Gathering Evidence During Observations and Conferencing Using the Danielson Model (Academy #1801)

This course will allow participants to learn effective skills and strategies for using Charlotte Danielson’s Instructional Framework in an evaluation setting in order to more effectively: 1. Identify evidence at the component level during formal and informal observations; 2. Use evidence, with minimal bias, to effectively rate staff on the levels of performance for each component in domains 2 and 3; 3. Increase inter-rater reliability in all phases of the evaluation process; 4. Acquire strategies to support effective collaborative conferencing around formal and informal observations; and 5. Learn techniques, strategies, and protocols to use when conferencing with staff to promote improvement in instructional practice.

This Academy will be held online with a Zoom link sent to participants approximately one week prior.

Laptops required for all participants in order to complete your Application/Dissemination activity.

This academy will consist of pre/post work in addition to the course itself. Your facilitator will e-mail you any pre/post work needed along with a deadline to complete.

All new teacher evaluators in Illinois need to pass the two day Teacher Evaluator Initial Training. These trainings will provide participants with the knowledge to:
* identify and disseminate minimum state requirements, performance standards and best practices
* facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes
*encourage collaboration, learning, and alignment among stake holders

Bring a laptop. Coffee and water will be available. Lunch will be served.

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1451)

This course focuses on Domains 1 and 4 of the Danielson 2013 Framework and is intended for those administrators who have successfully completed Initial Teacher Evaluation required by ISBE. Administrators who evaluate teachers must demonstrate a high rate of inter-rater reliability and communicate evaluation outcomes in construction and supportive ways. They must also recognize and control for bias when conducting evaluations and determining results. Participants will record data from a pre-conference, align data to the Danielson Framework (Domain 1), collaboratively determine ratings, observe post-conferences, evaluate teacher evidence, and align to the Danielson Framework (Domain 4). Emphasis is placed on meaningful pre- and post-conferences with teachers that ultimately results in improved instruction and practices. Participants will also be expected to demonstrate a high degree of inter-rater reliability when they determine a final rating based on the evidence gathered for Domains 1 and 4.

Presenter will send a Welcome Email with Zoom link & materials link approximately one week prior to this AA.

Laptops required for all participants in order to complete your Application/Dissemination activity.

Application/Dissemination must be completed to receive full contact hours.
PD Credits only= 5. 45 contact hours

Our goal is to assist participants to understand how they currently communicate with others.  Through the introduction of the DISC Behavioral Styles, individuals identify how they respond in difficult situations.  Although one can't control others behavior, attendees can learn to control their own responses, as well as to predict how others may communicate, without even saying a word.  In addition, our presentation provides action plans for responding to nine different types of difficult characters and role plays to help participants to integrate that knowledge into their school settings.  Strategies are offered as well on developing relationships, delivering confrontational statements, and ideas for dealing with evaluations.  Participants are also provided opportunities to practice delivering difficult messages and ideas on how to build and restore damaged relationships.  Tips for enhancing team interactions are also provided.  

This Academy will occur online.
Participants need their laptop for the Academy & to complete and submit their Application/Dissemination Activity.

This course is designed to support school leaders in understanding the effects of trauma, burnout and compassion fatigue that their staff may encounter as the first responders to student trauma. Participants will be provided resources and strategies that can be used as interventions and/or preventative measures to implement with their staff. Participants will be able to identify how their own trauma is affecting them and be able to assist their staff in recognizing the same so they can better understand students' trauma. At the end of the academy, participants will walk away with strategies and tools to implement in their schools to reduce or prevent burnout and compassion fatigue. It is encouraged that school leaders bring their support staff personnel (school counselors, social workers, teachers, etc.) so that a team approach can be utilized when developing an implementation plan.

Participants need a fully charged laptop

Session dates are the following: October 19-20, 2023.
Participants must attend both days of the course and complete the required Application for Dissemination for each day to receive credit for AA #2000.

This two day course will cover all aspects of principal evaluations, including professional practice and student growth data. This course will provide participants with the knowledge to :

1) identify and disseminate minimum state requirements, performance standards and best practices;

2) facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes; and

3) encourage collaboration, learning, and alignment among stakeholders. This is a high-quality, scalable, sustainable, and user-focused content and delivery model.

AA #2000 requires pre-work to be completed prior to the first day the course meets. The pre-work assignments will be sent electronically 7 to 10 days before session begins. If the pre-work is not complete before the first session you will not be allowed to attend.

