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The CTU Quest Center values your input. Help us to determine the categories of professional learning opportunities that meet your professional development needs. We will analyze the data to determine the courses, workshops and study groups CTU membership would like the Quest Center to provide during this school year so we can plan accordingly.

For more information contact Theresa Insalaco-DeCicco at 312-329-6270 or TheresaInsalaco-DeCicco@ctulocal1.com

Thank you for your input!

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Current Professional Development Offerings

For more information contact Deborah Pazera at (312) 329-6271 or deborahpazera@ctulocal1.com

To register, click on any of the links in the Professional Development Opportunities listed below


  2015 First Semester Professional Development

This professional development series, for currently practicing K – 12th grade teachers, examines the research that addresses the importance of family and community involvement in teaching and its impact on student learning. The four sessions focus on the effect family/community/teacher collaboration has on dropout rates, motivation, and students seeking higher education. Participants will learn about the framework for 6 Types of Family/Community Involvement (Parenting, Communicating, Volunteering, Learning at Home, Decision-Making, and Collaboration) and how to utilize it in their practice. Attendees will learn how and why to involve family members (and guardians and caregivers) as partners with both school and home-based activities (i.e. interactive homework, dialogue journaling, etc.); how to break the barriers that hinder family and community involvement in school; strategies for 2-way communication with families to advance student learning; and why and how to be responsive to families and their cultures and needs. Teachers also learn to effectively engage more community stakeholders in their instruction, how and where to seek community resources, and best make use of them. This series is aligned with the CPS Framework for Teaching Components 4c and 4d. Instructor: Walter Taylor, NBCT

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Dates: Saturdays and Sundays, 9/26, 9/27 and 11/14, 11/15

Time: 10:00 AM - 2:00 PM

This course begins by setting a foundation of understanding around the definition of Close Reading, its origins, and its historical and current implications in the field of education. The course addresses instructional approaches such as scaffolding and tiered instruction to ensure students understand and know when to apply the process of Close Reading for comprehending what they have read. Participants will be required to implement instructional strategies in their own classrooms between sessions to teach their students how to closely read complex text. Attendees will then analyze and reflect upon their students’ performance to determine the effectiveness of their Close Read instruction. Participants will also learn how to implement Close Talk and Close Listening to address students with diverse learning needs, English Learners, and students who are still learning to read.

Additional topics address expectations and misconceptions about Close Reading, and how to advocate for planning pedagogically sound instruction and implementation of the Close Read. This offering is designed to directly align with Common Core English Language Arts Anchor Standard 1 and its instructional implications for general education and content area classrooms. This course is appropriate for currently practicing K-12 teachers of all content areas who incorporate literacy skills into their instruction. The offering aligns to the CPS Framework for Teaching Components 1a, 1b, 1c, 1d, 3a, 3b, 3c, 3e, and 4d. Instructor: Theresa Insalaco-DeCicco, M.Ed., NBCT

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Dates: Wednesdays - 9/30, 10/7, 10/14, 10/21, 10/28, 11/4

Time 5:15 PM - 8:45 PM

This professional development session, for currently practicing K – 12th grade teachers, addresses differences in students’ attention, memory, language, neuromotor function, social cognition, temporal-sequential ordering, spatial ordering, and higher order cognition, and shows how strengths and challenges in these areas can affect a child’s success in writing, reading, math, communicating, understanding, organization, feelings, and behavior. This session offers tools and strategies teachers can use to apply brain-based learning theory to differentiate their instruction, increase student engagement, create multisensory lessons, and enrich the inclusive learning environment. This professional learning opportunity is aligned to the CPS Framework for Teaching Components 1b, 1d, 3a, 3b, 3c, 3e, and 4d. Instructor: Michael P. Moriarty, NBCT

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Date:Saturday, October 3, 2015

Time: 9:00 AM - 4:30 PM

In this course, currently practicing 6th through 12th grade teachers will learn new ways to support struggling adolescent readers through multimodal exploration of the causes that lead to struggling readers; engagement in gathering and interpreting multiple points of data to determine the differentiated needs of struggling readers; practice designing and facilitating CCSS aligned lessons; and strategies and procedures that support the achievement of struggling readers. Through a teacher-as-student model, participants will engage in the five strands of literacy (i.e. reading, writing, listening, speaking, and viewing) and in individual, small-group, and whole-class activities that showcase best practices in middle and high school reading instruction. This course is aligned to the CPS Framework for Teaching Components 1a, 1b, 1c, 1d, 3a, 3b, 3c, 3d, 3e, 4a, 4b, and 4d. Instructor: Deidre Habetler, NBCT

