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