Coffee Service & Lunch provided.

Application/Dissemination must be completed to receive full contact hours.
PD Credits only= 12 contact hours

Administrators,
In partnership with ISBE, the PEAC (Performance Evaluator Advisory Council) has released guidance for Qualified Evaluator Administrator Academies to be held online or face to face. This Academy will be held face to face.

The Academy focuses on a high rate of inter-rater reliability using the required performance evaluation ratings. Using case studies, the participants will collect evidence and use the Illinois Standards for Principal Evaluation to rate the principals. Participants will use data collected from the case studies and compare the data to best practices for evaluating principals and assistant principals. This data will also be analyzed to prepare administrative and school-level professional development plans. Participants will prepare targeted professional development, in a collaborative and supportive way, plans that consider past results and contribute to professional and personal growth. This plan will be aligned to the school improvement plan. The instructional environment indicators will be analyzed. The purpose of the evaluation plan will be to communicate the outcomes and findings in such a manner that the principals and assistant principals set goals for improvement. The participants own personal bias will be analyzed while making these decisions.

Coffee Service & Lunch provided.

Application/Dissemination must be completed to receive full contact hours.
PD Credits only= 5 contact hours

Teacher and Administrator Evaluator Retraining: Student Growth (Academy #3000)

This is the one required student growth retraining course for teacher and administrator evaluators who are renewing their designations required to evaluate educators.

Participants will learn how to:
1. Use assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers/principals and understand how different types of assessments are used for measuring growth;
2. Use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher/principal and school-level professional
development plans to evaluation results;
3. Create, in collaboration with teachers/principals, supportive, targeted professional development plans that consider past results, contribute to professional growth, and assist teachers/principals in aligning professional development and goal setting to school improvement goals; and
4. Communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers/principals to set goals and improve practice.

NOTE: Participants will have to complete their A/D Component and send their completed E-Template, if used, to the presenter during the Academy for review and comment.

This Academy will be held in person.
Coffee service & Lunch will be served.

Laptops required for all participants in order to complete your Application/Dissemination activity.

Application/Dissemination must be completed to receive full contact hours.
PD Credit only= 6.30 hours

Gathering Evidence During Observations and Conferencing Using the Danielson Model (Academy #1801)

This course will allow participants to learn effective skills and strategies for using Charlotte Danielson’s Instructional Framework in an evaluation setting in order to more effectively: 1. Identify evidence at the component level during formal and informal observations; 2. Use evidence, with minimal bias, to effectively rate staff on the levels of performance for each component in domains 2 and 3; 3. Increase inter-rater reliability in all phases of the evaluation process; 4. Acquire strategies to support effective collaborative conferencing around formal and informal observations; and 5. Learn techniques, strategies, and protocols to use when conferencing with staff to promote improvement in instructional practice.

This AA will be held in person.
Coffee Service & Lunch provided.

Laptops required for all participants in order to complete your Application/Dissemination activity.

Application-Dissemination must be completed to receive full contact hours.
PD Credit only= 6 contact hours

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1448)
Administrators who evaluate teachers must demonstrate a high rate of inter-rater reliability and communicate evaluation outcomes in constructive and supportive ways. Administrators who evaluate teachers must also recognize and control for bias when conducting an evaluation and determining results. School districts in Illinois must provide professional development to administrators to strengthen these skills on a sustained basis. This course focuses on Domains 2 and 3 of the Charlotte Danielson 2013 Framework for Teaching. This course requires participants to view teaching, record data according to the Professional Practice rubric, and craft evaluation conferences that are both constructive and supportive. Participants will also be expected to have a high degree of inter-rater reliability when they determine a final rating based on the evidence gathered during the observations.

Coffee Service & Lunch provided.

Participants need a fully charged laptop. Laptops required for all participants in order to complete your Application/Dissemination activity.  

Application/Dissemination must be completed to receive full contact hours.
PD Credits only= 6 contact hours

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1452)

Participants will learn how to utilize current evaluation data for all licensed staff to create individual, targeted small group, and school-wide professional development plans. The academy will emphasize the importance of collaboration skills in working with groups of teachers to achieve comprehensive plans. Participants will use Professional Learning Plan (PLP) tools to develop detailed plans aligned with school improvement goals to address defined needs. This academy requires 1 hour of pre-work before attending the session.