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Dates: Mondays, 10/5, 10/19, 10/26, 11/2, 11/9, 11/16, 11/23, 11/30, 12/7, and 12/14

Time:  5:15 - 8:45 PM

This course provides currently practicing K - 6th grade teachers of mathematics and/or science with a deep understanding of lesson design that engages students in mathematical reasoning and integrates STEM (Science, Technology, Engineering, and Mathematics) practices. Students who can ‘think mathematically’ will learn to make sense of, and persevere through, authentic problems by utilizing the NGSS science, technology, and engineering practices to arrive at applicable solutions. The course will be driven by the Common Core State Standards for Mathematics (K - 6th content standards and the 8 standards for Mathematical Practice) and the Next Generation Science and Engineering Practice Standards. Participants will learn to integrate science and mathematics instruction, teach binary coding, and develop a project-based lesson for their elementary classrooms. Attendees will learn to teach students how to use hands-on tools (such as a compass and protractor) to construct diagrams, and use manipulatives (such as algebra tiles and geoboards) to model mathematical situations. This course will support active K – 6th grade teachers of mathematics and/or science in developing STEM proficient students who know how to question and investigate problems by ‘thinking mathematically.’ This course is aligned to the CPS Framework for Teaching, Components 1a, 1c, 1d, 3c, and 4d.

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Dates: Mondays - 10/5, 10/19, 10/26, 11/2, 11/9, 11/16, 11/23, 11/30, 12/7, and 12/14

Time:  5:00 PM - 8:30 PM

In this course, currently practicing K-12th grade teachers will learn new ways to effectively manage a classroom through student engagement, motivation, collaboration and differentiation practices. Class participants will read articles, view videos, and engage in individual, small-group, and collaborative activities that showcase “best practices” associated with effective classroom management. Teachers will learn to enhance their ability to manage time, promote positive behavior, motivate students, plan classroom procedures, and maintain self-reflective practice. Attendees will develop effective professional habits of mind: collaboration, leadership and reflection. This course is aligned to the CPS Framework for Teaching Components 2a, 2b, 2c, 2d, 4a and 4d. Instructor: Walter Taylor, NBCT

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Dates:  Tuesdays - 10/6, 10/13, 10/20, 10/27, 11/3, 11/10, 11/17, 11/24, 12/1, 12/8, 2015

Time:  5:15 - 8:45 PM

In this course, participants will develop teaching strategies and materials that capture students’ individual interests and effectively address the academic, social, emotional, and behavioral needs of the 21st century learner. Issues as to why students become discouraged and how to engage and encourage them are explored. Attendees will use “best practice” research to identify and diagnose the barriers that interfere with the discouraged student’s productive engagement in the teaching and learning environment. This offering provides opportunities for currently practicing Pre-K through 12th grade teachers to reflect on their current instructional practice and try new techniques and strategies in their own classrooms between sessions. Participants develop and apply an instructional action plan in their own classroom settings, using research-based methods, materials, and assessments to support their discouraged, unmotivated, and unproductive students. This course is aligned to the CPS Framework for Teaching Components 1a, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 3a, 3b, 3c, 3d, 3e, 4c, and 4d.

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Dates: Tuesdays, 10/6, 10/13, 10/20, 10/27, 11/3, 11/10, 11/17, 11/24, 12/1, 12/8, 12/15, 2015, 1/5, 1/12, and 1/19, 2016

Time: 5:15 PM - 8:45 PM

To register for ALL SESSIONS click image above

This course addresses implementation of authentic, timely, and embedded technology use for all practicing K-8th grade classroom teachers.  Participants study current technology instruction and its communicative, collaborative, and creative aspects.  They analyze and create timely appropriate formative and summative assessment tools, and digital writing avenues and products.  Attendees produce learning activities and assessments using embedded technology, analyze how to implement in a classroom setting, and reflect on their practice, instruction, and implementation of effective technology integration.  During these Bring Your Own Device (BYOD) sessions, teachers explore and plan the use of technology-based activities and multimedia in support of the Common Core State Standards and the CPS Framework for Teaching Components: 1a, 1d, 1e, 2c, 3a, 3b, 3e, and 4d. Instructor: Michelle Nash, NBCT

Click below to register for individual sessions:

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Dates:  Tuesdays - 10/6, 10/13, 10/20, 10/27, 11/3

Time:  5:00 - 8:30 PM

This learning series, open to all currently practicing Pre-K through 12th grade CPS teachers, focuses on the CPS Framework for Teaching Domains 1 and 3 with Critical Attributes.

