JCJuan C. Cardona, Ed.S.Leadership PortfolioEspañol
Principal Candidate · Chicago Public Schools

Leadership that makes every student known, challenged, and supported.

A bilingual, student-centered CPS instructional leader committed to rigorous learning, a nurturing school culture, and authentic partnership with students, families, staff, and community.

My leadership commitment View leadership evidence
Juan Cardona connecting with elementary students
Visible. Approachable. Present.Leadership rooted in relationships.

CPS PrincipalEligibility List

BilingualSpanish & ESL

ImprovementCIWP & MTSS

PartnershipFamilies & LSC

An early family photograph, 1976

1976

The beginning of a journey through CPS—and back into its classrooms as an educator and leader.

Humble beginnings

I know what it means to find your place in school.

Before I became an educator and school leader, I was a CPS student learning English and learning how to find my place. My beginnings taught me that children do not arrive as deficits to be fixed. They arrive with language, culture, ability, curiosity, and possibility.

That lived experience is why I notice the student who is still finding a voice, the family navigating an unfamiliar system, and the educator who needs a thought partner. It is also why I refuse to lower expectations in the name of support. Students deserve both our belief and the resources to succeed.

My path from CPS student to CPS parent, teacher, assistant principal, and educator coach keeps me grounded. Leadership is not about standing above a community. It is about standing with it—and being accountable to it.

My Commitment

Every student. Every family. One shared vision.

Schools thrive when rigorous instruction and a nurturing environment work together to develop confident learners and future leaders. That is the kind of school community I have spent my career building.

I entered CPS as an English Language Learner, became the parent of CPS graduates, and have dedicated nearly twenty years to serving diverse students and families. A school’s promise becomes real when students experience excellent teaching, educators feel supported to grow, and families can trust that their voices matter.

As principal, I would lead with visibility, approachability, and transparent communication. I would work alongside the LSC, staff, students, families, and community partners to honor each school’s strengths while building the shared systems every student needs to thrive.

Family councils as leadership partners

My direct involvement with Bilingual Advisory Councils and Parent Advisory Councils has reinforced a simple belief: families should help shape the work, not simply receive updates about it. I work to make meetings welcoming, communication understandable and available in families’ home languages, and council input visible in school priorities.

Values in practice

Values translated into leadership.

01

Peace

Restorative practice, belonging, and calm, consistent systems.

02

Respect

Student, staff, and family voice—honored in every decision.

03

Integrity

Transparent communication, responsible stewardship, and follow-through.

04

Determination

Data-informed improvement and sustained support for every learner.

05

Excellence

Rigorous instruction, strong adult learning, and high expectations.

Leadership in action

The systems behind a thriving school.

Strong leadership connects instruction, student support, belonging, and shared ownership—rather than treating them as separate initiatives.

01

Instructional excellence

Build a coherent vision for rigorous, culturally responsive instruction through classroom visibility, actionable feedback, collaborative planning, and professional learning.

REACH evaluation · Instructional coaching · CIWP

02

Whole-child systems

Connect academic, behavioral, attendance, and social-emotional supports through responsive MTSS structures and inclusive special education practices.

MTSS · Restorative practice · School psychology

03

Equity and belonging

Treat students’ linguistic, cultural, and learning identities as strengths while making communication accessible to families in their home language.

Bilingual education · ESL · LBS1

04

Shared leadership

Develop teacher leaders, partner authentically with the LSC, BAC and PAC, and create dependable ways for students and families to influence school decisions.

Family partnership · Team development · Community voice

Advocacy

What I stand for. What I fight for.

I stand for schools where every student is known, challenged, supported, and treated as capable. I fight for systems that remove barriers instead of explaining away outcomes.

I stand for

Rigorous learning with the right support

High expectations and timely, responsive intervention belong together. Students should be challenged—and given what they need to rise to that challenge.

I stand for

Identity as a strength

Language, culture, disability, and learning differences are sources of insight and possibility. Schools should build on who students are, never ask them to leave part of themselves at the door.

I stand for

Belonging before compliance

Strong relationships, restorative practice, and student voice create the trust that makes learning possible. Every child should be known by name, story, strength, and aspiration.

I stand for

Educators empowered to grow

Teachers deserve useful feedback, protected collaboration, meaningful professional learning, and real influence over the work they lead every day.

I fight for

Access over gatekeeping

Advanced learning, bilingual education, the arts, athletics, STEM, CTE, and enrichment should open doors for every student—not only those who already know how to enter.

I fight for

Support before consequences

When attendance, behavior, or achievement changes, our first question should be: what barrier is this student facing, and what support will help?

I fight for

Partnership with real influence

Family engagement must be more than attendance at an event. Families deserve accessible, home-language communication and a meaningful voice in decisions.

I fight for

Data with humanity

Evidence should help us find inequities, improve instruction, and direct resources. It should never reduce a child to a score, label, or deficit.

Inclusive excellence

Inclusive excellence

Celebrating every student’s strengths and accomplishments.