This Academy will be held online.
A Zoom link will be emailed to participants one week prior to the course date along with pre-work materials.

Participants need a fully charged laptop & prepare to turn on their video camera the entire Academy.  Laptops required for all participants in order to complete your Application/Dissemination activity.


Application-Dissemination must be completed to receive full contact hours.
PD Credit only= 5.45 contact hours

AA #4023 Identifying and Intercepting School Violence Through Leakage

The goal of this training is to empower school administrators and law enforcement to gather digital evidence against the aggressor so they may find out who the perpetrator is and act immediately after the comment or posting is made. The law enforcement officer and school administrator will learn the fundamentals of investigating social media and internet related crimes that deal with domestic terrorism.

This Academy discusses the characteristics of at-risk students and the difficulties they face in building trusting relationships with adults in school settings. As a result of attending this academy and engaging in group work and hands on activities, participants will be able to:
1. Use connection strategies necessary to build meaningful relationships with at-risk students
2. Decode the true meaning of behavior to prescribe the correct intervention
3. Foster a Relationship Building Mindset with adults so they won't give up on their students
4. Techniques to diffuse challenging students’ misbehavior
5. Give students hope to set goals and strive for a brighter future




Coffee service & Lunch served for In-Person.

The hit streaming comedy, Ted Lasso, offers remarkable insight into what it means to lead a team effectively while prioritizing the mental health of both the team and the leaders. In this Administrator Academy, participants will work through CASEL's Adult SEL Competencies through the lens of 'the Lasso Way' and the show's top leadership lessons. They will also assess and reflect on their own situations, creating an SEL-informed leadership mindset and a draft for moving their school or district forward with SEL-related programming.

Presenters: Matt Weld & Ryan Wamser

Coffee service & Lunch provided.


Participant will need a laptop to complete the Application-Dissemination Activity.

Application-Dissemination must be completed to receive full contact hours.
PD Credit Only= 5.45 contact hours

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1448)
Administrators who evaluate teachers must demonstrate a high rate of inter-rater reliability and communicate evaluation outcomes in constructive and supportive ways. Administrators who evaluate teachers must also recognize and control for bias when conducting an evaluation and determining results. School districts in Illinois must provide professional development to administrators to strengthen these skills on a sustained basis. This course focuses on Domains 2 and 3 of the Charlotte Danielson 2013 Framework for Teaching. This course requires participants to view teaching, record data according to the Professional Practice rubric, and craft evaluation conferences that are both constructive and supportive. Participants will also be expected to have a high degree of inter-rater reliability when they determine a final rating based on the evidence gathered during the observations.

Participants need a fully charged laptop. Laptops required for all participants in order to complete your Application/Dissemination activity.  

Application/Dissemination must be completed to receive full contact hours.
PD Credits only= 6 contact hours

This is an activity and collaboration-filled Academy. The purpose of this course is to provide Administrators and other school personnel with an in-depth look, and discovery into, topics related to Health Life Safety and Compliance. You will gain a better understanding of all things related to the processes and also will build a Facility Manager network for collaboration.

Numerous useful documents and activities to assist in developing a useful/practical understanding and in-depth working knowledge of the “Ins and Outs” of these required processes.
· Get all stakeholders on the same page, and develop a better understanding and practical working knowledge of the systems
· Useful “takeback” summary and guidance documents, and handbooks to help make sense of things
· Deep dive into your current 10-year surveys and IWAS
· Make sense of items, forms, processes, and requirements
· Walk away with beneficial tools and a deeper working knowledge of HLS, Building Permitting, 10-year Survey, Compliance, and Amendment processes
· Networking session and a listserve will be built for Facility Managers and Head Custodians
· Activities directly related to familiarization and understanding of HLS & Compliance handbooks and requirements
· A means to communicate with your constituents to improve their understanding of the whys, cans, and can not’s of what you do or don’t do
· AA Credit OR PD hours


Audience: Anyone involved with fulfilling HLS and Compliance processes and requirements: Regional Superintendents and Assistants, New and experienced Superintendents, Assistant Superintendents, Principals, Facility Managers/Head Custodians

Application-Dissemination must be completed to receive full contact hours.
PD Credit Ony= 5.30

Gathering Evidence During Observations and Conferencing Using the Danielson Model (Academy #1801)

This course will allow participants to learn effective skills and strategies for using Charlotte Danielson’s Instructional Framework in an evaluation setting in order to more effectively: 1. Identify evidence at the component level during formal and informal observations; 2. Use evidence, with minimal bias, to effectively rate staff on the levels of performance for each component in domains 2 and 3; 3. Increase inter-rater reliability in all phases of the evaluation process; 4. Acquire strategies to support effective collaborative conferencing around formal and informal observations; and 5. Learn techniques, strategies, and protocols to use when conferencing with staff to promote improvement in instructional practice.

