Democracy in School Leadership

Democracy in School Leadership

What is a Democratic School?

Democratic schools each embody the spirit of democracy in their own way. They are as distinct as the communities they support. The spectrum of democratic runs the gamut from the anarchistic Free Skool concept, to schools who host weekly parliamentary meetings. These schools value the distribution of power across a learning community through seeking feedback, encouraging freedom of choice, and engaging with horizontal leadership structures.

This is What Democracy Looks Like (at AGC)

In 2014, AGC took steps to formalize an existing philosophy of power-sharing into more formal systems of democratic participation. On a weekly, monthly, and quarterly basis, elected multi-stakeholder groups make recommendations to inform school management based on constituent feedback. Those democratic structures (described below in italics) seek to activate feedback from all staff, channel the parent voice, and tap into student perspectives. Our goal is for a majority of decisions affecting the whole school are made through a democratic process.

Within each classroom, democracy is also upheld as a value. AGC follows the best practices of Responsive Classroom, Restorative Justice, and student-led inquiry-based learning. Within our International Baccalaureate framework, students have tremendous agency to drive their own learning.

Our Democratic Structures:

The School Planning and Management Team, is a group of elected representatives from each staff department alongside a parent representative, with participation from the student council when appropriate.  

The AGC Community Council (ACC) is an elected group of parents, staff, and parents who are also staff (a huge percentage of our staff are also parents of AGC students.) The ACC is tasked with channeling the parent voice and helping to organize parent engagement. 

An elected Student Council represents student voice. Additional student committees and publications bolster open feedback and dialog.

An array multi-stakeholder committees tackle specific needs, such as the budget committee (made up of parents and staff) and the hiring committee.

Why Democratic Education?

Democracy can be messy and labor-intensive, but power sharing in the classroom and in school leadership also has tremendous benefits.

We are truly greater than the sum of our parts. To reimagine what’s possible in public education, we need every member of our community to be fully and authentically contributing to our vision for change.  A diversity of perspectives within multi-stakeholder groups also helps to enrich decision making.

In his book exploring democratic learning environments, American Schools, Sam Chaltain describes the balance that American institutions strike. “These two universal needs,” he says, “for freedom on one hand and structure on the other — are particularly relevant to our nation’s school leaders, who must strike the right balance between the two in order to create healthy, high-functioning learning environments.”

Responding to Change

AGC was founded in 2008 with 100 students and a handful of staff. As our school has grown and evolved — developing our Middle Years Program in 2013, incorporating a Dual Language program in 2014, graduating our first 8th-grade class in 2016 and now, in our 10th year — our staff structure has grown and changed organically to meet the needs of our community. Our democratic structures have emerged, ebbed and flowed responsive to changing needs.

Recently, we sat down as a community to draft a staff model that best meets the needs of our community today. After ten years of intense growth and change, we’re no longer adding a grade level each year and, because change is truly the only constant, we’ve grasped an opportunity to reflect and redesign our leadership approach.

As a laboratory of innovation in education, we look for the best path, which is often not the most common or the easiest one. As a community driven by a unique mission, vision, and values, we are accustomed to innovative problem-solving.  Over the last year, AGC’s democratic multi-stakeholder groups have spent countless hours developing a vision for the future of our leadership structure.

Innovating on School Leadership

To begin this process, we held open parent and staff meetings across two evenings to collect feedback on what the goals of a new leadership structure should be. Parents, staff, and students walked silently around the multipurpose room, pausing in front of chart paper taped to the walls to answer probing questions: “What makes our community unique? What will AGC be remembered for in 10 years? What is the primary role of leadership?” We then split into small, multi-stakeholder groups to reflect and offer feedback. All of the days’ notes were collected and analyzed by the School Planning and Management Team (SPMT). This feedback and generated 11 models, each reflecting a unique approach to leading a democratic school.

After several rounds of feedback and Q & A on shared google docs, the 11 models were reduced to 4.  Those 4 models were taken to staff who, during a professional development day, broke into small groups to observe the problems in school leadership each model solved, created, or failed to address.

It has been an inspiring experience to watch our staff collaboratively innovate and problem solve, week after week throughout this process. AGC’s incomparable staff boasts an average of 11+ years of experience, which is uncommon in the Chicago charter community. AGC also retains 90% of our staff year-to-year, so we must be doing something right!

