Since 2016, Suzana Ustabecir has been serving as instructional effectiveness specialist for Chicago Public Schools. Suzana Ustabecir received her master's degree in educational leadership from National Louis University and underwent the principal residency program under New Leaders for New Schools.
Since launching its Aspiring Principals program in 2001, New Leaders has helped train over 2,000 education leaders, consequently influencing nearly half a million students in over 20 cities across the country. At the core of the organization's programs is the Principal Institute.
The Principal Institute aims to address the apparent lack of access to high-quality training for principals, providing targeted, job-connected support to those who are currently serving as principals or assistant principals.
What makes training at Principal Institute unique is its research-tested curriculum that offers training, practice, and feedback. As a result, trainees are subjected to real-world practice in order to learn relevant solutions to particular challenges in their own work areas. Moreover, trainees are equipped with useful skills imparted to them by expert coaches – former principals who provide necessary feedback throughout the training.
In order to support New Leaders' programs, or for more information, visit NewLeaders.org.
As an instructional effectiveness specialist for the Chicago Public Schools, Suzana Ustabecir draws on more than 15 years of experience as a school leader within the district. Suzana Ustabecir has implemented the Social and Emotional Learning Standards Curriculum and has introduced several new techniques within that content area.Social and emotional skills play a key role in a student's ability to succeed, both in school and beyond. Students who engage in social and emotional learning develop the ability to understand their own feelings, values, strengths, and weaknesses, and can connect their thoughts to their behaviors. They learn to manage strong emotions and control their impulses in pursuit of a higher goal, such as school success, while making decisions that benefit themselves and others.Social and emotional learning also teaches students how to understand others and to build positive relationships. This involves the development of active listening and respectful communication skills, as well as the ability to diffuse conflict.Data indicates that these learning processes reduce levels of aggression in schools and correlate with higher levels of scholarly achievement. Experts attribute this to the ability of social and emotional education to cultivate a culture of respect and emotional safety, which in turn improves students' ability to focus on their goals. Meanwhile, students develop into confident and emotionally secure individuals who can thrive as productive citizens.
The Principal Institute aims to address the apparent lack of access to high-quality training for principals, providing targeted, job-connected support to those who are currently serving as principals or assistant principals.
