Workshop Purposes

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:

  • As measured by the Board-approved College/Career Readiness Indicators, the District will increase student success annually or will exceed a threshold established by the Board after two years of data are collected and analyzed.
  • As measured by the growth from PSAT to SAT, the percent of students meeting or exceeding national growth norms from PSAT to SAT will increase annually or will exceed a threshold established by the Board after two years of data are collected and analyzed.

Workshop Participants

  • 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 licensed personnel (including newly hired staff members) are eligible to register and participate in instructional workshops (newly hired staff members can only be paid for workshops after July 1).  They will be paid at the current workshop rate per hour of participation. ESP staff may participate, when appropriate, at the ESP  regular hourly rate. 
  • 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/facilitators. 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.
  • Summer workshops can start after July 1st. All workshops must be completed prior to the start of school.
  • 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 5:00 P.M with a max of 5 hours per day. If your workshop has been approved for longer than 5 hours, you must  include a one-hour lunch break.
  • During the school year, workshops are to be conducted after 3:20PM, any day of the week.
  • 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 API's 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.

Recertification Credit 

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:

  1. 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.
  2. 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.
  3. 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. 
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. Collaborative Relationships - The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. 
  9. 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.

Professional Growth Liaisons:

  • Felicia Walter: (847) 718-7734. Buffalo Grove High School, John Hersey High School, Prospect High School, The Academy at Forest View, Forest View Educational Center
  • Franca Cirrincione: (847) 718-7732. Elk Grove High School, Rolling Meadows High School, Wheeling High School, Vanguard School, Newcomer Center