What’s Next?

With this revamped leadership model, we’re now looking for progressive, innovative, and bilingual school leaders to join our team. We are exploring internal and external candidates simultaneously and accepting applications on a rolling basis.

Please share our 2018-2019 staff openings with the like-minded educators in your network!

Revised Leadership Roles, Hiring for 2018-2019

Teaching Positions, Hiring for 2018-2019

“The Day my Teacher Was Arrested” | A Teacher and Student Perspective on Studying Government

“The Day my Teacher Was Arrested” | A Teacher and Student Perspective on Studying Government

AGC’s 5th grade government unit includes an immersive experiential component that is a big hit with teachers and students. Read on to hear both perspectives.

According to Ms. Helma, a teacher:

The students experienced a democracy last Tuesday, in which they had to vote on everything.  They voted on questions like “can Cindy take a break for the bathroom?” and “should we learn Math or literacy first?” The class operated as a monarchy on Wednesday, with rulers from the same family and phrases like “please bow to the queen!” On Thursday, the class transformed into a DICTATORSHIP. Oh no! Mr. T was the dictator and those who didn’t go against him received favored treatment, including more choice time. Students knew it was a simulation and a safe word was established. Nonetheless, they were totally and enthusiastically immersed in the experience.

Half way through the day, some students ‘escaped’ and helped me organize a coup. We protested for human rights while Mr. Thompson had his students act like ‘loyal followers’ stating the Pledge of Allegiance to Mr. T.

Luckily we won, but did the students really sign up for a better deal?!

5th grade govt unit helma 3

Soon, we returned to our normal classroom routines, with a new appreciation for our leadership and collaboration. Students spent the rest of the day talking about how it felt to experience different forms of government. No students were hurt during the simulation! It was all fun and a great learning moment!

I love this class and the deep conversations we had about types of government, opinions, following, bravery, fighting for what YOU think is right! I love working on days like these! This is great teaching and motivates kids to think deeply about this topic!

According to Miguelito, a student:

“For me it was a normal partly cloudy Tuesday. I had just finished my breakfast and was getting ready to go upstairs to Mr. Thompson’s class. I was chatting with my friends when I noticed posters that really freaked me out. Here is what some of the posters said: “Big brother is watching you,” “freedom is slavery, and “war is peace.”big brother

I felt something was really different with Mr. Thompson when he started separating us into three groups by giving us different colored stickers. I thought he was grumpy because he didn’t have his coffee. We had to do different activities based on our sticker color.when it was time for recess The people who had yellow stickers had to stay inside for 20 minutes and only had 6 minutes of recess. The highest ranked people had blue stickers. I had a blue sticker. If you lost your sticker, you had to sit in a box outlined by tape to the floor. My friend got a promotion from yellow to green, but then he lost it when he shouted out.  After lunch we headed upstairs to watch  CNN 10 as usual, but he didn’t let us finish and made us do math instead. Usually we start math at 2:10 but it was only 12:05. I was so confused.

Suddenly, the security coordinator, Mr. Jose came and arrested Mr. T. out of nowhere! Then another teacher came in as the the leader of a rebellion called The Fist. We were freaking out! Then we had a trial. I was trying to take in all of this weird commotion, so I just left it to the new leader, who was taking action for freedom, which sounded better than Mr. Thompson ordering all of us around. Eventually, the new leader started ordering us around too. 

Then, it was three o’clock, and Mr. Thompson came back. We were happy when he came back because he wasn’t a mean old grumpy man anymore. He wasn’t mean anymore because the government simulation was over.

I’m just a typical 5th grader in Mr. Thompson’s class and this week we were studying government. In our government unit, we actually recreated what happens in government systems. For a whole week, we simulated different forms of government.  

For instance, the next day, we had a simulation about monarchy. Brianna was assassinated on her way to a ceremony. Then Gigi, her sister, took over leading the class, until she “died” of coffee poisoning. Then Melanie took over, but she made the boys sit on the floor. She “died” when her sisters’ ghosts haunted her. Their youngest brother, Ray took over next. He was King Ochoa the first. He made the girls clean up and do work in their math books.

