CPS Fulton Network...More Content & Framework Adventures @ de Diego 4PM-6PM February 19-20 March 19-20 April 23-24 May 28-29 Materials from the 2013 Fulton Professional Development

Produced by CPS Fulton Network

in partnership with

Office of

Professional Learning

Department of Math & Science

Materials from each session will be shared at the NEW Fulton Network Mightybell social network - https://mightybell.com/spaces/20027

Materials from the 2013 Fulton Professional Development Academies can be accessed @ https://mightybell.com/spaces/20027

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January 22, 2013 Dear Fulton Network Faculty & Staff, Welcome to our inaugural Fulton Network Professional Development Academy. We are excited to showcase our Fulton ISLs and administrators, as well as a wide variety of instructional experts from CPS Central Office and our talented learning partners. The objective of these Academies is to share exemplary models of teacher practice as they relate to content and pedagogy. We hope these model practices give teachers strategies and ideas that they can take back to – and implement in – their own classrooms. This is the first of five two-part professional development academies we have planned for the year. We hope to see you at our follow-up sessions. We are excited to connect educators in the network and hope that these sessions support our goals to be proficient and excel in the new evaluation process under Danielson’s Domain 4 "Professional Responsibilities." Specifically, we think every Academy is a powerful opportunity for educators to reflect on their teaching (4a) and participate in a professional community (4d) while supporting professional development and growth (4e). We hope you learn from this unique opportunity and enjoy your afternoon with us. As always, we welcome constructive feedback to enhance and improve future events. Sincerely, Dr. Shonda Huery Hardman Lorenzo Russell Chief of Fulton Network Schools Deputy Chief of Fulton Network Schools


3 EVENT DESIGN Every session is designed as a two-day learning experience. When you select a session you are committing to attending that two-night content or pedagogy (framework) sequence. People in the FRAMEWORK STRAND will be in a large group on Tuesday night and breakout groups on Wednesday. Most CONTENT STRAND attendees will be with the same presenters and rooms both nights.

CONTENT ADVENTURES Each session is designed as a two-day (T & W) learning

experience so participants attend both evenings.

EXPLORING THE FRAMEWORK DOMAIN 3

Each session is designed as a two-day (T & W) learning experience with a whole group and individual component.

17308 GRADE 4 INTERACTIVE SCIENCE Facilitated by Pearson - http://goo.gl/kP0n0

17309 GRADE 7 INTERACTIVE SCIENCE

Facilitated by Pearson - http://goo.gl/kP0n0

17312 CCSS MATH 6-8 Facilitated by CPS Department of Math & Science and Pearson

17314 CORE MATH K-5

Facilitated by Core Math - www.corelearn.com

17315 COMMON CORE ELA 3-8 Facilitated by the Common Core Institute -

commoncoreinstitute.org

17316 SUPPORTING ELL LEARNERS Pre-K-8 Facilitated by Jose Anaya and John McNulty

A FRAMEWORK OVERVIEW

Introduction by Dr. Huery Hardman and facilitated by Laura Meili from CPS’s Office of Professional Learning (OPL)

17294 3A COMMUNICATING WITH STUDENTS Facilitated by Natalie Laino & Susan Switzer

17296 3B USING QUESTIONING AND DISCUSSION TECHNIQUES

Facilitated by Amabel Crawford & Lauren Degiulio

172298 3C ENGAGING STUDENTS IN LEARNING Facilitated by Julie Iverson, Annie Camacho & Michelle Gulo

17299 3D USING ASSESSMENT IN INSTRUCTION

Facilitated by Rodney Bly & Annette Dowd

17303 3E DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS

Facilitated by Chris Keller & Keli Robison

17307 DIFFERENTIATING ACROSS DOMAIN 3 Facilitated by Ryan Goble

REGISTRATION If you have not been able to pre-register, be sure to register on-site. You must attend both evenings to receive CPSU credit. NOTE: Numbers in green above are CPSU course numbers. ONLINE COMMUNITY Materials (key handouts, urls, video links, etc.) from each session will be shared at the NEW Fulton Network Mightybell social network. When you login, we suggest you don’t use your Facebook account but create a new account as Facebook is blocked at all CPS sites. This social network allows you to continue the discussion with presenters and have access to materials to share with colleagues who were unable to attend. Join the conversation @ https://mightybell.com/spaces/20027

UPCOMING ACADEMIES More Content & Framework Adventures @ de Diego 4PM-6PM

February 19-20 March 19-20 April 23-24 May 28-29


4 PARKING The school is located at 1313 N. Claremont Ave. The school’s parking lot will be available and it is accessible from Oakley. Additional parking is available on Oakley near Division Street.