This AA will be held in person.
Coffee Service & Lunch provided.

Laptops required for all participants in order to complete your Application/Dissemination activity.

Application-Dissemination must be completed to receive full contact hours.
PD Credit only= 6 contact hours

Session dates are the following: November 28 & 30, 2023.
Participants must attend both days of the course and complete the required Application for Dissemination for each day to receive credit for AA #2000.

This two day course will cover all aspects of principal evaluations, including professional practice and student growth data. This course will provide participants with the knowledge to :

1) identify and disseminate minimum state requirements, performance standards and best practices;

2) facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes; and

3) encourage collaboration, learning, and alignment among stakeholders. This is a high-quality, scalable, sustainable, and user-focused content and delivery model.

AA #2000 requires pre-work to be completed prior to the first day the course meets. The pre-work assignments will be sent electronically 7 to 10 days before session begins. If the pre-work is not complete before the first session you will not be allowed to attend.
Participants need a fully charged laptop & prepare to turn on their video camera the entire Academy.  Laptops required for all participants in order to complete your Application/Dissemination.

Application/Dissemination must be completed to receive full contact hours.
PD Credits only= 12 contact hours

Administrators,
In partnership with ISBE, the PEAC (Performance Evaluator Advisory Council) has released guidance for Qualified Evaluator Administrator Academies to be held online.
Our experienced facilitator will offer this academy with integrity and fidelity as if he/she was conducting a face-to-face training.
This academy will consist of post work in addition to the online course itself. Your facilitator will email you any post work needed along with a deadline to complete.

The Academy focuses on a high rate of inter-rater reliability using the required performance evaluation ratings. Using case studies, the participants will collect evidence and use the Illinois Standards for Principal Evaluation to rate the principals. Participants will use data collected from the case studies and compare the data to best practices for evaluating principals and assistant principals. This data will also be analyzed to prepare administrative and school-level professional development plans. Participants will prepare targeted professional development, in a collaborative and supportive way, plans that consider past results and contribute to professional and personal growth. This plan will be aligned to the school improvement plan. The instructional environment indicators will be analyzed. The purpose of the evaluation plan will be to communicate the outcomes and findings in such a manner that the principals and assistant principals set goals for improvement. The participants own personal bias will be analyzed while making these decisions.
Participants need a fully charged laptop & prepare to turn on their video camera the entire Academy.  Laptops required for all participants in order to complete your Application/Dissemination.

Application/Dissemination must be completed to receive full contact hours.
PD Credits only= 5 contact hours

Teacher and Administrator Evaluator Retraining: Student Growth (Academy #3000)

This is the one required student growth retraining course for teacher and administrator evaluators who are renewing their designations required to evaluate educators.

Participants will learn how to:
1. Use assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers/principals and understand how different types of assessments are used for measuring growth;
2. Use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher/principal and school-level professional
development plans to evaluation results;
3. Create, in collaboration with teachers/principals, supportive, targeted professional development plans that consider past results, contribute to professional growth, and assist teachers/principals in aligning professional development and goal setting to school improvement goals; and
4. Communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers/principals to set goals and improve practice.

NOTE: Participants will have to complete their A/D Component and send their completed E-Template, if used, to the presenter during the Academy for review and comment.

This Academy will be held online with a Zoom link sent prior to the AA.

Laptops required for all participants in order to complete your Application/Dissemination activity.

Application/Dissemination must be completed to receive full contact hours.
PD Credits only= 6.30 contact hours

This academy will consist of pre/post work in addition to the course itself. Your facilitator will e-mail you any pre/post work needed along with a deadline to complete.

All new teacher evaluators in Illinois need to pass the two day Teacher Evaluator Initial Training. These trainings will provide participants with the knowledge to:
* identify and disseminate minimum state requirements, performance standards and best practices
* facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes
*encourage collaboration, learning, and alignment among stake holders

Have your laptop fully charged and camera on.