After that day, it was communism, we all had the same thing and nobody was different. For instance, if there weren’t enough chairs for everyone to sit at a table we all had to sit on the floor. It made me feel a little bit bummed because my lesson spot is a chair. A lesson spot is the place where a student chooses to do their work.

Mr. T. could have use the boring old method of teaching with the stick against the chalkboard. And I don’t like that way. I mean sure we had to fill out a packet but we gained memories. And that was the end of my really weird week studying government.”


Middle Schoolers Help the Homeless and Hungry

Middle Schoolers Help the Homeless and Hungry

In every classroom at the Academy for Global Citizenship my friends and I placed a jar for donations.  Students, families, and teachers put money in this jar for a food drive.

My advisory group was taking action with a food drive. My advisory group is called “The Change Maker Advisory,” because we are a classroom of students who take action for positive change. The food drive for the Greater Chicago Food Depository helps homeless and hungry people by donating canned food as well as money. Only one dollar buys three meals which is surprising. The whole school was involved. Students, teachers, and parents brought in money or canned food.

We collected a lot of money to help homeless or hungry people.  We were excited because the people receiving the food would be very happy and fed by all of those who helped donate. This also helped us finish our first task towards participating in WE day. WE day is a day where many schools come together to stand up to fight for equality and equity. WE day is also a day to learn about our world and what is going on.

My advisory group collected donations in both of our school’s buildings. We passed out jars and boxes for food and put up posters that gave information about the food drive and the Chicago Food Depository.

On the Monday before the food drive ended, Ms. Hagen went into her classroom and noticed something seemed to be different. When she looked in her desk for the food depository money, she saw that the coins were left but the bills were all gone. The change maker advisory had a sad morning when we heard that our money has been stolen. The whole advisory was surprised. Ms. Hagen told each and every class that they about this horrible problem. Ms. Hagen was heartbroken.

The 7th graders went hunting in their backpacks for all the spare change they could find.  That day alone we raised $75 dollars and only a few days after that we raised $200.

Parents also heard about the incident and donated more and helped bring us over our goal by 100 dollars. Our community gladly raised another $200. It’s so nice to know people care and were trying to give back what was taken. This was a thoughtful action taken by the students and parents. We appreciate all  the donations that we received and were able to give to the Chicago Food Depository. This organization will make so many meals for people with all the love and kindness AGC orcas have showed.   

In total, we collected and donated 112 pounds of food and $832.81. Overall, this provided about 2,600 meals for our neighbors in need!

We are happy we were able to make a difference for the homeless and hungry people.

This blog post was written by a student serving as a brand ambassador in AGC’s after-school club “Telling our Stories.” Stay tuned for more!

My Night at the Museum

My Night at the Museum

It was a late Sunday night with over two thousand people in one place. Even after a last minute venue change, this massive number of people was not expected and thus chairs were insufficient. What was this major event? Where was this and why were there two-thousand people in attendance? If you crave the answers, continue to read.


It was the day of the Chicago Community Climate Forum. This meant that people from all different ethnicities, cultures and backgrounds congregated for one night in the city.  The Field Museum had allowed the Chicago Community Climate Forum (CCCF for short) to use the space to teach many others about many different topics. What is the CCCF you might be wondering? Well The Chicago Community Climate Forum is a gathering of civic leaders and engaged residents focused on building strong communities and taking action on climate solutions in the Chicago region.” according to the event’s invitation. I was going because I had been interviewed for a video by FREE SPIRIT MEDIA that was shown  at the event. 

When we arrived at the field museum there was easy parking and I had thought that possibly there was not going to be many people at this event. The time we got  there was about seven pm. As we went inside of the Field Museum we noticed that there was many people for all of the noise had proven us to be true and when we continued there were tables set up for registration. My mom had pre-registered my family, so we continued to settle down and put our coats away and found a spot to sit.

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When we sat down we examined the place. There were many, many people that had all joined to learn more and teach about this topic. We learned many things and had a poetry performance were they danced and taught us about air pollution and how it affects communities. Also different speakers talked about important topics such as lead in water. It was an inspirational sight seeing that many people were caring for this event and to me this was astonishing for I’ve never seen so many people in such important event. Also from what was expected to be a 200 person event ended as a 2,000 person event which by itself is amazing that we can go over and beyond expectations. With all of these people it really does makes all the news about climate change destroying the planet a lot less depressing.