SESSION LOCATIONS All sessions are located on the 2nd and 3rd Floors of de Diego Academy.


5 TUESDAY, JANUARY 22 4:00-6:00 PM

STRAND 1 CONTENT ADVENTURES

1.1 ROOM 305 Computer Lab

GRADE 4 INTERACTIVE SCIENCE JACKIE ROPER – Science Curriculum Specialist for Pearson Education, [email protected] This two-day active-learning workshop will allow 4th grade teachers "to do" Pearson's Interactive Science units. On day one teachers will explore Interactive Science's digital pathways and learn how to best utilize these digital features in the classroom. Day two will allow teachers to experience all of Interactive Science's components for inquiry exploration. Please bring your current Teacher Edition of Interactive Science.

1.2 ROOM 329

GRADE 7 INTERACTIVE SCIENCE GLENN GORDON – Science Curriculum Specialist for Pearson Education, [email protected] This two-day active-learning workshop will allow 7th grade teachers "to do" Pearson's Interactive Science units. Day one will allow teachers to experience all of Interactive Science's components for inquiry exploration. Please bring your current Teacher Edition of Interactive Science and inquiry print components. On day two teachers will explore Interactive Science's digital pathways and learn how to best utilize these digital features in the classroom.

1.3 ROOM 310

CCSS MATH 6-8 GAVIN CREADEN - CPS Department of Math and Science, [email protected] BARBARA CRUM - CPS Department of Math and Science, [email protected] Day one of this workshop will be presented by the CPS Department of Math and Science. The Common Core State Standards for Mathematics (CCSSM) will be introduced and participants will explore how to interpret them. The Standards for Mathematical Practice will be incorporated into the learning experience to demonstrate approaches to bridge math instruction in Grades 6-8 through the lens of the CCSSM.

1.4 K-2 ROOM 307 3-5 ROOM 309

CORE MATH K-5 DEAN BALLARD - CORE Inc., [email protected] LINDSAY SWEETSER - CORE Inc., [email protected] This intense two-day workshop for K-5 educators is designed to deepen understandings of critical math concepts and practices. Participants will learn a wide variety of skills including interpreting key mathematical concepts into real-world applications and how to guide students toward a deeper understanding of how math impacts the world around them.

1.5 ROOM 312

COMMON CORE ELA 3-8 LORI DEICHSTETTER – Senior Faculty, Common Core Institute, [email protected] What are some of the strategies teachers in these critical grades can use to strengthen literacy skills? With the emphasis on lexiles and text complexity, what are some approaches teachers can take to ensure those shifts are integrated consistently in their instructional practice and how can teachers identify and assess Common Core skills and proficiencies through student learning and work? Through hands-on activities, teachers will begin to determine ways in which they are already developing and using Common Core aligned lessons and assessments, and how they can plan to improve on the good work they have already begun.

1.6 ROOM 327

SUPPORTING ELL LEARNERS PRE-K-8 JOSE ANAYA - Fulton Network ISL, [email protected] JOHN MCNULTY - Assistant Principal, Chopin School, [email protected] How is Common Core related to language proficiency standards and assessments? This two-night session will examine this question and consider the impact of the Common Core State Standards (CCSS) on English language learners. Participants will explore articles, research reports, videos, and implementation guidelines through models of best practice.