Participants will:

  • analyze the criteria for each component and element in these domains,
  • determine strategies, techniques, and practices aligned to ‘Distinguished’ level practice,
  • learn how to write clear, concise, and developmentally appropriate learning objectives aligned to standards,
  • plan for instruction in disciplinary literacy and make connections with other related disciplines,
  • create lessons that address cultural heritage and background knowledge of students, language proficiency levels, interests, strengths, and challenges, varied learning styles and multiple
  • scaffold instruction,
  • learn how to use assessment results to adjust instruction,
  • design surveys, questionnaires, and parent volunteer request forms to gather knowledge of students,
  • create learning tasks and formative assessments,
  • select complex texts, materials, and resources,
  • learn how to group students to provide access for all, and
  • plan and provide students with effective feedback for the improvement of student learning.

Class collaboration, group projects, and homework are required components of this course. All resources and materials from this course can be added to teachers’ professional development binder as evidence for addressing Component 4d of the CPS Framework for Teaching. Instructor: Theresa Insalaco-DeCicco, M. Ed, NBCT

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Dates: Tuesdays - 10/13, 10/20, 10/27, 11/3, 11/10, 11/17, 11/24, 12/1, 12/8, and 12/15


Time: 5:15 PM - 8:45 PM

This professional development offering is designed to support K - 12th grade teachers and school support staff in building a positive learning environment by developing healthy and nurturing relationships with their students and, as a result, begin to lessen the amount of detentions, suspensions and expulsions in their schools. Attendees will learn what restorative practices are and are not, and will also learn the historical context of restorative practice. Participants will analyze videos, articles and their own and each other’s teaching to determine why and how to integrate restorative practices such as reflective bell ringers, check ins/check outs, and mediation, into their teaching. Attendees will directly engage in the practices of restoration: classroom community building, talking circles, restorative conversation, peer conferences, and conflict and healing circles. This workshop will support teachers in further cultivating their classroom cultures and honing their classroom management skills. This professional development offering is aligned to the CPS Framework for Teaching Components 2a, 2b, 2d, and 4d. Instructor: Walter Taylor, NBCT

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Date: Wednesday, October 14, 2015

Time: 5:15 – 8:45 PM

In this professional development offering, participants will learn what cultural competency and diversity really mean, and why it is important to develop cultural competencies and identify and value diversities in the classroom. Attendees will begin to build the capacity for cultural self-assessment. They will learn the importance of strategically planning lessons that reflect the cultures representative of the children they teach. Participants will also learn how implicit and explicit biases play a part in a teacher’s ability to effectively teach ALL children. They will begin to develop skills that enable them to respect diversity within and among cultures; avoid stereotyping and overgeneralizations; use effective learner-centered and parent-centered interactive communication skills to form and maintain constructive and collaborative relationships with students and families; and, incorporate students’ cultural backgrounds into daily teaching practice as a way to honor and value diversity, build in cultural competencies, and enhance the classroom environment and instruction. This workshop is aligned to the CPS Framework for Teaching Components 1b, 2a, 2b, 3c, 4a, 4c, and 4d. Instructor: Walter Taylor, NBCT.

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Date: Wednesday, October 28, 2015 

Time: 5:15 - 8:45 PM

Nurturing Teacher Leadership, established in 1997, is a two year program of weekly professional development and candidate support that prepares teachers for National Board for Professional Teaching Standards (NBPTS) certification. It includes:

      • small group facilitation
      • collaboration with a cohort of other CPS NBPTS candidates
      • technical support
      • mentoring
      • and more…

 

For further information on enrolling for National Board Certification for the 2015-17 cycle, please email NationalBoard@ctulocal1.com or call Lynn Cherkasky-Davis at (312) 329-6274

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Chicago Teachers Union