Overall this was a event that gave us all more information about ways we can improve our environments and awareness to all of these problems and also teach others about it and it would be amazing if all communities and people were able to join these events for I’m sure that it would at least make an impact on our everyday lives and reshape the way we think about things.

— Joaquin V., 7th grade

This blog post was written by a student serving as a brand ambassador in AGC’s after-school club “Telling our Stories.” Stay tuned for more! 

Academy for Global Citizenship Receives Top Rating from Chicago Public Schools!

Academy for Global Citizenship Receives Top Rating from Chicago Public Schools!

Handstand Sharper (1)

AGC is thrilled to announce that we have received a Level 1+ rating from Chicago Public Schools’ School Quality Rating Program! We received the highest possible ratings for our school culture, as measured by the 5Essentials “My Voice My School” assessment,  students’ reading growth, and our ability to close the achievement gap for high-risk demographic groups, among other measures.

Our students experienced reading and math growth better than 94% and 76% of US schools, respectively, as measured by the NWEA MAP assessment. The results of our 5Essentials assessment shows that AGC is a well organized to prepare our students for success, including engaging students, families, and staff in organizational leadership.

Flip through these slides to explore some My Voice My School analysis.

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The Academy for Global Citizenship was created in 2008 by a group of idealistic young educators who sought to reimagine school based on the needs of the 21st century. AGC was inspired by two critical problems: the inequity in access to high-quality schooling, and the urgent need to prepare engaged citizens who care for the earth, their communities, and themselves. We have worked ever since to challenge what’s possible in public education.

Those of you who have followed AGC’s journey over the last 10 years have heard the story of a 23-year-old Sarah Elizabeth Ippel riding her bicycle to the board of education to demand that they join her in reimagining public education. Her proposal was all but laughed out. Would-be supporters of this movement gently suggested that this was a great model… for a different population. They suggested that she make AGC a private school. Healthy organic food, mindfulness education, and the rigorous International Baccalaureate programme, they suggested, would be a big hit in a wealthy community. These suggestions only served as fuel for the fire, and Sarah Elizabeth was even more convinced of the urgency of  bringing this model to a community that needed high-quality public schools. Sarah Elizabeth returned to that board room with increasing determination until our charter was granted.

As we look back on the last 10 years, we are inspired by the growth as much as we are by the steadiness. The role of education is to prepare young people to inherit the world. As the world changes, so must we, and therefore we often say “the only constant is change.” The soul of our school — the mission, vision, values — and the things that make us unique, have been an outstanding constant.

Recently, while cleaning out an old closet, I came across a box of papers from 2007 –flyers and grant proposals written before AGC opened. I was struck by how little has changed. We had not yet hired staff or welcome students, and yet the school that was described is the school where I work every day. Although our staff model, budget, and facilities have changed dramatically, we are still doing the same work that was detailed in that very first proposal. Students participate in daily yoga and mindfuless, eat a healthy organic breakfast, learn about the natural systems of the earth in our school garden, and collaborate on globally relevant issues in their International Baccalaureate units of inquiry.

For AGC, reaching Level 1+ status is evidence of the incredible things that are possible in public education. This is proof that developing mindful global citizens can be a means to, and not a distraction from, excellence in education.

We have said for years that it is hard to quantify why we feel AGC is such a fantastic place for kids to learn, because the effect doesn’t always show immediately in a standardized score. There are so many factors in making this place special – mindfulness, passion for social justice and taking action, environmentalism, sustainability and asking ever so many questions. Our staff works so hard to meet every student where they are and think about them as a whole person. How do you measure all that? In the immortal words of Trey Thompson, ‘We are not a number!’ However, it is nice when the number you are assigned matches what we all know – AGC is the place to be.” – Internal Memo

To everyone who has contributed to making AGC what it is, thank you.

To everyone else — we want you to join us. Join us in this movement to reimagine education. Support a community that believes the impossible is possible. Come help us transform children into leaders, scholars into innovators, and classrooms into communities.

Click below to get involved:






What Does Peace Mean to You?

What Does Peace Mean to You?


Tomorrow, AGC’s community will come together once again for a Peace Parade through our neighborhood to celebrate International Peace Day. Click here to read about last year’s Peace Parade in a student article published on Education Post.