Family partnership

Family partnership

Creating meaningful experiences that welcome and connect families.

Pathways and innovation

Pathways and innovation

Expanding access to rigorous, future-ready learning opportunities.

Leadership in the life of a school

The work is serious. The community should still feel joy.

These moments reflect the kind of school culture I work to build: adults growing together, students discovering their strengths, families feeling welcome, and identity celebrated openly.

Educators learning together

Educators learning together

Building collective capacity through collaboration, shared practice, and professional trust.

Young women finding their strength

Young women finding their strength

Expanding the experiences that help students build confidence, leadership, health, and belonging.

Mentoring that makes room for every voice

Mentoring that makes room for every voice

Creating circles of trust where students are heard, guided, challenged, and supported.

Culture belongs at the center

Culture belongs at the center

Honoring home languages, traditions, and identities as essential parts of a joyful school community.

Joyful, hands-on learningStudents exploring and learning with a turtle

Joyful, hands-on learning

Making room for curiosity, memorable experiences, and the kind of learning students carry with them.

Evidence of impact

Experience across the CPS continuum.

Elementary, high school, instructional, operational, bilingual, and whole-child leadership—connected by one purpose: better outcomes and stronger opportunities for students.

01

Penn Elementary · Lead Educator Coach

Strengthening adult practice

Supports teacher growth through coaching, collaborative planning, data use, and bilingual program leadership.

02

Scammon Elementary · Assistant Principal

Aligning improvement systems

Co-led CIWP implementation, MTSS structures, educator development, and schoolwide instructional priorities.

03

Prosser Career Academy · Assistant Principal

Expanding pathways and stewardship

Led one of CPS’s largest CTE departments while managing complex programs, partnerships, and grant-funded resources.

04

Bridge & Jordan · Teacher, Chair & Assistant Principal

Building programs and trust

Advanced bilingual programming, launched student opportunities, and engaged families through accessible learning and technology workshops.

Entry approach

The first 100 days begin with listening.

A disciplined entry process would honor a school’s strengths, surface community priorities, and create shared ownership of the path forward.

1

Days 1–30

Listen and learn

Meet with students, staff, families, the LSC, BAC, PAC, and partners. Study instruction, climate, attendance, student-support systems, budget, and CIWP progress.

2

Days 31–60

Align and act

Share themes openly, identify early wins, strengthen role clarity, and align resources and adult learning to the needs named by the school community.

3

Days 61–100

Measure and communicate

Launch focused action teams, establish a small set of shared measures, and report progress in clear, family-friendly language.

Preparation and perspective

A leader shaped by schools—and by lived experience.

My perspective brings together school administration, psychology, bilingual education, classroom practice, parenting, and the experience of once being a CPS English Language Learner. That combination keeps my leadership focused on both systems and people.

“Families should know their principal, understand the school’s direction, and see themselves as partners in its success.”

Leadership eligibility

CPS Principal Eligibility List

Illinois Type 75 Administrator License · REACH Evaluator

Advanced study

Ed.S.

Administration & Supervision

Student support

M.S.

School Psychology

Language and culture

M.S.

Bilingual Education

Human development

B.S.

Developmental Psychology

Professional record

Review the experience. Hear from the people who know the work.

My resume provides a concise record of nearly twenty years of service across CPS classrooms, elementary and high school leadership, educator development, bilingual programming, and whole-school improvement.

Recommendation from a current principal

Alexander Phillips

Principal · William Penn Elementary School

“I strongly recommend Juan Cardona for a principalship and am confident that he will bring thoughtful, organized, and student-centered leadership.”

Principal Phillips highlights Juan’s systems thinking, successful development of an ESL program, relationship-centered leadership, commitment to equity, and readiness to lead a school community.

Professional reference available upon request

Professional endorsement

Joyce Giannini

Former Assistant Principal · Norman Bridge School

“Juan is a problem solver and an endless resource for information. He resolved issues at school with integrity and care.”

Joyce Giannini highlights Juan’s integrity, data literacy across general education, special education, and English learner programs, communication, and strong rapport with students.

Professional reference available upon request

Professional endorsement

Denise Prociuk

Assistant Principal · Prosser Career Academy

“Juan is a resilient leader ... he has been both a mentor and partner in my leadership at Prosser Career Academy.”

Denise Prociuk highlights Juan’s mentorship, CTE leadership, support for Diverse Learners and English learners, educator development, community awareness, and action-oriented decision-making.

Professional reference available upon request

Professional endorsement

Gilberto Piedrahita

Chief of Schools · Network 8

“Having Mr. Cardona as my administrative partner was a blessing for my community as he understood the priorities of my school, the needs of my students and teachers, and worked hard to bring the school to the Level 1+ category.”

Gilberto Piedrahita emphasizes Juan’s integrity, understanding of school priorities, responsiveness to students and teachers, and demonstrated readiness for the principalship.

Professional reference available upon request

A shared commitment

Every student deserves to belong, lead, and thrive.

Juan Cardona celebrating student artwork