STRAND 2 EXPLORING THE FRAMEWORK - DOMAIN 3

1.7 3rd Floor Cafeteria

INTRODUCTION TO DOMAIN 3 OF THE CPS FRAMEWORK FOR TEACHING DR. SHONDA HUERY HARDMAN - Fulton Network Chief, [email protected] LAURA MEILI – CPS Office of Professional Learning, [email protected] Dr. Huery Hardman will give a brief overview of the Academy and framework before this Office of Professional Learning session. This session will provide a brief introduction to the CPS Framework for Teaching with a focus on the heart of the Framework – Domain 3: Instruction. The CPS Framework for Teaching serves as a roadmap for effective teaching and is the basis for REACH observations. However, the Framework is a tool for far more than teacher evaluation. In this session, we will briefly review the observation series, and then will spend the majority of our time focusing on how the Framework articulates a vision for engaging instruction and increased student learning. Participants should bring their CPS Framework for Teaching Companion Guide.


6 WEDNESDAY, JANUARY 23 4:00-6:00 PM

STRAND 1 CONTENT ADVENTURES

2.1 ROOM 329

GRADE 4 INTERACTIVE SCIENCE JACKIE ROPER – Science Curriculum Specialist for Pearson Education, [email protected] This two-day active-learning workshop will allow 4th grade teachers "to do" Pearson's Interactive Science units. On day one teachers will explore Interactive Science's digital pathways and learn how to best utilize these digital features in the classroom. Day two will allow teachers to experience all of Interactive Science's components for inquiry exploration. Please bring your current Teacher Edition of Interactive Science.

2.2 ROOM 305 Computer Lab

GRADE 7 INTERACTIVE SCIENCE GLENN GORDON – Science Curriculum Specialist for Pearson Education, [email protected] This two-day active-learning workshop will allow 7th grade teachers "to do" Pearson's Interactive Science units. Day one will allow teachers to experience all of Interactive Science's components for inquiry exploration. Please bring your current Teacher Edition of Interactive Science and inquiry print components. On day two teachers will explore Interactive Science's digital pathways and learn how to best utilize these digital features in the classroom.

2.3 ROOM 310

CCSS MATH 6-8 EDIE CLARK - Math Curriculum Specialist for Pearson Education, [email protected] Day two will be an interactive workshop exploring how one can use Common Core State Standards (CCSS) and Pearson math curricula to make math meaningful for middle school learners. Participants will explore the mathematical concepts of expressions and equations and how they can be used to support the CCSS and how math impacts the world around them.

2.4 K-2 ROOM 307 3-5 ROOM 309

CORE MATH K-5 DEAN BALLARD - CORE Inc., [email protected] LINDSAY SWEETSER - CORE Inc., [email protected] This intense two-day workshop for K-5 educators is designed to deepen understandings of critical math concepts and practices. Participants will learn a wide variety of skills including interpreting key mathematical concepts into real-world applications and how to guide students toward a deeper understanding of how math impacts the world around them.

2.5 ROOM 312

COMMON CORE ELA 3-8 LORI DEICHSTETTER – Senior Faculty, Common Core Institute, [email protected] What are some of the strategies teachers in these critical grades can use to strengthen literacy skills? With the emphasis on lexiles and text complexity, what are some approaches teachers can take to ensure those shifts are integrated consistently in their instructional practice and how can teachers identify and assess Common Core skills and proficiencies through student learning and work? Through hands-on activities, teachers will begin to determine ways in which they are already developing and using Common Core aligned lessons and assessments, and how they can plan to improve on the good work they have already begun.

2.6 ROOM 327

SUPPORTING ELL LEARNERS PRE-K-8 JOSE ANAYA - Fulton Network ISL, [email protected] JOHN MCNULTY - Assistant Principal, Chopin School, [email protected] How is Common Core related to language proficiency standards and assessments? This two-night session will examine this question and consider the impact of the Common Core State Standards (CCSS) on English language learners. Participants will explore articles, research reports, videos, and implementation guidelines through models of best practice.


7 WEDNESDAY, JANUARY 23 4:00-6:00 PM

STRAND 2

EXPLORING THE FRAMEWORK - DOMAIN 3

2.7 ROOM 313

COMPONENT 3A: COMMUNICATING WITH STUDENTS NATALIE LAINO – Instructional Support Leader, Fulton Network, [email protected] SUSAN SWITZER – Assistant Principal, William H. Brown School of Technology, [email protected] This hands-on session will examine practices of a proficient and distinguished teacher as defined by the CPS Framework for Teaching Component 3A Communicating with Students. Participants will explore all elements of 3a, including the powerful use of standards-based learning objectives. Participants will also analyze communication of teachers in action in order to transform their own teaching to a proficient and distinguished level. Teachers will understand how to immediately integrate proficient and distinguished communication into their daily classroom practice.

