Navigating the Different Components of School Leadership

Principal Brennen Humphrey’s bachelor’s degree is in finance and international business. She thought she would attend law school after graduating from college. But when an alumnus from her college spoke in one of her classes about Teach for America, she decided to pursue that pathway instead. 

After teaching elsewhere for a number of years, she returned to Chicago to become a resident principal. She became the principal of Coonley Elementary School on Chicago’s North Side in 2021 after serving as both an assistant principal and an instructional support leader. 

One of the resources she has relied on as a principal has been the support of the CPS Department of Principal Quality, which has helped her navigate the balancing act that is school leadership. Get to know more about her story below. 

How have you grown since your year as a resident principal? 

Bolman and Deal talked about leadership as having four frames: structural, human resource, political, and symbolic. I am very much a structural person. Systems and structures are my jam. On the other hand, I’ve had to learn a lot about the political frame. 

I’ve realized as a leader that change takes time and that you can’t steamroll people. You have to bring them in and engage them in the process. I also have come to learn that it’s important to honor and value the history of a school even as you aim to continually improve for the better. 

How has this school year been going so far? 

At the end of my first year, we engaged students in updating our school-wide expectations, which we call the Cougar Code. The work we’ve put into helping our students understand our school’s expectations, systems, and routines has paid off. I would say this year has been our easiest transition back and I feel like we’re in a good flow. 

What are a few of your top goals for the year? 

I have two main goals. When I started at Coonley, there wasn’t a consistent, high-quality reading curriculum in place. Most of the curricular focus had been on math. In our third year implementing a new reading curriculum, our focus is on tailoring instruction so it is rigorous for all learners. Our math curriculum at this point is outdated and has some holes in it, so I would like to select a new curriculum for next year. 

My other priority is to continue to support my special education teachers to ensure students with disabilities are meeting their goals. We had a lot of growth with our reading instruction last year, so I would like to continue that pathway forward. 

In what ways have you partnered with the Department of Principal Quality? 

I have a very engaged Local School Council. As I mentioned before, I’ve learned a lot about the political frame of leadership. I’ve learned that building consensus on key issues is not just one conversation. The DPQ LSC Principal Supports team has been a great resource. 

This team didn’t exist when I started as principal, and their director, Jasmine, is a former CPS principal. She has been a great thought partner. Before you become a principal, it’s tough to gauge just how public this role is. The LSC Principal Supports team gets it, and that’s what makes their advice so helpful. 

What advice would you give to a new principal? 

When you decide to change something, make sure you clearly communicate the rationale behind the change. Focus on building relationships and don’t be afraid to ask for help. 

What’s your message to your fellow school leaders for Principal Appreciation Month? 

You’re doing an amazing job. You may not always receive the praise and validation that you deserve. Everything you do is appreciated.