the year rather than trying to pull everything together at the end. The impact was real, and the relationships she built carried beyond the formal evaluation process.
Both Principal Magnuson and Dr. Reese described the experience as mutually beneficial. Dr. Reese recalled visiting her mentees’ LSC meetings and how it felt to sit through long, seemingly unproductive meetings.
“When I saw it happening in their meetings, I knew exactly what I’d done to get past that. It made me grateful for my growth,” Dr. Reese said. But she was also learning. “Some of the things my mentees were doing I had not thought of doing. They come with a refreshed brain and a new set of knowledge and skills, the new technology, the new stuff. It was kind of like a two-way thing.”
Magnuson agreed with the sentiment. “It’s the importance of always having a thought partner. The role can be lonely sometimes; there’s a lot that you’re holding and responsible for. And sometimes you just need someone to be able to talk to and really reflect with.”
Magnuson said her favorite memory from the program was attending her mentees’ LSC meetings and watching them lead. “Just seeing them in their own space shows the pride in the work that school leaders do and the thoughtfulness that goes into presenting at an LSC meeting. That was my favorite.”
The relationships built through this program, Dr. Reese noted, don’t end when the program does. “I’ve spoken to both of my mentees even through this summer since school’s been out. You need someone in the seat whom you value, with whom you can get some feedback,” she said. “We have a relationship. They know I’m a safe space, and I trust that they’re a safe space as well.”
That sense of community is exactly what the program is designed to build. And it starts with getting the principal-LSC relationship right. “When you are transparent with your LSC, when you allow them to have a voice, and you consider their voice before you make a decision, they know you and your values,’’ Dr. Reese said. “The school benefits most when the LSC and the principal are really a unit, a truly collaborative team working together for what’s best for the school.”