2.8 ROOM 311

COMPONENT 3B: USING QUESTIONING AND DISCUSSION TECHNIQUES AMABEL CRAWFORD – Instructional Support Leader, Fulton Network, [email protected] LAUREN DEGIULIO – Assistant Principal, Bernhard Moos Elementary, Lauren [email protected] This session will explore the CPS definition of proficient and distinguished teaching practices as defined in 3B of the CPS Framework. Participants will learn how to use high and low level questioning to enhance student thinking and discussion techniques that will deepen student understanding of content through the use of student-to-student dialogue. Research based resources and techniques will be provided.

2.9 ROOM 213

COMPONENT 3C: ENGAGING STUDENTS IN LEARNING JULIE IVERSON – Instructional Support Leader, Fulton Network, [email protected] DR. ANNIE CAMACHO – Assistant Principal, Elizabeth Peabody Elementary School, [email protected] MICHELLE GULO – Assistant Principal, Jose De Diego Elementary Community Academy, [email protected] This workshop will support teachers as they work towards becoming proficient and distinguished in 3C Engaging Students in Learning. Participants will work on developing their understanding of the process of selecting standards-based tasks, text and materials that are complex, and promote student engagement. Participants will also deepen their understanding of how structure, pacing, and grouping can be used to engage students and ultimately, deepen student understanding of standards- based objectives.

2.10 ROOM 323

COMPONENT 3D: USING ASSESSMENT IN INSTRUCTION RODNEY BLY – Instructional Support Leader, Fulton Network, [email protected] ANNETTE DOWD – Assistant Principal, Suder Montessori Magnet School, [email protected] This workshop will explore proficient and distinguished teaching of 3D as defined by the CPS Framework for Teaching. Designed as a differentiated workshop, teachers will practice and discuss effective ways to use formative assessment and how to regularly monitor student progress. In addition, participants will learn best practice used in assessment, including the use of student self-assessment and feedback to students. After utilizing models, teachers will share classroom assessment ideas built on the models shared during the session.

2.11 ROOM 219B

COMPONENT 3E: DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS CHRIS KELLER – Instructional Support Leader, Fulton Network, [email protected] KELI ROBISON – Assistant Principal, Christopher Columbus Elementary School, [email protected] This session will help teachers understand what it means to be a flexible and responsive educator as defined by the CPS Framework for Teaching. Participants will learn what successful lesson adjustment looks like and how to persist in teaching by utilizing differentiating instructional approaches to provide intervention and enrichment to various learners. Learners will explore this component using a variety of differentiated teaching and learning strategies.

2.12 ROOM 219A

DIFFERENTIATING ACROSS DOMAIN 3 RYAN GOBLE – Instructional Support Leader, Fulton Network, [email protected] This workshop will present Media Circles (a reimagination of lit circles) as a differentiated instructional strategy built around multi-modal (print, TV, film, radio, still images, websites and other virtual) texts. This hands-on session is designed to model differentiated literacy across the curriculum. Participants will explore secondary, middle and elementary instructional models including a Pixar short film and Kit Kittredge An American Girl. The session will conclude with using the CPS Framework for teaching to metacognitively reflect on how the practices modeled align with Domain 3 and – if time permits – the Common Core.


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FACILITATOR BIOS

JOSE ANAYA has been in education for the past 14 years and is currently an Instructional Support Leader (ISL) for the Fulton Network at Chicago Public Schools. Jose has a Bachelor’s degree in Language Arts from Loyola University. He also earned a M.A. in both Instructional leadership from the University of Illinois and in Educational Administration from Governors State University. He currently supports principals and Bilingual Lead Teachers in the network by providing assistance with their individual programs at their schools.

