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Michigan State University College of Education & Chicago Public Schools

Michigan State University College of Education & Chicago Public Schools. Information Session Sunday, February 17, 2008 5:00 – 7:00 PM. CHICAGO PUBLIC SCHOOL’S AT A GLANCE. CHICAGO PUBLIC SCHOOL’S AT A GLANCE CONTINUED. http://www.cps.k12.il.us. HYDE PARK. HYDE PARK.

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Michigan State University College of Education & Chicago Public Schools

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  1. Michigan State UniversityCollege of Education& Chicago Public Schools Information Session Sunday, February 17, 2008 5:00 – 7:00 PM

  2. CHICAGO PUBLIC SCHOOL’S AT A GLANCE

  3. CHICAGO PUBLIC SCHOOL’S AT A GLANCE CONTINUED http://www.cps.k12.il.us

  4. HYDE PARK

  5. HYDE PARK • Hyde Park is home to a number of higher education institutions: • The University of Chicago • The Catholic Theological Union, a seminary of 28 Roman Catholic religious orders • The Chicago Theological Seminary, a seminary of the United Church of Christ • The Lutheran School of Theology at Chicago, a seminary of the evangelical Lutheran Church in America • The McCormick Theological Seminary, a seminary of the Presbyterian Church • The Meadville Lombard Theological School, a seminary of the Unitarian Universalist Association • Chicago Center for Urban Life and Culture, a non-profit and experiential education program for college students who want to ‘study abroad’ in Chicago • The Oriental Institute within the University of Chicago • The DuSable Museum of African American History, although just outside of the neighborhood in Washington Park, has a long association with the community.

  6. Michigan State UniversityCollege of EducationTeacher Preparation Program5th Year Internship Requirement – Chicago Public Schools Fall –Spring 2008-2009 Estimated Costs PRE-INTERNSHIP MICHIGAN STATE UNIVERSITY - COLLEGE OF EDUCATION WILL COVER THE COST OF TRANSPORTATION, HOUSING AND MEALS FOR ACCEPTED PARTICIPANTS DURING THE REQUIRED PRE-INTERNSHIP EXPERIENCE.

  7. ESTIMATED COST CONTINUED INTERNSHIP YEAR *Student tuition is determined at the rate of current student enrollment status. This cost does not include required books/texts. **Student interns are required to obtain and maintain their own personal laptop computer for full participation in course instruction.

  8. YOUTH HOSTELS CHICAGO

  9. ROGERS PARK

  10. ROGERS PARK TRANSPORTATION Rogers Park has several elevated Red Line stations. Travel times to The Loop are at least 35 minutes due reconstruction of the Belmont and Fullerton stations. There is also the Metra Rogers Park station, where travel time to downtown Chicago are 20 to 23 minutes.

  11. Bronzeville is a neighborhood located in the Douglas and Grand Boulevard community areas on the South Side of the city of Chicago around the Illinois Institute of Technology and Illinois College of Optometry. It is accessible via the Green, Red Lines of the Chicago Transit Authority or the Metra Electric District Main Line. • In the early 20th century, Bronzeville was known as the “Black Metropolis,” one of the nation’s most significant landmarks of African-American urban history. • During the 1950s and 1960s, a decision was made to replace the “slums” with several straight miles of high-rise public housing projects, managed by the Chicago Housing Authority, essentially isolating and simultaneously concentrating on the poor black population in this section of the city. The largest complex was Robert Taylor Homes. • These complexes have been demolished by federal mandate, allowing the fringes of the rapid gentrification occurring in the South Loop and Kenwood neighborhoods to move into the neighborhood.

  12. WATCH FOR!!!! College of Education – Office of Student Affairs E-Mail Notification • INTERNSHIP SCHOLARSHIP SUPPORT • PRIORTY TO CHICAGO PUBLIC SCHOOLS AND DETROIT PUBLIC SCHOOL INTERNS • CAN APPLY FOR AS LITTLE OR AS MUCH (TYPICALLY UP TO COST OF HOUSING) –BASED UPON NEED.

