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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

All Quest Center courses are suitable to meet the ISBE 20% requirements for regular education teachers of students with specialized needs and are aligned to the CPS Framework for Teaching and the Common Core State Standards.

 

To view all ALL courses, workshops, and study groups the Chicago Teachers Union Quest Center will be offering for Fall of 2014 CLICK HERE.

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

New Teacher Institute

Fall 2014 Framework Study Group Sessions 

Fall 2014 Workshops

Fall 2014 Courses

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First Semester Professional Learning Opportunities

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

New Teacher Institute

Organizing the Elementary Classroom for Teaching and Learning - (3 CPS Lane Placement Credits/48 ISBE Professional Development Hours) This offering encompasses the fundamental professional responsibilities required of all elementary teachers: classroom management, community building, establishing routines, participating in the professional community, managing and monitoring student learning, communicating with families, and motivating students.  Participants study theories and methods related to these aspects of teaching and will bridge theory and practice by exploring their practical applications in the classroom.  This offering is tailored to the needs of teachers in their first five years and who are currently teaching. This offering is aligned to the CPS Framework for Teaching - Components  1c, 2a, 2b, 2c, 2d, 3c, 4c, 4d, and 4e. 

Dates:  September 29, October 6, 20, 27, November 3, 10, 17, 24, December 1, 8, 2014

Time:  4:30 p.m. - 7:30 p.m.

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Dates:  October 25, November 22, and December 13, 2014

Time:  9 a.m. - 3:30 p.m.

Organizing the High School Classroom for Teaching and Learning - (3 CPS Lane Placement Credits/48 ISBE Professional Development Hours) This offering encompasses the fundamental professional responsibilities required of all high school teachers: classroom management, planning and preparation, establishing routines, delivering instruction, and communicating with parents, colleagues and students.  Participants also explore methods and resources for developing and maintaining their own professional growth and development. This offering is tailored to the needs of teachers in their first five years and who are currently teaching.  This offering is aligned to the CPS Framework for Teaching - Components 1c, 2a, 2b, 2c, 2d, 3c, 4c, 4d, and 4e.

Dates: September 29, October 6, 20, 27, November 3, 10, 17, 24, December 1, 8, 2014

Time:  4:30 p.m. - 7:30 p.m.

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Dates:  October 25, November 22, and December 13, 2014

Time:    9 a.m. - 3:30 p.m.

 

Fall 2014 Framework Study Group Sessions

CPS Framework Study Groups for Domains 1 & 3 - (3 ISBE Professional Development Hours) This is a “Back-to-School” study group offered to all CPS teachers and clinicians interested in discussing and brainstorming best practices, skills, and implications of Domains 1 & 3 of the CPS Frameworks for Teachers and Clinicians. Participants will unpack each component and critical attribute of Domains 1 & 3 to understand what is required, what is valued, and what skills are necessary to perform at the distinguished level of teaching. Participants will create, organize, and begin to collect evidence for the upcoming observation cycle in preparation for pre-and post-conferences, develop a professional learning goal and plan for the 2014-2015 school year to guide their own professional learning and demonstrate reflective practice, and learn how to use the information in the critical attributes to advocate for their successes in the classroom.  

To register click on one of the below dates:

Teachers and Librarians – September 17, 2014 – 4:45 p.m. – 7:45 p.m.

Clinicians and Counselors – October 22, 2014 – 4:45 p.m. – 7:45 p.m.

 

CPS Framework Study Groups for Domains 2 & 4 - (3 ISBE Professional Development Hours) These study groups are offered to all CPS teachers and clinicians interested in discussing and brainstorming best practices, skills, and implications of Domains 2 & 4 of the CPS Frameworks for Teachers and Clinicians. Participants will unpack each component and critical attribute of Domains 2 & 4 to understand what is required, what is valued, and what skills are necessary to perform at the distinguished level of teaching (or distinguished level of your respective clinician title). Participants will create, organize, and begin to collect evidence for the upcoming observation cycle in preparation for pre- and post-conferences. They will develop a professional learning goal and professional learning plan for the 2014-2015 school year, demonstrate reflective practice by discussing strengths and weaknesses addressed during their previous evaluation cycle, and learn how to use the information in the critical attributes and/ or addenda to advocate for their successes in the classroom (or clinical environment).

To register click on one of the below dates:

Teachers and Librarians – October 1, 2014 – 4:45 p.m. – 7:45 p.m.

Clinicians and Counselors – October 8, 2014 – 4:45 p.m. – 7:45 p.m.

Teachers and Librarians – October 29, 2014 – 4:45 p.m. – 7:45 p.m.


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.

To register click on one of the below dates:

September 24, 2014 – 4:45 p.m. – 7:45 p.m.

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.

Date:   December 3, 2014

Time:   4:45 - 7:45 p.m.


CPS Framework Study Groups for Component 3c - (Engaging Students in Learning) - (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 3c of the CPS Framework for Teachers. Participants will unpack Component 3c 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 engaging students in learning. Participants will focus their conversations on aligning objectives and assessments to standards, understanding task and text complexity and its relationship to their discipline, and how to group and sequence units and lessons in a progressive and purposeful manner. 

Date:   October 15, 2014

Time:   4:45 - 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.

Date:   December 10, 2014

Time:  4:45 - 7:45 p.m.