DEAN BALLARD is the Director of Mathematics with CORE. He holds a master’s degree in math education from Sonoma State University (SSU) and secondary teaching credentials for both mathematics and English. Over the last eight years Dean has specialized in professional development for both elementary and secondary math teachers. This work has included the formation of state math exams, coordinating the creation of high school math standards, writing math courses, and directing math programs for the precollege department at SSU. Over the last five years Dean has focused on writing, editing, and facilitating math professional development for both online and face-to-face work with teachers. Dean has 18 years of experience in the classroom teaching all levels of math from 5th grade through AP Calculus. Dean is a member of NCTM (National Council of Teachers of Mathematics), NCSM (National Council of Supervisors of Mathematics), and CMC (California Math Council).

RODNEY BLY is an Instructional Support Leader (ISL) for Pod 2 schools. He coordinates the entire network in math and science. He is passionate about building teachers’ capacity to support student acquisition of 21st Century Skills. He has worked for CPS for the last two school years. Prior to joining the Fulton Network, Rodney was a Resident Principal at Wells Community Academy HS. Before that, Rodney taught and supported teacher instruction with the University of Chicago Charter Schools. Rodney holds a BA in Communications from the University of Wisconsin-Milwaukee along with a Certificate of Teaching from Cardinal Stritch University in Milwaukee. He also has an MS in Math and Science Education from the Illinois Institute of Technology, and is an EdD Candidate in the Urban Educational Leadership Program at the University of Illinois-Chicago.

DR. ANNIE CAMACHO has been in education for over 30 years – 17 as a classroom teacher. She is certified in early childhood, elementary education, bilingual education, special education and in administration. She has 23-years of experience as an administrator, in the capacities of assistant principal, principal and Deputy Chief for the Department of Specialized Services. She is currently Assistant Principal at the Peabody Elementary School. Her passion continues to be in serving the needs of the inner city children of Chicago.

EDIE CLARK is a Math Curriculum Specialist for Pearson Education. She taught for seventeen years in Illinois and twenty years in California public schools. She holds a Master’s of Education in Special Education from the University of San Diego. Edie has a Learning Behavior Specialist I certificate and middle school math, language arts, and social studies endorsements in the state of Illinois. Edie has taught math to first – sixth grade children using Pearson’s NSF funded curricula. She has coached elementary and middle school math teachers in Chicago Public Schools and in the suburban area through the University of Illinois at Chicago and the Chicago Public Schools. She has facilitated Investigations and Connected Math Project professional development sessions for both general and special education educators for the last eleven years.

AMABEL CRAWFORD is an Instructional Support Leader (ISL) for Pod 3 Schools. She is passionate about effective teacher practice, leadership development, and formative assessments. She has been with CPS for 11 years. She has held roles in the district as a Kindergarten Teacher, as Assistant Principal and Principal. Amabel holds a BA from DePaul University and an MEd from Loyola University.


9 GAVIN CREADEN is a Math Specialist for the Chicago Public Schools, Department of Math and Science. He holds a Master of Education degree from DePaul University. Gavin has taught math from 3rd through 8th grade throughout the Chicago Public Schools, in addition to working as a Math Coach at a math and science academy. Gavin has been involved with assessment at the state level for a number of years, and has presented on assessment and instruction in mathematics throughout the Chicago area.

BARBARA CRUM serves as a K-5 Math Specialist for the Chicago Public Schools, in the Department of Math and Science Barbara previously taught Math and/ or Science in grades Kindergarten through 9th grade. Barbara was on the development team for a K-5 Mathematics curriculum and has written case studies for school based math coaches at the elementary school level. She holds a M.S.T. in Mathematics Education.

LAUREN DEGIULIO is currently the Assistant Principal at Bernhard Moos Elementary. She began her teaching career in 2003 in the South Bronx with Teach For America and has since taught middle school math and language arts in Honduras and CPS and was a founding teacher at CICS Irving Park where she taught 1st grade. Lauren earned her Bachelor’s degree from University of Illinois Champaign-Urbana, her Master’s in Teaching from Pace University and her Master’s in School Leadership from Harvard University.

LORI DEICHSTETTER – is senior faculty at the Common Core Institute and has nearly thirty years of experience leading and coaching administrators and teachers with particular emphasis on change management, literacy strategies, differentiated instruction, and curriculum alignment to standards. Lori has been a teacher and administrator in both elementary school and high school, and maintains her K-12 school administrator and teacher certifications in Illinois. As Senior Faculty with the Common Core Institute, Lori has worked with schools and districts throughout the country to transition to and implement Common Core aligned instructional practice in their classrooms.