AA #2001 for USF students
All new teacher evaluators in Illinois need to pass the two day Teacher Evaluator Initial Training. These trainings will provide participants with the knowledge to:
* identify and disseminate minimum state requirements, performance standards and best practices
* facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes
*encourage collaboration, learning, and alignment among stake holders
*bring a fully charged laptop

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1448)
Administrators who evaluate teachers must demonstrate a high rate of inter-rater reliability and communicate evaluation outcomes in constructive and supportive ways. Administrators who evaluate teachers must also recognize and control for bias when conducting an evaluation and determining results. School districts in Illinois must provide professional development to administrators to strengthen these skills on a sustained basis. This course focuses on Domains 2 and 3 of the Charlotte Danielson 2013 Framework for Teaching. This course requires participants to view teaching, record data according to the Professional Practice rubric, and craft evaluation conferences that are both constructive and supportive. Participants will also be expected to have a high degree of inter-rater reliability when they determine a final rating based on the evidence gathered during the observations.

Coffee Service & Lunch provided.

Participants need a fully charged laptop. Laptops required for all participants in order to complete your Application/Dissemination activity.  

Application/Dissemination must be completed to receive full contact hours.
PD Credits only= 6 contact hours

Gathering Evidence During Observations and Conferencing Using the Danielson Model (Academy #1801)

This course will allow participants to learn effective skills and strategies for using Charlotte Danielson’s Instructional Framework in an evaluation setting in order to more effectively: 1. Identify evidence at the component level during formal and informal observations; 2. Use evidence, with minimal bias, to effectively rate staff on the levels of performance for each component in domains 2 and 3; 3. Increase inter-rater reliability in all phases of the evaluation process; 4. Acquire strategies to support effective collaborative conferencing around formal and informal observations; and 5. Learn techniques, strategies, and protocols to use when conferencing with staff to promote improvement in instructional practice.

This Academy will be held online with a Zoom link sent to participants approximately one week prior.

Laptops required for all participants in order to complete your Application/Dissemination activity.

Application-Dissemination must be completed to receive full contact hours.
PD Credit Only= 6 contact hours

Teacher and Administrator Evaluator Retraining: Student Growth (Academy #3000)

This is the one required student growth retraining course for teacher and administrator evaluators who are renewing their designations required to evaluate educators.

Participants will learn how to:
1. Use assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers/principals and understand how different types of assessments are used for measuring growth;
2. Use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher/principal and school-level professional
development plans to evaluation results;
3. Create, in collaboration with teachers/principals, supportive, targeted professional development plans that consider past results, contribute to professional growth, and assist teachers/principals in aligning professional development and goal setting to school improvement goals; and
4. Communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers/principals to set goals and improve practice.

NOTE: Participants will have to complete their A/D Component and send their completed E-Template, if used, to the presenter during the Academy for review and comment.

This Academy will be held in person.
Coffee service & Lunch will be served.

Laptops required for all participants in order to complete your Application/Dissemination activity.

Application/Dissemination must be completed to receive full contact hours.
PD Credit only= 6.30 hours

This academy will consist of pre/post work in addition to the course itself. Your facilitator will e-mail you any pre/post work needed along with a deadline to complete.

All new teacher evaluators in Illinois need to pass the two day Teacher Evaluator Initial Training. These trainings will provide participants with the knowledge to:
* identify and disseminate minimum state requirements, performance standards and best practices
* facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes
*encourage collaboration, learning, and alignment among stake holders

Bring a laptop. Coffee and water will be available. Lunch will be served.

AA #2001 for USF students
All new teacher evaluators in Illinois need to pass the two day Teacher Evaluator Initial Training. These trainings will provide participants with the knowledge to:
* identify and disseminate minimum state requirements, performance standards and best practices
* facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes
*encourage collaboration, learning, and alignment among stake holders
*bring a fully charged laptop

This academy will consist of pre/post work in addition to the course itself. Your facilitator will e-mail you any pre/post work needed along with a deadline to complete.

All new teacher evaluators in Illinois need to pass the two day Teacher Evaluator Initial Training. These trainings will provide participants with the knowledge to:
* identify and disseminate minimum state requirements, performance standards and best practices
* facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes
*encourage collaboration, learning, and alignment among stake holders

Bring a laptop. Coffee and water will be available. Lunch will be served.