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Survey of Professional Learning Needs for the 2014-2015 School Year

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.

 Please CLICK HERE and take a few minutes to complete this survey to tell us what you need from us!

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Current Professional Development Offerings

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


National Board Certification

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…

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First Semester Professional Learning Opportunities

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

 

Fall 2014 Framework Study Group Sessions

 

CPS Framework Study Groups for Component 1e - Designing Student Assessment 

(3 ISBE Professional Development Hours)

This study group is offered to all CPS teachers interested in discussing and brainstorming best practices, skills, and implications of Component 1e of the CPS Framework for Teachers. Participants will unpack Component 1e and its related critical attributes to understand what is required, what is valued, and what skills are necessary to perform at the distinguished level of teaching in the area of designing student assessment. Participants will focus their conversations on aligning objectives and assessments to standards, determining appropriate and reflective assessment criteria, and tailoring formative assessment to the needs of the students.

Wednesday, November 19, 2014 – 4:45 p.m. – 7:45 p.m.


 

CPS Framework Study Groups for Component 3b - (Using Questioning and Discussion Techniques)

(3 ISBE Professional Development Hours)

This study group is offered to all CPS teachers interested in discussing and brainstorming best practices, skills, and implications of Component 3b of the CPS Framework for Teachers. Participants will unpack Component 3b and its related critical attributes to understand what is required, what is valued, and what skills are necessary to perform at the distinguished level of teaching in the area of questioning and discussion. Participants will learn various strategies and skills related to the art of questioning, teaching students to question one another, and incorporating discussion that require and invite all students to participate at all grade levels K-12.

Wednesday, December 3, 2014 – 4:45 p.m. – 7:45 p.m.

 


CPS Framework Study Groups for Component 3d - (Using Assessment in Instruction)

(3 ISBE Professional Development Hours)

This study group is offered to all CPS teachers interested in discussing and brainstorming best practices, skills, and implications of Component 3D of the CPS Framework for Teachers. Participants will unpack Component 3D and its related critical attributes to understand what is required, what is valued, and what skills are necessary to perform at the distinguished level of teaching in the area of using assessment in instruction. Participants will focus their conversations on how they monitor student learning and check for understanding as lessons progress, how to include peer and self-assessment strategies in lessons, and how and when to provide appropriate feedback to students.

Wednesday, December 10, 2014 – 4:45 p.m. – 7:45 p.m.

 

 2014 Workshops


Selecting Common Core-Aligned Texts for the Elementary Classroom

(3 ISBE Professional Development Hours)

This offering focuses on how teachers can strategically choose rigorous text to use in their instruction.  Teachers learn how to consider quantitative, qualitative, reader and task-related factors to select challenging, engaging, and developmentally-appropriate texts that support students in mastering Common Core State Standards for their grade level.  Through the use of multiple tools to evaluate text complexity, participants deepen their understanding of the instructional shifts in the English Language arts Common Core State Standards.  Teachers learn to use a graphic organizer to facilitate their analysis of various texts for use in their teaching.  This workshop is for K-8th grade teachers.  This offering is aligned to the CPS Framework for Teaching - Components 1a, 1b, 1d, 3c, 3e and 4d.

Date:  November 18, 2014

Time:  5:00 - 8:00 p .m.

S.T.E.M.ulating Scientific Thinking in the Early Grades

(3 ISBE Professional Learning Hours)

This workshop, designed to aid primary grade (K-3) classroom teachers in stimulating the scientific thinking of their students, focuses on the Next Generation Science Standards (NGSS) and the Framework for K-12 Science Education (emphasizing science and engineering practices). Participants learn what 3-dimensional teaching and learning is. In this workshop, teachers learn engaging activities that will pique their young learners’ interest while learning science, technology, engineering and math (STEM) content. Primary grade teachers come away with techniques for designing coherent instruction and strategies for questioning and discussion. Participants take part in STEM activities they can use in their classrooms immediately. Resources (i.e., websites, articles, lists of books, and names of stores) are provided to help attendees build and sustain STEM instruction in their classrooms. This offering is aligned to the CPS Framework for Teaching - Components 1a, 1d, 3b, and 3c.