ANNETTE DOWD is currently the Assistant Principal of Suder Montessori Magnet School where she has served for the past 5 years. She is a New Leaders Post Resident and holds a BA in Elementary Education from Xavier University of Louisiana, a MA in School Improvement Leadership from Olivet Nazarene University, and a MEd in Educational Administration from National Louis University. Annette began her career as an educator 20 years ago and is currently an ABD doctoral candidate at National Louis University.

RYAN R. GOBLE began working at CPS’s Fulton Elementary Network in the fall of 2012 as an Instructional Support Leader (ISL) in charge of professional development. Ryan began his teaching career as a high school English teacher in Ann Arbor, MI. Since 1998 he has taught, consulted and presented for a wide variety of students, teachers, schools, colleges, school districts and educational organizations all over the United States. Mr. Goble serves as an adjunct professor in the education departments of Aurora, Benedictine and Roosevelt Universities and has worked as a faculty developer for the faculty at the City Colleges of Chicago. Ryan's work has been featured in many national publications and he has written for a variety of media including the Journal of Staff Development, Journal of Media Literacy, The School Library Journal and The New York Times Learning Network. Ryan holds a Master's Degree in Education and a Bachelor's Degree in English from the University of Michigan. Ryan is an ABD doctoral candidate in Interdisciplinary Studies at Teachers College Columbia University in New York City completing his dissertation on teachers’ use of media.


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GLENN GORDON is a Math/Science/Technology Curriculum Specialist for Pearson Curriculum Group. He taught for six years in Washington State Public Schools. He holds a Bachelor of Arts Degree in English and Secondary Education from the University of Washington in Seattle. Over the past 20 years, Glenn has facilitated more than 800 implementation workshops in a dozen U.S. states, training more than 15,000 K-8 educators. Glenn presents annually for state conferences such as the Washington, Idaho, Oregon, and Colorado Science Teachers Associations (WSTA, ISTA, OSTA, CAST), and Southern Nevada Math and Science Conference, and national/international conferences including Northwest Math Conference (NWMC), National Council of Teachers of Mathematics (NCTM), National Science Teachers Association (NSTA), and the International Society for Technology in Education (ISTE).

MICHELLE GULO is the Assistant Principal at Josė de Diego. She holds degrees in elementary education, reading and educational administration. She minored in psychology and has endorsements in Middle School Social Science and Language Arts, as well as Reading with a Reading Specialist certificate. Michelle has been an educator for over 11 years and her experience includes classroom teacher, writing coordinator, literacy leader and assistant principal. Michelle is committed to working in collaboration with the school community. Michelle believes that working together as a team will improve teacher practice and develop effective leaders. Michelle is passionate about partnering with educators to maintain a nurturing, disciplined, and challenging environment in which all students can become responsible members of society.

JULIE A. IVERSON has been in education over 20 years. Ms. Iverson brings over 12 years of experience in administration and 7 as a principal of a junior high school. She is currently working on her dissertation in Educational Leadership at Chicago State University. Julie presently supports school administrators with existing and new initiatives in her role as an Instructional Support Leader (ISL) for the Fulton Network of the Chicago Public Schools.

CHRISTINE KELLER is an Instructional Support Leader (ISL) for the Fulton Network. She is passionate about literacy and primary assessments. She has been with CPS for 23 years. Her previous roles in the district included being an Area Instructional Specialist, an Area Reading Coach, and a 1st grade teacher. Chris is a trained Reading Recovery teacher and holds a Reading Endorsement. She holds a BA in Education from Illinois State University and a Masters in Curriculum and Instruction from Lewis University where she also obtained her Type 75 Certificate.

NATALIE LAINO is an Instructional Support Leader (ISL) for the Fulton Network. She is passionate about providing opportunities for high academic achievement, enrichment opportunities, and personal growth for all students. She has been with CPS for over a year. Prior to working for CPS, she worked in Scottsdale, Arizona for 18 years as a classroom teacher, taught grades 1-6, was an ELL Director/Resource teacher, and a Site Coordinator for 21st Century, as well as part-owner of a gymnastic training facility. Natalie holds a Bachelors of Arts in Elementary Education with endorsements in English as a second language, reading and early childhood. She also holds a Masters of Education in Curriculum & Instruction from Arizona State University.