Our Third graders at the Academy for Global Citizenship have been helping to plan this event. They have been putting various communication skills into practice to understand and celebrate peace.  Our Third graders are in the middle of a six week study on communication as a tool to connect and impact the world around them.  The classes have been immersed in discussions and explorations of verbal and nonverbal communication, human innovations in communication, as well as expressing themselves through symbols and various written languages.  Throughout the day, teachers model and provide opportunities for students to develop a common understanding of the skills needed to be an effective communicator.

A goal for each unit in the IB Primary Years Program is for students to take some kind of action, whether small or large, local or global. This gives students a purpose in exercising what they have learned and helps to develop leaders looking to stand up for change and make an impact.  The third grade has taken on the task of planning a peace celebration at AGC in honor of the UN’s International Day of Peace on Thursday September 21, 2017.  They are planning an assembly, a march with chants and signs throughout the neighborhood and some appreciation circles to spread peace in our own school community.

To start the conversation and to put their listening, writing and speaking skills to practice, students were tasked with conducting “man on the street” interviews.  Students, visitors and staff were all asked the question: “What does peace mean to you?” They recorded and transcribed these quotes and took photos that represent peace to them and are eager to share these reports across AGC’s social media in a “peaceful” takeover of school communication with the world at large.

“What Does Peace Mean to You?”
“I think peace means everybody agrees with each other and nobody
fights with each other. You can have disagreements but instead of
fighting you can talk it out with people. You shouldent hurt other
people.” -Delilah, seventh grade
Peace means to me evrything and evryone gets along and evry one
appreciates each other and nobody means aney harm to each other.
Evreybody has agreements and disagreements but it also ends up not
harsh.” -Lucy, seventh grade
Peace to me feels like when I’m free to do what I like to do and I
also feel safe in doing it.” -Patrick, international visitor
Peace means respect from one person to another, respect towards the
things that everybody has, respect to every bodys beliefs.” -Mr. Bryan
Soto, wellness teacher
“It means that everyone can be calm and no more fighting.” -Valentina, first grade
“To me peace means you get to be free and give the same respect to
everyone else and how you want to be treated. And it means to be calm
and keep the peace.” -Bella, fifth grade

Peace means to be kind to each other or you are being kind to the
world.” -Sofia, fifth grade

Peace means that the country should be free and that everyone should
be welcome.” -Violeta, fifth grade
“I think peace means everyone being with each other and no
discrimination. That means where no one is being rude to each other.”
Mimi, sixth grade
Peace means to me a happy, joyful feeling.  People being together in harmony and helping each other.”
-Richie, sixth grade
“Paz significa para mi no hay nada malo tambien no pelear con alguien.
Siempre estar feliz y tener emaptia. Tambien solo ayundando a las
personas y tambien respetarlos, no enorjarte con ellos y si te enojas
can ellos hace una estrategia.” – Angel, fifth grade dual language
Peace means being helpful and stuff and not polluting or anything.
It means being nice and not doing bad stuff.” -Oscar, fifth grade
Peace means no wars, no violence.  Peace means friendship.” -Judas,
sixth grade

AGC Wellness Program Shared as Best Practice by Illinois State Board of Education

AGC Wellness Program Shared as Best Practice by Illinois State Board of Education

We are thrilled to announce a collaboration with the Illinois State Board of Education (ISBE) the Illinois Principals Association and the Education Leaders Network. INCS selected AGC from among Illinois charter schools as a prime example of innovation and what is possible in education. ISBE is helping to share AGC’s innovative approach to whole-child wellness by hosting best-practice workshops with school leaders and developing a webinar which will reach thousands through the Education Leaders Network and ISBE.

Hear from AGC’s phenomenal teachers and students in this video, which shines a light on our unique approach to whole child education through the Wellness Wheel:

Implementing Educational Innovation from ISBE Video on Vimeo.

Our wellness program is just one example of innovation in action at AGC. As a laboratory of innovation in education, AGC shares this work open-source through initiatives like this collaboration with the Illinois State Board of Education. Through this unique vision of scale, including a School Sustainability Handbook and 100% Organic school food pilot, AGC has impacted over 950,000 students around the world. As a Chicago public charter school, AGC relies on philanthropy for 25% of our operating budget, and we needs your help to continue to share best practices open-source.

Click here to make a one-time or recurring gift to support innovation in action at AGC.