 

Fall 2014 Workshops

Extreme Makeover: Turning Current Math Lessons into Common Core Aligned Instruction - (3 ISBE Professional Development Hours) Many math educators are concerned that they have to develop completely new material for instruction as they move from previous standards to the Common Core State Standards (CCSS).  This offering helps teachers address this concern by redesigning rich lessons they currently use and aligning them to the Common Core State Standards (CCSS).    This offering also equips teachers to use the CCSS for mathematical practice to develop math activities and problems that prepare students to be college and career ready. Participants engage in analysis of what “rigor” means in the context of the CCSS, and learn how to determine if mathematical tasks are rigorous enough to meet the standards. This workshop is for K-12th grade teachers.  This offering is aligned to the CPS Framework for Teaching - Components 1a, 1d, 3c and 4d.

Date:  October 30, 2014

Time:  5:00 - 8:00 p.m.


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.



Fall 2014 Courses


Close Reading:  Instruction and Implementation Across the Curriculum - (1 CPS Lane Placement Credit/18 ISBE Professional Development Hours) This offering is designed to directly align with Common Core English Language Arts Anchor Standard 1 and its instructional implications in general education and content area classrooms.  The offering 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.  Additional topics address misconceptions about Close Reading and the expectations set forth by the Common Core State Standards, school districts, curriculum developers and administrators, and how to advocate for planning pedagogically sound instruction of and implementation of the Close Read. The offering addresses instructional approaches to ensure students understand and know when to apply the process of Close Reading versus other processes for comprehending what they have read. Participants will be required to implement instructional strategies to teach students how to perform a Close Read, have students perform Close Reads of complex text, and then analyze and reflect upon student performance to determine the effectiveness of their Close Read instruction. This offering is for K-12th grade teachers. The offering also aligns to the CPS Framework for Teaching - Components 1a, 1b, 1c, 1d, 3a, 3b, 3c, 3e and 4d.

Dates:  September 30, October 7, 14, 21, 28, November 4, 2014 

Time:   4:45 - 7:45 p.m.


Effective Classroom Management:  How to Attain It - (2 CPS Lane Placement Credits/35 ISBE Professional Development Hours) This offering assists 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 offering is for K-12th grade teachers.   This offering is aligned to the CPS Framework for Teaching - Components 2a, 2b, 2c, 2d, 4a and 4d.

Dates:  October 1, 8, 15, 22, 29, November 5, 19, December 3, 10, 17, 2014

Time:    5:00 - 8:30 p.m.



Encouraging the Discouraged Learner - (3 CPS Lane Placement Credits/49 ISBE Professional Development Hours) This offering is designed to help classroom teachers develop teaching strategies and materials that capture the students’ individual interests.  Issues as to why students become discouraged and how to engage and encourage them are explored.  Participants develop teaching strategies that effectively address the academic, social, emotional, and behavioral needs of the 21st century student. This offering provides opportunities for teachers to reflect on their current instructional practice, refresh their use of “best practice” research to identify and diagnose the barriers that interfere with the discouraged student’s productive engagement in the teaching and learning environment.  Participants develop and apply an instructional action plan framework, using research-based assessments, methods and materials to support the discouraged, unmotivated and unproductive student.  They analyze their assessment data to inform their instruction and motivate students to set goals for learning. This offering is for K-12th grade teachers. This offering is aligned to the CPS Framework for Teaching - Components 1a, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 3a, 3b, 3c, 3d, 3e, and 4d.

Dates:  October 1, 8, 15, 22, 29, November 5, 19, December 3, 10, 17, 2014, January 7, 14, 21, 28, 2015

Time:   4:45 - 8:15 p.m.


Engaging Students in Learning - (2 CPS Lane Placement Credits/35 ISBE Professional Development Hours) This offering engages students in learning through topics such as alignment of learning objectives, text and task complexity, scaffolding and differentiating instruction, pacing and sequencing curriculum, and grouping of students. The offering addresses instructional methods, strategies, and approaches as well as how teacher reflection is used to engage learners in content classes.  This offering is for K-12th grade teachers.  This offering is aligned to the CPS Framework for Teaching - Components 3c and 4d.

Dates:   October 2, 9, 16, 23, 30, November 6, 20, December 4, 11, 2014, January 8, 2015

Time:    5:00 - 8:30 p.m.

Location:  Talcott School, 1840 W. Ohio St., Chicago, IL  60622

 

Teaching English Learners (ELs) in Mainstream Academic Classes - (2 CPS Lane Placement Credits/35 ISBE Professional Development Hours) Mainstream teachers who have English Learners (ELs) in their classrooms are often not aware of how to meet their EL students’ needs. This offering supports teachers by focusing on adapting high-level teaching strategies to ensure ELs at varied levels of English ability have access to content, as well as learning language in the English-only classroom. This course begins with giving teachers a foundational understanding of bilingual education in the US and in CPS, and an overview of second language acquisition and its differences from first language acquisition. Teachers will collaborate with one another to produce quality standards-aligned lessons that address EL needs. In this course participants learn to recognize EL language proficiency levels and use that knowledge to plan instruction to meet the needs of individual students. They also learn to align learning objectives, text and task complexity and language for ELs; scaffold for EL access to text and/or tasks; and differentiate instruction, pacing and sequencing; and grouping of students for optimal impact on learning. Other topics include responsibilities of teachers towards ELs, the difference between everyday language and academic language, and strategies for teaching ELs. This course is appropriate for K-12th grade teachers. This offering is aligned to the CPS Framework for Teaching - Components 1b, 1d, 1e, 3a, 3c, and 4d.

Dates:  September 30, October 7, 14, 21, 28, November 4, 18, 25, December 2, 9, 2014

Time:    4:45 - 8:15 p.m.

 

 


 National Board Certification

Nurturing Teacher Leadership, established in 1997, is an 11-month 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…

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

 

Chicago Teachers Union