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JOHN MCNULTY has been involved in bilingual education for 14 years and currently serves as an assistant principal at Frederic Chopin Elementary School. He has a Bachelor’s Degree from the Universidad Autónoma del Estado de Morelos, Mexico, Master of Arts in Teaching from Dominican University in bilingual education and a Master of Arts in Education in administration from Olivet Nazarene University. He served as Compliance Facilitator and Compliance manager under the Office of Language and Cultural Education currently known as DoLCE from 2004 to 2010.

LAURA MEILI works in the Office of Professional Learning at CPS, where her work focuses on supporting teachers with the CPS Framework for Teaching. Before coming to Central Office, Laura taught middle school literacy in CPS for six years at Mollison Elementary on the south side. In 2011, she was selected as a member of the Chicago Teachers Union bargaining team to negotiate the new REACH Students evaluation system, and she currently leads a joint committee of CPS and CTU around professional development. This summer, Laura co- founded Collaborate Chicago! A Conference on the Common Core, a PD event that served 1,200 teachers and was co-sponsored by CPS and CTU. Meili graduated from the University of Michigan with Bachelor’s degrees in Psychology and English and earned her Master’s degree in Literacy, Language, and Culture from the University of Illinois at Chicago. Please check out her column in the Teacher Newsletter or on the KC: http://goo.gl/clMbK

KELI ROBISON currently serves as assistant principal at Columbus Elementary. Keli has been teaching within the Chicago Public Schools for 14 years at a variety of grade levels. She became a Reading Specialist and worked as an in-school literacy coach, an area literacy coach and a citywide literacy coach. She has presented professional development sessions for wide range of teachers, literacy coaches and administrators. She graduated from the University of Illinois at Chicago with her Bachelors of Art in Elementary Education and Masters Degree in Education.

JACKIE ROPER currently works as a Curriculum Specialist with Pearson School. She brings 12 years of experience as a Curriculum Specialist. Prior to her 12 years as a Curriculum Specialist, Jackie Roper was a classroom teacher in Chicago Public Schools teaching in grades 5-8. During her teaching career, Jackie obtained a Masters in Language Arts from Governors State University. Jackie has worked throughout the Midwest, mainly Chicago Public Schools, presenting and providing professional development workshops. In her current position as a National Curriculum Specialist, Jackie primarily works with Chicago Public Schools. As a former CPS teacher, she it uniquely qualified to collaborate with CPS faculty.

LINDSAY SWEETSER is an Educational Consultant with CORE. Lindsay holds master’s degrees in math education from the University of Virginia and in elementary education form George Mason University. She is certified as a math specialist for elementary and middle grades and has a postgraduate professional license for elementary education. Lindsay is currently a lead teacher and coach for elementary mathematics in Alexandria, Virginia. During the last few years Lindsay has also provided professional development for teachers in the Washington D.C. area.

SUSAN SWITZER is the Technology Teacher and Assistant Principal at Brown School of Technology. She has earned K-9 teaching and administrative certifications from the Illinois State Board of Education with endorsements in social science, instructional technology, English as a second language, and middle level education. Susan holds a Bachelor of Science in Elementary Education and Masters in Science with an Educational Technology Specialization.


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FULTON NETWORK LEADERSHIP

DR. SHONDA HUERY HARDMAN serves as the Chief of Schools for the Fulton Network. She approaches her work with a can-do spirit, a willingness to immerse herself in creating dynamic educational communities and a passion for urban schools, Shonda Huery Hardman never looked back after making a decision to leave her job working for a member of Congress. After close to twenty years of serving students in urban school districts, Dr. Hardman strongly feels she made the right decision and most importantly, she has discovered her lifelong passion. Hardman moved to Memphis, Tennessee to serve as the intern to Superintendent Carol Johnson. During her first 18 months in Memphis Dr. Hardman took on a number of special projects for the Superintendent and her key executive leaders, such as coordinating the annual Principals’ Academy

and Hurricane Katrina efforts to enroll student evacuees in school, providing them with uniforms, supplies, temporary housing and assisted with their transition.