AGC and the Lonely Whale Foundation Panel at Soho House

AGC and the Lonely Whale Foundation Panel at Soho House


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Dr. Liszt with Shedd’s Bridget Couglin and Hip Hop Caucus’s Liz Havstad.


This weekend, our friends at the Lonely Whale Foundation invited Dr. Amy Liszt to speak on a panel about sustainability and urban communities. To a packed house in the Music Room at Soho House

The panel featured Bridget Coughlin from the Shedd Aquarium, Leslie Pappas from The Common Ground Foundation, Jessica Yagan from Impact Engine, and Liz Havstad from the Hip Hop Caucus alongside AGC’s Dr. Amy Liszt. Emma Riley, of the Lonely Whale Foundation, who led the conversation didn’t intend to curate an all-female panel but the celebrated the coincidence nonetheless. Lonely Whale Foundation co-founder and AGC advocate Adrian Grenier introduced the event remotely, as he is in Bali working on ocean advocacy.

The discussion focused largely on the importance of fostering environmental stewardship within communities through schools, youth organizations, and community organizing groups. Ms. Havstad, of the Hip Hop Caucus, discussed the particular relevance of environmental issues within marginalized communities, reminding the audience that Flint, Michigan is still without safe drinking water, over a year after AGC families organized to send bottled water to Michigan.

We are grateful to the Lonely Whale Foundation for including us amongst such an inspiring group of leaders! We are honored to partner with the foundation on a dual-language marine science curriculum for K-5th grade.

Click here to learn about the Lonely Whale’s advocacy initiatives, including a campaign to remove 500 million straws from our ocean in 2017. 

AGC 7th Grader Selected as Youth Ambassador for Women’s March on Washington, Profiled in Local and National Press

AGC 7th Grader Selected as Youth Ambassador for Women’s March on Washington, Profiled in Local and National Press


7th grader Cora Haworth, 13, was selected to serve as a youth ambassador for the Women’s March on Washington this weekend. She will be joined by her sister, in 6th grade, her mother, and her grandmother, as well as many of her teachers, and AGC board members.

Cora was among a small group of teenagers selected from 300 applicants to serve as official advocates for the march, taking place this Saturday in Washington DC. For her application, Cora wrote an essay about what it means to her to be an advocate for causes in her community and beyond. She has been civically engaged “since she was a baby,” says her mother, Tricia Fitzgerald.

Click here to watch a profile of Cora and her mother on NBC 5. 

In this role, Cora will be a representative within the student body for the march. This week, she is visiting classrooms to educate students about the march and the power of their voice. She will continue to encourage youth advocacy and share her experiences after the march. Cora and her family will ride 10 hours each way on a bus this weekend with other advocates to attend the march.

The Haworths are used to a long commute. Since 2010, Cora and her three siblings have traveled to AGC every day from Beverly, spending as much as two hours in transit to attend a school that shares their commitment to civic engagement.  AGC’s mission is to develop mindful leaders who take action now and in the future to positively impact their communities and the world beyond. Students are given opportunities to practice civic engagement and advocacy throughout AGC’s interdisciplinary International Baccalaureate inquiry program.

We are humbled and inspired to see the mission of AGC shine through students like Cora. Click to read about Christina, Martha, and Katie, just a few of the AGC Middle Schoolers who have used their voice for good this year. If you know a Middle Schooler or Elementary schooler who would be a good fit for AGC, direct them to our admissions page. AGC is a tuition-free, open enrollment public charter school.


We are particularly excited to share this news so soon after Martin Luther King day. For all of us at AGC, MLK day is a time to reflect on our individual and collective responsibility to be advocates for good. As Dr. King said, “Human progress is neither automatic nor inevitable.”

Read about Cora on DNA Info and Teen Vogue here.

CLICK HERE to watch Cora, Tricia, and AGC’s Aaron Fischer on NBC 5. 

[Consider a donation to help AGC support the next generation of mindful leaders.]

AGC Open House on January 21st | Casa Abierta el 21 de enero

AGC Open House on January 21st | Casa Abierta el 21 de enero

AGC is enrolling students for the 2017-2018 school year in grades K-8. We particularly encourage students enrolling in grades 3-8 to attend our open house on January 21 and shadow day on February 3rd.