Date: December 9th, 2014

Time: 5:00 – 8:00 PM

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2nd Semester 2014-2015

Professional Learning Opportunities


The Brain Compatible Classroom: Using What We Know about Brain

Based learning to Improve Teaching

3 Lane Placement Credits- 49 ISBE Professional Development Hours

This course is designed to help classroom teachers develop instructional strategies that apply brain-based learning theories to engage all students. While brain research alone can't tell us how to teach children, understanding the brain leads to uncovering underlying learning mechanisms.  This offering addresses eight neurodevelopmental constructs as the building blocks of learning: attention, temporal-sequential ordering, spatial ordering, memory, language, neuromotor functions, social cognition, and higher order cognition. This course investigates how emotions and stress play a role in the learning process, how the brain's maturation process affects learning, and how it adapts to changing circumstances when learning languages and mathematics. Participants will study how each brain is uniquely organized, how social interaction affects the brain and cognition, and how the mind-body connection affects executive functioning, problem solving, and motivation. This course covers how learning involves students' conscious and unconscious thinking processes.  Using inquiry-based learning activities, participants will analyze brain-mind learning principles to guide their teaching practice.  They will learn the characteristics and experiences that shape each unique learner's brain. Participants will learn practical brain compatible classroom techniques in order to differentiate their instruction.  Participants will develop and implement brain-based  lesson plans, materials, and assessments  to support multiple learning styles and modalities.   There will be homework.   This course is forK-12th  grade teachers, is aligned to the CPS Framework for Teaching-  Components 1a, 1b, 1d, 1e, 3b, 3c, 3d, 3e, and 4d. Instructor: Michael P. Moriarty, NBCT

Days/Dates: 2/4, 2/11, 2/18, 2/25, 3/4, 3/11, 3/18, 3/25, 4/1, 4/14, 4/22, 4/29, 5/6, 5/13

Time: 4:45- 8:15PM

*This course meets on Wednesdays, except 4/14, which is a Tuesday.

 

Demonstrating Knowledge of Students: Implications for Diversity, Equity,

and Access in Planning and Instruction

2 Lane Placement Credits- 33 ISBE Professional Development Hours

This course focuses on gathering and analyzing 'knowledge of students', the unique characteristics of individual learners, to help K-12th grade teachers guide planning, instructional decision making, and assessment. Teachers who demonstrate 'knowledge of students', including such aspects as prior knowledge and background, skills and abilities, language proficiency, cultural heritage, stages of development, learning preferences, needs and challenges, and interests, among others, are better equipped to foster student growth. Participants in this course learn how to gather qualitative and quantitative data (through student and parent surveys, questionnaires, interviews, formative and summative assessments, etc.). Teachers learn how to plan scaffolded instruction and incorporate lessons and themes based on students' multiple intelligences and varying learning styles. Participants learn how to use stages of child and adolescent development in their instructional practices. Participants learn how to address diversity, equity, and access in their instructional setting. This 11 session course, specifically designed for classroom teachers, requires homework and class projects. Demonstrating Knowledge of Students addresses the criteria necessary to meet the Distinguished level of practice for the CPS Framework  for Teaching:  Component  1b. There will be homework.  This course also aligns to the CPS Framework for Teaching­ Components 1d, 3e,  4c, & 4d.  Instructor: Theresa Insalaco-DeCicco, NBCT

Dates: 1/15, 1/22, 1/29, 2/5, 2/12, 2/19, 2/26, 3/5, 3/12, 3/19, 3/26

Time: 5:00 - 8:00 PM

 *This course meets on Thursdays.

 

Effective Classroom Management: How to Attain It

2 Lane Placement Credits- 33 ISBE Professional Development Hours**

This course assists K-12th grade teachers in learning new ways to effectively manage a classroom through student engagement, motivation, collaboration and differentiation. There is an emphasis placed on teacher collaboration, leadership and reflection. The participants read articles, view videos, and engage in individual, small-group, and whole-class activities that showcase "best practices" associated with effective classroom management. Teachers enhance their ability to manage time, promote positive behavior, motivate students, plan classroom procedures, and maintain self-reflective practice.   Participants 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

Dates: 1/20, 1/27, 2/3, 2/10, 2/17, 2/24, 3/3, 3/10, 3/17, 3/24, 3/31

Time: 5:00 - 8:00 PM

 *This course meets on Tuesdays.

 

Embedding Formative Assessment into learning Communities

2 Lane Placement Credits- 33 ISBE Professional Development Hours**

This course provides K-12th teachers with a deep understanding of formative assessment and what kinds of formative assessment do and do not improve student achievement, and under what conditions. Participants explore why formative assessment needs to be a priority in every classroom. Teachers discover the important role formative assessment plays in increasing teaching quality and student learning when it is viewed as a process and not just an end result.  This course is aligned to the CPS Framework for Teaching - Components 1e, 3d, and 4d.  Instructor:  Gloria Henllan-Jones, NBCT

Dates: 1/12, 1/26, 2/2, 2/9, 2/23, 3/2, 3/9, 3/16, 3/23, 3/30, 4/13

Time: 5:00 - 8:00 PM       

 *This course meets on Mondays.

