2018-19 Professional Learning Catalog INGTY_CPS_2018-19Programs_FINALLinks2_Spreads | Page 42
CULTURE, EQUITY, AND INCLUSION
CULTURE, EQUITY, AND INCLUSION
“Clap Once if You Can Hear Me”:
Setting Expectations and Creating Boundaries
Who’s In the Room? Understanding
the Community, School, and Students
As educators, it is quite common to come across student defiance, power struggles,
and meltdowns while in the classroom. Because the classroom environment is partially
dependent upon students who may be responding to stress and/or trauma in their
lives, it’s important to create quality, responsive instruction, consisting of setting clear
expectations, mutually-understood boundaries, and a safe space for exploring artistic
practice.
In order to provide customized quality instruction, educators must gather necessary
knowledge and understanding about the school, the community, and the students.
It’s important to be familiar with the school’s practices, resources, and referral processes
for student supports and disciplinary needs. Obtaining knowledge on the students’ race,
religion, IEPs, level of education, and parent involvement can help determine any shifts
or adjustments needed within a program.
Who Should Attend? Who Should Attend?
Executive directors, education managers, program managers, teaching artists,
classroom teachers, and school principals and administrators Executive directors, education managers, program managers, teaching artists,
classroom teachers, and school principals and administrators
Session Objectives Session Objectives
Participants will:
∞ Understand how setting expectations and creating boundaries are key components in
creating a healthy classroom
∞ Learn new strategies to begin implementing restorative practices in the classroom
through real-life situations
∞ Engage in activities to create new strategies for trauma-informed teaching practices Participants will:
∞ Recognize the importance of understanding the demographics of the students in their
program(s)
∞ Discover different approaches to adapting curriculum to reach the widest range of
students and their families
∞ Learn best practices for garnering the necessary knowledge to provide customized
quality instruction
Framework Alignments
Framework Alignments
Arts Partner Standards of Practice: ORG 3B | INST 3B
Framework for Teaching: 1b | 2a, 2c, 2d | 3e | 4a, 4c, 4d, 4e
School Excellence Framework: Relational Trust, Safety & Order, Restorative Approaches
to Discipline, Parent Partnership
Arts Partner Standards of Practice: ORG 2A | INST 2A
Framework for Teaching: 1b | 2a, 2b | 3a, 3c, 3e | 4a, 4c, 4d, 4e
School Excellence Framework: Curriculum, Instructional Materials, Instruction,
Multi-Tiered System of Supports, Relational Trust, Student Voice,
Engagement & Civic Life, Parent Partnership
Schedule
This session will be offered twice (choose one to attend).
Thursday, May 2, 2019
Wednesday, December 5, 2018
4:30 p.m.–7:30 p.m.
4:30 p.m.–7:30 p.m.
Charles A. Hayes Center
Location TBD
4859 S. Wabash Ave.
Clock hours offered: 3.0
Clock hours offered: 3.0
Schedule
This session will be offered twice (choose one to attend).
Wednesday, May 22, 2019
Thursday, January 10, 2019
4:30 p.m.–7:30 p.m.
4:30 p.m.–7:30 p.m.
Literacenter
Charles A. Hayes Center
641 W. Lake St.
4859 S. Wabash Ave.
Clock hours offered: 3.0
Clock hours offered: 3.0
Register
December: http://bit.ly/ClapOnce18
May: http://bit.ly/ClapOnce19
Register
January: http://bit.ly/WhosInTheRoom_Jan2019
May: http://bit.ly/WhosInTheRoom_May2019
CPS teachers who attend will be registered post-event in Learning Hub
and will receive their clock hours (CPDUs) once they complete the online
ISBE evaluation. Charter/Contract/Options teachers who attend will be able
to fill out their ISBE evaluation and evidence of completion forms on-site.
42 | Professional Learning Catalog
CPS teachers who attend will be registered post-event in Learning Hub
and will receive their clock hours (CPDUs) once they complete the online
ISBE evaluation. Charter/Contract/Options teachers who attend will be able
to fill out their ISBE evaluation and evidence of completion forms on-site.
Photo by Susan Ryan
Photo by Susan Ryan
2018–2019 School Year | 43