As an open-enrollment Chicago public charter school, AGC provides an opportunity for students across the city to access a tuition-free authorized International Baccalaureate program focused on the growth of the whole child.



The Academy for Global Citizenship is an innovative Chicago Public Charter School, located on the Southwest side of Chicago. Our mission is to empower all students to positively impact the community and world beyond. In pursuit of this mission, AGC is committed to:

  Serving the whole child

  Modeling academic excellence

  Developing inquirers

  Cultivating international awareness

  Fostering environmental stewardship

  Facilitating collaboration within the community

An AGC education extends beyond a solid academic foundation. Organic, nutritionally balanced meals, daily yoga, gardening, wellness instruction and ecologically sustainable practices throughout the school encourage learners to develop healthy and sustainable lifestyles for themselves. Ultimately, the Academy for Global Citizenship engages the whole child in an enriching educational community focused on fostering academic excellence, international awareness, and environmental stewardship.


Saturday, January 21, 2017

K-2nd Grade: 10:00 a.m. – 11:30 a.m.

3-8th Grade: 11:30 a.m. – 12:30pm.

Prospective students and families are encouraged to get to know the Academy for Global Citizenship at our Open House. Visit us on Saturday, January 21, 2017, between 10:00 a.m. and 11:30 a.m. at the 47th St. Campus. The Open House will begin with guided tours at the 47th building, which houses our Kindergarten to Second grade. There will be an Admissions presentation from 10:15 a.m.-11:15 a.m. We encourage all grade levels to attend the Admissions Presentation. The presentation will include a general overview of the International Bachelorette curriculum with a focus on our Dual Language program, as well as testimonials from some of AGC’s current students, parents, and faculty. The Open House continues with a tour of our Annex campus for 3-8th-grade from 11:30 a.m. – 12:30 p.m.

Attending an Open House provides families with an opportunity to learn all about our school community. Families will meet AGC’s faculty, parents, and students. Representatives from AGC’s student council and AGC’s Community Council will be available to answer questions.



La Academia para la Ciudadanía Global
Sábado, 21 de Enero de 2017
Presentación sobre la escuela y admisiones:
10:00 a.m. -11:30 a.m. en 4647 W. 47th St. (K-2nd grado edificio)
Tour de edificio para grados 3 – 8: 11:30-12:30 en 4941 w. 46 St., Chicago, IL 60632

Todas las familias interesadas en matricular su hijo o higa pueden asistir a la casa abierta. El único requisito es vivir en la ciudad de Chicago y tener 5 años antes de 1 de Septiembre para Kindergarten.

Por favor marque su calendario!

Este evento es una oportunidad maravillosa para aprender acerca de nuestra escuela desde la perspectiva de nuestros maestros, padres y alumnos.
Familias y estudiantes de
Familias Prospectivas están invitadas el SÁBADO 21 de Enero

Se anima a conocer a la Academia para la ciudadanía Global en una casa abierta

Visítenos en sábado, 21 de enero de 2017, entre 10:00 a 11:30 en el 47th St. Campus. La casa abierta incluye una presentación de 10:00-11:15 La casa abierta continúa en nuestro campus de anexo, el 3-8 º grado del edificio, con una visita guiada de los alumnos.

La casa abierta comenzará con visitas guiadas el 47, en el edificio para nuestro Kindergarten a segundo grado. Animamos a todos los niveles para asistir a la presentación de la admisión. La presentación incluirá una descripción general del plan de estudios El Bachillerato Internacional, el programa de lenguaje Dual, así como testimonios de algunos de los estudiantes actuales de AGC.
Asistir a un Open House ofrece la oportunidad de aprender todo acerca de nuestra comunidad escolar de la perspectiva de: maestras, padres y estudiantes. Representantes del Consejo de estudiantes de AGC y comunidad Consejo de AGC estará disponibles para responder preguntas.

FAVOR de llamar a Maribel Mares 773-582-1100 Ext. 10
o mandar correo electrónico:

3rd – 8th Grade Shadow Day
Friday, February 3, 2017
7:30 a.m. – 3:45 p.m.

Register by January 27, 2017

What occurs on a shadow day?
• On February 3, CPS students do not have school however, classes will be in session for AGC students. Any student in 3-8th grade who is interested in learning more about AGC, is invited to “shadow” an AGC student throughout his or her day of classes and get a feel for the academic and social aspects of the Academy for Global Citizenship.  Experience why AGC is a great place to be!

