National Assistant Principals Week (April 6-10, 2026) is an annual celebration recognizing the dedication and hard work of the education leaders who play a crucial role in supporting teachers, motivating students, assisting principals, and fostering positive learning environments in schools. The Surge Institute is highlighting some of the many assistant principals within our network who are creating sustainable impact in their communities. This week, we celebrate Dr. Candace Anderson-Matchem. 

The Virtual Academy (TVA) of Chicago Public Schools is much like any other small school, with more than 200 students, two dozen teachers, two dozen support staff, six teacher leaders, and several administrators. It has a set curriculum and schedule. All the things you’d expect. There’s only one major distinction: No building. Everything is virtual.

As the founding assistant principal of TVA, Dr. Candace Anderson-Matchem (TLC25) is charged with helping to create a meaningful, inclusive, and effective learning experience for students whose needs stretch beyond the capacities of traditional learning environments. Initially intended to serve medically fragile students, TVA has expanded its scope to also educate students with mental health issues, their siblings, and unique circumstances, ultimately broadening to any medical or health situation preventing success in traditional settings.

For Candace, this has meant designing original systems and structures that can offer community, collaboration, and clear avenues of communication for students and staff alike, and evolving the systems as new needs arise. 

“I have a deep belief that when children feel welcomed, and they feel a connection to their school community, they will thrive,” Candace says. “I focus heavily on making sure we model what we want to see. That we exhibit courteous behavior toward all. That we are not committing subtle acts of exclusion. That we are making every child feel welcome in our community.” 

Candace is extremely proud of establishing in-person traditions that most virtual students don’t get to experience – those that make them feel like kids in typical brick-and-mortar schools. Photo day, an annual field day, a spring festival, and a matriculation ceremony have all been met with excitement. 

“Being in this space has allowed me to help hundreds, probably thousands of students and families,” she says. “I have had parents in tears, thanking me for creating in-person experiences that give their child a sense of normalcy. Simple things have a significant impact on our school community. I have heard so many parents say, ‘My child has never taken a school picture, and they are in seventh grade. This is their first set of school pictures.’ These moments matter, and every child deserves to have those memories captured as part of their school experience.”

Candace has also learned the importance of personal communication with staff in a fully virtual environment. 

“We don’t see each other throughout the day. There is no copy room. There is no teacher's lounge. When you focus on building trust in this environment, you have to be very strategic and intentional. You must speak in a way that conveys empathy. You must be transparent. You’re gonna need to build a relationship to create accountability.”

She credits her experience with the Surge Institute’s Black Principals Network, and her participation in The Leadership Collaborative (TLC), with helping her feel more confident and connected as a leader, and finding new ways to impact the systems she engages. 

“Surge is like family. I absolutely love them. I love all of them. They really poured into our cohort and made us feel what many of us were missing. And that's that sense of validity and belonging. They affirmed our brilliance… And they helped me to realize things that I didn't see in myself. All of this informs the work I’m doing now.” 

The Surge Institute is grateful for leaders like Candace, who are building authentic community, no matter the kind of space. 

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