CPS Teacher Residency Graduate Edward Gardner IV Celebrates New Career as Full-time Teacher
October 6, 2026 — After working for years as a special education classroom assistant, Edward Gardner IV graduated from the Chicago Public Schools (CPS) Teacher Residency program in June 2026 and has already found a home as a licensed special education teacher at Burnham Math and Science Academy in Chicago this academic year. His story is part of CPS’s broader investment in educator talent pipelines, which have helped reduce special education teacher vacancies while providing aspiring educators with financial support and hands-on experience.
NCTR spoke with Gardner about his residency experience and how it has transformed his life.
1) How did you find out about the CPS Teacher Residency Program, and why did you decide to take part in the program?
I first learned about the CPS Teacher Residency Program years before I actually applied. Recruiters came to my former workplace, Libby Elementary and Middle School, and my principal at the time, Mrs. Knox, introduced me to one of them. We had a great conversation about the program, and that seed was planted. However, I didn’t take the leap until God gave me an unmistakable push out of the blue in 2024. I hadn’t planned on applying that morning—I was simply cleaning out my inbox when I saw an email stating that applications were open. Before I could even second-guess myself, a few clicks later, my application was submitted. It felt almost unconscious until the email arrived confirming I was approved for the first interview. It immediately brought my grandmother’s words to mind: “You wanna make God laugh? Tell him your plans.” I decided to take part in the program because I realized my purpose was calling me to step fully into my growth as an educator. Since stepping onto this path, it has been a blur of deep commitment, hard work, and dedication—all carried by a whole lot of God’s grace and mercy.
2) Before beginning the program, what occupational role(s) did you hold?
Wow, where should I begin? My professional path spans customer service, higher education support, special education, and over a decade of youth athletic coaching across Chicago. My work life began in high school as part of the opening team at the Navy Pier McDonald’s, and continued during my time at Southern Illinois University Carbondale (SIUC), where I worked in Campus Mail and the Division of Continuing Education. The true turning point in my career came in February 2005 when I stepped into the YMCA after-school program as a Youth Enrichment Instructor at Arthur A. Libby School. That experience sparked my passion for working with diverse learners and launched my path toward special education. After two years in that role, I was hired as a Special Education Classroom Assistant (SECA II) at Libby. Beyond classroom instruction, I committed myself to holistic student development by coaching middle school basketball and softball, as well as serving as a mentor for PBIM (Positive Bold Intelligent Males). My dedication to youth development extends deep into the Chicago sports community. I have coached youth football with the Chicago Park District Junior Bears program at Lindblom Park and the Chicago Blitz in the Chicago Metro League. Currently, I am entering my fifth season as a High School football and basketball coach at Perspectives Leadership Academy. Every role I have held—from SECA to coach—has grounded me in student advocacy, structured mentorship, and community leadership.
3) How would you describe your teacher residency experience? What was the most beneficial part of the program that prepared you for your own classroom?
My residency experience was truly transformative. In the beginning, I had to pause and ask myself, “Are you really going back to school after all this time? Is this what you want to do?” But deep down, I knew it was my time and my calling. Going through the program alongside an incredible cohort made all the difference—we leaned on each other, kept each other motivated, and celebrated every “Glow and Grow” along the way. The most beneficial part of the program was how it bridged my prior hands-on experience in special education with the crucial “behind-the-scenes” work required of a lead teacher.
I came into the residency with years of practical classroom experience, but those two years connected all the dots. The coursework provided real-life tools for embedding targeted accommodations and modifications across all subjects, while my student teaching taught me how to systematically analyze data, create flexible instructional groups, and collaborate effectively with general education colleagues. The program took my existing foundation in special education and gave me the data-driven framework, instructional design skills, and confidence I needed to step into my own classroom as a lead educator
4) Where are you currently teaching, and what grade level(s)? Describe your school and classroom.
I currently teach at Burnham Math and Science Academy as the Intermediate Cluster Special Education Teacher, serving 3rd through 5th-grade students with severe and profound needs. Because this is a brand-new cluster program at Burnham, my classroom is a freshly established, vibrant learning space. Between the new furniture and core supplies provided by the Board and a successfully funded DonorsChoose project I created, we have built a fully equipped, structured, and welcoming environment tailored to our students’ learning, physical, and sensory needs. My path to Burnham was a true journey of faith and perseverance. After interviewing with 15 to 20 schools through career fairs and phone calls, I spent weeks praying for an offer before summer arrived so I wouldn’t spend the break in limbo about my future. When Burnham reached out for a virtual interview, I remember quickly grabbing a collared shirt from my clerk, Mrs. Mailey-Philpot, just to look presentable on camera! The meeting went wonderfully—the administrative team truly valued my story, my background, and my philosophy on mentoring both the minds and hearts of our students. When they offered me the position, I took time to pray and seek counsel from my little sister Venice, my cousin Ashley, my uncle Dr. Richard Gardner Sr., and my CPS special education recruiter, Hope. They all echoed the exact same truth: “You asked God to provide you with an offer before summer, and it’s closer to home. What else are you looking for?” I called Burnham back immediately to accept.
Being at Burnham has been a genuine blessing. Principal Freeman, Assistant Principal Smith, and Case Manager Moore-Dade have been incredibly welcoming and helpful as I settle in. The entire staff is wonderful—especially my assigned mentor teacher, Mrs. Norton, who constantly checks in and answers all my questions with patience (I know I must feel like a bug at this point, lol!). To top off this journey, the Chicago Tribune featured my story and path to becoming a certified special education teacher on their front page. Supported by my family, friends, and colleagues, I am deeply grateful for God’s grace and mercy; and the opportunity to serve my students every day.
5) What does it mean to you to now be a full-time teacher?
To say it’s a dream come true might sound like a common answer, but for me, it is the absolute truth. Being a full-time teacher means carrying a purpose-driven responsibility—one I refuse to take for granted. I still remember graduation day: pulling up to the ceremony, walking into the room alongside my peers, and feeling the electric energy in the air. We all felt the joy and weight of knowing what we had accomplished and everything it took to reach that point. Now that I am living this dream, I don’t take a single lesson plan, conversation, practice, or mentorship moment lightly.
To me, being a full-time teacher means being a symbol of hope and excellence for my students. I want to be a shining light for every child who desires something greater for their life and future. Every day, I get to pass on a message of boundless potential to our young scholars: The world is your stage. Now go star in it.
6) Who or what do you credit for becoming a full-time teacher?
First and foremost, I credit God for allowing me to discover my passion and destiny at such a young age. My purpose crystallized the moment I watched Morgan Freeman portray Mr. Joe Clark in “Lean on Me.” Seeing that story made me realize I wanted to have that same transformative effect on children’s lives. I also credit the unbreakable support system that shaped me:
- My Parents (who are no longer with me): For instilling the value of education in me and constantly reminding me to always do my best because I was the best.
- My Grandmothers: For giving me a solid foundation of faith and always grounding me in love, reminding me that I am a beautiful Black child of God.
- My Family: For standing by my side through it all—from the big-headed kid who believed he could do anything, to the man standing before our young scholars today.
- The CPS Teacher Residency Program: For providing the avenue and support for me to accomplish what was always meant for me.