  13. APPLICATION PROCESS • “NOTICE OF INTENT TO APPLY” - February 25th • Notification By MSU-COE of “Acceptance-to-Apply”: Monday, March 10th • (College-Level Screening/Confirmation of Eligibility) • CPS Application – By March 24th • Confirmation of acceptance of CPS application: Early – Mid April • Internship Orientation: Mid – Late April • Required Pre-Internship 4-day Immersion: Mid – Late May

  14. CPS STUDENT TEACHING PROGRAM APPLICATION COMPONENTS This reference sheet provides university partners with details surrounding the following items: • Resume • Application Questions • Lesson Plan • Competencies • Scoring 1. Resume All candidates will be required to submit a resume that outlines the candidate's educational profile, work history, volunteer experiences, observations, clinical experiences and teaching experiences (if applicable). The resume must be in a clear, organized, logical structure and include an original and insightful objective. The resume should highlight activities, leadership roles and skills related to the field of education. The resume should be created prior to applying online and saved in Word (.doc) or Adobe (.pdf), so it may be uploaded when completing the online application. Resumes should not exceed two pages in length. 2. Application Questions Candidates must respond to three of the following questions. All candidates must respond to the first question, and then choose one question each from question sets 2 and 3. All responses must be completed in full paragraphs, using appropriate grammar and writing. All responses must be limited to 1500 words in total – 500 per question.

  15. CPS STUDENT TEACHING PROGRAM APPLICATION COMPONENTS CONTINUED 1. (REQUIRED OF ALL APPLICANTS): Identify two previous experiences or two strategies that you will use in order to ensure high academic achievement for your CPS students. Explain how you will accomplish this. 2. Question Set 2 (CHOOSE ONE OF THE FOLLOWING): A. How will student teaching in an urban Chicago Public School specifically prepare you for your long-term career as a teacher? OR B. What are your three goals for your student teaching experience?  How will student teaching in the Chicago Public Schools help you achieve those goals? 3. Question Set 3 (CHOOSE ONE OF THE FOLLOWING): A. What is your personal definition of “urban education”? What qualities or abilities are most important for urban educators to possess in order to be successful? OR B. Describe a time when you worked with others to overcome a significant obstacle or address a challenge. What did you learn from that experience that will make you a more effective teacher in an urban classroom? OR C. Describe what you perceive to be the typical challenges a teacher faces in an urban classroom setting. How will you address these challenges? 3. Lesson Plan Prompt All applicants must submit an original lesson plan for a specific grade-level and subject of their choice (planned lesson should not exceed 55 minutes of instructional time). The lesson should demonstrate the candidate’s ability to design an effective lesson that will ensure all students meet your intended learning outcome. Candidates should be sure to: • Organize their lesson around a clear goal or learning objective • Incorporate age-appropriate materials and strategies that will enable students of different learning styles to master the identified goal or objective • Include activities or content that will be meaningful, relevant and engaging to students in an urban environment • Outline the procedures they will use throughout the lesson to ensure students are on-task and learning appropriately

  16. CPS STUDENT TEACHING PROGRAM APPLICATION COMPONENTS CONTINUED 4. Competencies Successful STP candidates will demonstrate evidence of the following competencies in their application materials. These competencies will be assessed across the application materials to give CPS a holistic view of the candidates. • Commitment to Urban Education: Demonstrates an understanding of the CPS environment and a willingness to persevere as a teacher in CPS, despite potential obstacles. • Critical Thinking:Analyzes information accurately and generates effective solutions to problems. • Knowledge of Teaching and Learning:Demonstrates a novice-level awareness of the teaching skills and strategies necessary to ensure high academic achievement with students. • Communication Skills: Demonstrates written and verbal proficiency in English. 5. Scoring As it relates to scoring applications, overall CPS is seeking candidates that demonstrate definite, positive evidence of the program competencies, as outlined above, throughout all of their application materials.

  17. INTERNSHIP STRUCTURE • Placement in school cluster • Chicago-based collaborative field supervision • Use of Technology- Requires Intern Laptop • Intensive weekend instruction (once a month)

  18. QUESTIONS????

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