Who can shadow at AGC?
•We encourage 3 -8 grade students to spend the day at AGC.

How do I schedule a shadow day?
Click here to register or E-mail: or call Ms. Mares at 773-582-1100 Ext. 10 by January 27, 2017 to schedule your visit.  It is important to let us know that you are coming so that we can plan accordingly for cafeteria meals. Shadows must register by January 27 to attend.

Can my child attend for half a day?

Yes, we can schedule your student for half a day from 7:30 a.m. – 11:45 p.m. Please let Ms. Mares know at the time of registration.

Whom will I shadow during my visit to AGC?
•Our goal is to help you have the best day possible.  Your host for the day will be a student at the same grade level. Know a current AGC student you would like to shadow?  We will make every effort to accommodate your request.

Where and when should I arrive?
•Please use the entrance on the west side of the building between 7:30-7:45 a.m.  A faculty member will meet you and introduce you to your AGC host. School begins at 7:45 a.m. with shadow pick up starting from 3:30-3:45 p.m.  Please arrange for pick up at the main office at the conclusion of the school day. If you are interested in a half day, please let Ms. Mares know.

What should I wear?
For non-AGC students it is a casual dress day:
– No offensive writing on the shirts which must cover the midriff and be long enough to be tucked in,
– No tank tops or frayed, tattered or torn clothing
– Gym shoes are preferred.
– Please wear appropriate outerwear, as students may go outside for recess.

Will my child need to bring or pay for lunch?
•You need not bring anything with you for the day.  AGC will provide our visitors with breakfast, lunch, and snack.


Viernes 3 de Febrero. Este día no hay escuela en las escuelas publicas de Chicago. Pero AGC si va tener clases en sesión.

¿Que ocurre en un día de sombra?

  • Estudiantes en 3-8 º grado que está interesado en aprender más acerca de AGC, estan invitados hacer “sombra” – seguir un estudiante de AGC a lo largo de su día de clases y tener una idea de los aspectos académicos y sociales de la Academia para la Ciudadanía Global. AGC es un gran lugar para estudiar!

¿Quien puede asistir en este dia?

  • Solamente estudiantes de 3- 8 Grado para pasar el día en el AGC.

¿Cómo programo un día de sombra?
• Se puede mandar correo electrónico: o llamada Sra. Mares en 773-582-1100 Ext. 10  antes de 27 de enero de 2017 para planificar su visita. Es importante que sepamos que viene para que podemos planificar para las comidas de la cafetería. Los visitantes deben registrarse por el 27 de enero para asistir. 

Puede mi hijo asistir a medio día?
Sí, podemos programar medio día, desde las 7:30 a.m. – 11:45 p.m. por favor deje la Sra. Mares saber en el momento de registrar.

¿Cuál estudiante va acompañar mi hijo durante la visita a AGC?
•Nuestro objetivo es ayudarle a tener el mejor día posible. Su anfitrión para el día será un estudiante del mismo nivel de grado. ¿Si usted conoce a un estudiante de la AGC, haremos todo lo posible para atender su solicitud.

Dónde y cuándo debo llegar?

•Utilice la entrada en el lado oeste del edificio entre 7:30-7:45 a.m. un miembro de la facultad se reunirá con usted y presentarle el estudiante. La escuela empieza a las 7:45 a.m. Favor de recoger su hijo a partir de las 3:30-3:45 p.m. en la oficina principal. Si usted está interesado en la mitad de un día, favor de avisar la Sra. Mares.

¿Qué debo llevar?

Para estudiantes visitantes la vestimenta es casual:
– ningún ataque ofensivo escrito en las camisetas que debe cubrir el diafragma y ser lo suficientemente largo para ser metido,
– Sin depósito tops o deshilachado, andrajos o prendas desgarradas
– Gimnasio zapatos son preferibles.
– Por favor, llevar ropa de abrigo, ya que los estudiantes podrán ir fuera para el receso.

¿Necesitará mi hijo a traer o a pagar el almuerzo?

  • También no necesita traer nada con usted para el día. AGC que nuestros visitantes disfruten de desayuno, almuerzo y merienda.