Workshop applications will be approved on the basis of their importance and value to the district. The following purposes will be given priority in considering proposals:
Projects aimed at student achievement as related to the District’s Goals (I.e. attending to subgroups, reducing failures, and/or advancing Advanced Placement)
Projects related to the alignment, implementation, and assessment of an insured and viable curriculum (E.g., assessment design, acquisition of new textbooks)
- To qualify as a DISTRICT workshop, participants must be from at least three district buildings. If three buildings will not be represented in the proposed workshop, it will need to be submitted as a building workshop. Special permission for a district workshop where only two buildings have agreed to participate may be given if programs only exist at those schools. A building workshop must include at least two participants.
- All district 214 certificated personnel (including newly hired staff members) are eligible to register and participate in instructional workshops. They will be paid at a rate of $35.16 per hour of participation. ESP staff may participate, when appropriate, at the ESP workshop rate which is their regular hourly rate. People from other districts and organizations may participate at their own expense on a "space available" basis.
- Staff members working in summer school or in the summer guidance program cannot be paid simultaneously for summer workshops. They may participate in workshops which meet during hours when they are not under contract for summer school or guidance activities.
- Each workshop project will be supervised by one or more coordinators. Project coordinators will be selected on the basis of workshop purposes, locations, and availability of administrators.
- Workshops are to be conducted in District 214 facilities unless purposes dictate otherwise. In rare cases, special approval may be given for workshops to be held in other locations.
- 2014 Summer workshop dates are June 9th through August 14th. All workshops must be completed prior to the start of school, August 18th.
- Generally, workshop projects last anywhere from one half day to one week. Projects lasting more than 24-30 hours are rarely approved because of budget limitations.
- Summer workshops can only be conducted Monday through Friday between the hours of 7:00 A.M. to 4:00 P.M. If your workshop is longer than 5 hours, you must include a one-hour lunch break.
- During the school year, workshops are to be conducted after 3:20PM
- All workshop participants are expected to work for the duration of the project unless special arrangements have been made.
Workshop Approval and Summary Procedures
- Workshop proposals are to be developed and submitted in cooperation with administrative personnel. This includes principals, associate principals, division heads, deans, program directors, district administrators, etc.
- District workshop applications will be reviewed by the Director of Professional Learning and other appropriate administrators who will recommend acceptance, rejection, or modification of each proposal. Recommendations may be reviewed by district councils or committees as appropriate.
- Building workshop applications will be reviewed by the Associate Principal or Director and building administrative team. Associate principals and others are encouraged to exchange information about school workshop needs to allow for collaboration when appropriate.
- Building workshop coordinators will need to submit a final report to their Associate Principal. These reports should be submitted no later than the time workshop pay is processed. Participants may also be asked to assist with ongoing evaluation of workshop outcomes.
In order for a workshop to be eligible for recertification credit, it must relate to one of the following Illinois State Board of Education Professional Teaching Standards:
- Teaching Diverse Students - The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences.
- Content Area and Pedagogical Knowledge- The competent teacher has in-depth understanding of content-area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy.
- Planning for Differentiated Instruction - The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context.
- Learning Environment - The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal setting.
- Instructional Delivery - The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem solving, and continuous growth and learning.
- Reading, Writing and Oral Communication - The competent teacher has foundational knowledge of reading, writing and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
- Assessment - The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes.
- Collaborative Relationships - The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development.
- Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism, provides leadership in the learning community, and advocates for students, parents or guardians, and the profession.