 

Teaching Struggling Adolescent Readers in the Era of Common Core

2 Lane Placement Credits- 33 ISBE Professional Development Hours**

This course facilitates 6th-12th grade teachers' growth in learning new ways to effectively support achievement in struggling adolescent readers through a variety of activities including: 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.  Participants are engaged in collaboration, self-reflection and building their own leadership capabilities. Through a teacher-as-student model, participants 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 English Language Arts instruction.  Additionally, participants learn to foster self-reflection in students and develop their own self-reflection in order to set learning and teaching goals and support student achievement.  This course aligns to the CPS Framework for Teaching - Components 1a, 1b, 1c, 1d, 3a, 3b, 3c, 3d, 3e, 4a, 4b, and 4d. Instructor: Deidre Habetler, NBCT

Dates: 1/13, 1/20, 1/27, 2/3, 2/10, 2/17, 2/24, 3/3, 3/10, 3/17, 3/24

Time: 5:00 - 8:00 PM

 *This course meets on Tuesdays.

 


 

Common Core Courses - Second Semester

Common Core in the ELA Primary Classroom

3 Lane Placement Credits - 49 ISBE Professional Development Hours

This course focuses on implementation of the English Language Arts Common Core State Standards (CCSS) for practicing K- 2nd grade teachers. Participants deconstruct the K - 2 CCSS ELA into elements and use those elements to create objectives for lessons and units. They learn teaching approaches relevant to the CCSS such as "close listening" and "close talk" that primary students need in order to master the CCSS ELA standards. Teachers learn how to address the shifts in instructional design (use of complex text, academic language, citing evidence from text, and building knowledge through content rich non-fiction) through the use of text complexity selection rubrics and other related resources. Through collaboration with other participants, attendees review and select texts from the CCSS Appendix B exemplary list to design and implement CCSS aligned balanced literacy lessons and units.  Participants learn how to write CCSS aligned objectives, as well as how to design CCSS aligned formative and summative assessments appropriate to this grade band. There will be homework. This course is aligned to the CPS Framework for Teaching - Components 1a, 1c, 1d, 3c,3d, 3e, and 4d. Instructor: Theresa Insalaco-DeCicco, NBCT

Dates: 1/14, 1/21, 1/28, 2/4, 2/11, 2/18, 2/25, 3/4, 3/11, 3/18, 3/25, 4/1, 4/15, 4/22, 4/29, 5/6

Time: 5:00 - 8:00 PM

 *This course meets on Wednesdays.

 Common Core in the Elementary Classroom

3 Lane Placement Credits - 49 1SBE Professional Development Hours

This course addresses implementation of the Common Core State Standards (CCSS) for ELA and Mathematical Content and Practice, for all practicing 3rd-8th grade classroom teachers.  Participants study the shifts in instructional focus for both the reading and math standards- (Reading: Text complexity, evidence based writing, content rich nonfiction; Math: depth of focus, coherence, rigor). They learn to select readings that are appropriate for their students and applicable to their teaching context by focusing on the 3 CCSS criteria for text complexity (qualitative, quantitative, reader and task). Teachers explore and plan for the use of technology- based activities and multimedia in support of the CCSS.  Course participants deconstruct ELA and Math standards to understand the progression of learning that is expected within grade bands, and then apply this progression of learning to plan for differentiation of their instruction.  Attendees produce CCSS- driven lessons and assessments, analyze how each other's lessons embody the instructional shifts evident in the CCSS, and reflect on their practice, instruction, and implementation of the CCSS. There will be homework. This course is aligned to the CPS Framework for Teaching Components - 1a, 1c, 1d, 1e, 3b, and 4d. Instructor: Michelle Nash, NBCT

Dates: 1/10, 1/17, 1/24, 1/31,2/7,2/14,2/21

Time: 9:00 AM - 4:30 PM

 *This course meets on Saturdays.

Common Core in the High School Classroom

3 Lane Placement Credits - 49 1SBE Professional Development Hours

This course is designed to help high school ELA, math, and social science teachers align their instruction to the Common Core State Standards. Teachers learn how to address the 3 CCSS instructional shifts for ELA (regular practice with complex text and their academic language; reading, writing, and speaking grounded in evidence from texts; and building knowledge through content rich non-fiction) and the 3 CCSS instructional shifts for Mathematics (focus, coherence, and rigor).  Participants collaborate to develop "close reading" and open-ended problem solving activities, and incorporate CCSS standards for literacy in history/social studies that engage students.  In this course, participants create content learning objectives, lesson plans, and unit plans aligned to the CCSS.  They develop a variety of performance tasks for students to demonstrate learning, and create CCSS - driven rubrics to monitor what students know and are able to do. There will be homework. This course is aligned to the CPS Framework for Teaching - Components 1a, 1c, 1d, 3c, 3d, 3e, and 4d. Instructor: Michael P. Moriarty, NBCT

Dates: 1/12, 1/20, 1/26, 2/2, 2/9, 2/17, 2/23, 3/2, 3/9, 3/16, 3/23, 3/30, 4/13, 4/20

Time: 4:45- 8:15PM

*This course meets on Mondays, except 1/20 and 2/17, which are Tuesdays.

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Click here to view the latest CPS National Board Certification celebration pictures.

 

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