After the completion of her internship, Dr. Hardman took on the responsibility of School Improvement Coordinator. In this position, she worked closely with the Superintendent and the Deputy Superintendent of Memphis City Schools to align district-wide efforts and initiatives that impact school improvement.

In 2005, Dr. Hardman was asked by Superintendent Carol Johnson to oversee a $4 million dollar construction project of a high-tech elementary school in Memphis. In this position, she supervised all construction efforts as well as coordinated the development of a solid academic program that emphasized Math, Arts, Science, and Technology. Because of her passion and commitment to ensuring the success of urban students, Dr. Hardman decided to remain in Memphis and serve as the Principal of the newly constructed, Dr. William Herbert Brewster Elementary School.

Born in Houston, Texas, Dr. Hardman graduated from Howard University, where she earned a Bachelor’s Degree in journalism. She served as a school administrator and eighth grade English teacher in the District of Columbia Public Schools after working on Capitol Hill for two members of Congress. She received a Master’s Degree in Education Administration from Trinity College in the District of Columbia, followed by a Master’s Degree in Education Policy and Planning from Harvard University. Dr. Hardman completed her doctorate from Harvard University in 2010. Her research focused on understanding the behaviors of exemplary middle school teachers of students in high-poverty middle schools.

She is a founding member of an outreach ministry dedicated to serving disadvantaged women and children in Washington D.C. Additionally, she is a member of Alpha Kappa Alpha Sorority, Inc., and the Association of School Curriculum and Development.

LORENZO RUSSELL serves as the Deputy Chief of Schools for the Fulton Network. Born and raised on the west side of Chicago and is a proud product of the Chicago Public School system. He earned his undergraduate degree in Education at Southern Illinois University in Carbondale, Illinois. He subsequently attained two masters’ degrees: one in Instructional Leadership/Inner City Studies from Northeastern Illinois University and one in Educational Leadership from the University of Illinois at Chicago. He also obtained an Education Specialist degree, and is currently completing his doctoral studies in Educational Leadership and Administration, at Northern Illinois University.

Mr. Russell began his teaching career at his alma mater, where he taught grades 3rd through 8th. Moving on to George W. Tilton Elementary School where he was Assistant Principal for four years, he was known for his “fair, firm and consistent” approach and contributed to the academic success for student achievement increases in Reading and Math for 4 consecutive years. In his last role as Principal of Ryerson Elementary, he focused his efforts on creating a school experience that will make life-long impressions on the children studying there. During his tenure he, along with his wonderful team moved academic achievement from a Level 3 school to a Level 1 school. The school was recognized for improvements in Reading, Math and Science gains each year. Lorenzo Russell currently serves as the President of the Chicago Area Alliance of Black School Educators, a member of the National Alliance of Black School Educators, a delegate for Catalyst Caucus, an affiliate of the National Council of Educating Black Children and the National Coalition of Educating Black Boys.


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The Fulton Network would like to thank our wonderful presenters and…

Barbara Byrd-Bennett – CEO of CPS

Denise Little – CPS Chief of Network Support

Annette Gurley – CPS Chief of Teaching & Learning

Linda Berz, Dr. Elaine Roberts & Carl Sartwell @ The Common Core Institute

Gina Bianchini @ Mightybell

The CPS Office of Professional Learning

The CPS Department of Math and Science

Blake Goble for designing the program logo

Steve Hargadon of the Classroom 2.0 Ning

Tamiko Jones & Tim Rogers @The Pearson Education

Ashley Peterson @ Fulton Network / The CPS Talent Office

With a very special thanks to…

The José de Diego faculty, staff and administration for sharing their space. This event would not have been possible with out extensive assistance from Principal Alice Vera

and Assistant Principal Michelle Gulo.

Complimentary magazines provided by

www.rethinkingschools.org


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Documents

CPS Fulton Network...More Content & Framework Adventures @ de Diego 4PM-6PM February 19-20 March 19-20 April 23-24 May 28-29 Materials from the 2013 Fulton Professional Development