Michigan State University College of Education & Chicago Public Schools Information Session Sunday, October 2, :00 PM

CHICAGO PUBLIC SCHOOL’S AT A GLANCE Total: 675 (FY )  Elementary: 482 –Traditional elementary: 395 Magnet: 36 Middle: 10 Gifted centers: 12 Special education: 8 Classical: 4 Small: 4  Charter schools: 71 –Elementary: 42 High school: 29  High Schools : 122 –General/technical: 41 Career academy: 8 Magnet school: 5 Military academy: 6 Small school: 11 Achievement academy: 8 Alternative school: 8 Special education: 5 Selective Enrollment: 8

CHICAGO PUBLIC SCHOOL’S AT A GLANCE  Total: 409,279 Student Enrollment (FY )  Preschool: 24,370  Kindergarten: 29,632  Elementary (1-8): 239,507  Secondary: (9-12) 115,770  Student racial breakdown African American: 45% Latino: 41% White: 9% Asian/Pacific Islander: 3.6% Native American: 0.2%

CHICAGO PUBLIC SCHOOL’S AT A GLANCE Total Employees: 43,731 (FY ) Teachers Total: 23,110  African American: 31%  White: 49%  Latino: 15%  Asian/Pacific Islander: 3.5%  Native American: 0.9%

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.

CPS PARTNERSHIP SCHOOLS Kenwood Academy High School-neighborhood school with rigorous college prep curriculum, accelerated magnet program and U of C partnership. Serves grades 7-12, pop of Recognized by Newsweek and US News & World Report as a top HS. King College Preparatory HS-Selective enrollment school with rigorous college prep curriculum. 899 pop serving grades 9-12—one of Chicago’s premier HS with a proud history names after the “father” of the civil rights movement-Dr. Martin Luther King Jr. Woodlawn Community Elementary-founded in small schools coalition, offering an African cultured-centered curriculum, serving grades pre-k to 6 neighborhood school. A school with tremendous pride!

CPS PARTNERSHIP SCHOOLS Bret Harte Elementary-431 pop, serving Pre-k to 6 grades, Math & Science Magnet Cluster. Partners with U of C and other cultural institutions in the city. Great ballroom dancing program! Shoesmith Elementary- “It takes a village” motto…..Math & Science Cluster School, serving 362 students, grades K-6. U of C partnership, Park District, churches, etc. Canter Middle School-neighborhood global village middle school serving 261 students, middle grades only (7-8), located behind Kenwood Academy HS, with integration of world language and cultures across the curriculum Walsh – Newest partnership PK-8 School. ALL VERY UNIQUE, INDIVIDUAL, GREAT SCHOOLS MAKING A DIFFERENCE!!

Examining Your Disposition WE SEEK CANDIDATES WHO: Have a demonstrated commitment to teach/work across racial or ethnic difference, with students in poverty, in urban settings; Are knowledgeable about their own values, morals, beliefs and commitments relative to the community in which they teach; Demonstrate Personal Responsibility, Independence, and Resiliency to ensure a meaningful internship experience for themselves – and their students.

MANDATORY PRE-INTERNSHIP EXPERIENCE MAY 7 – 11, 2012 Travel via Amtrak Train & Lodging expenses are covered by the College of Education. Individuals are responsible for their own food expenses.

ESTIMATED CHICAGO BASED COSTS TRANSPORTATIONCOST City Transportation – Chicago Transit $86.00/month X 9 months = $ HOUSINGCOST Internship Year$650.00/month X 9 months = $ MEALSCOST Internship Year$300.00/month X 9 months = $ TOTAL CHICAGO ESTIMATED COST $9, ESTIMATED INTERNSHIP YEAR COSTS TUITIONCOST *Fall & Spring Semester Grad. Cert. Rate (In-State Tuition Rate) $12, INCIDENTALCOST **Technology Accessories$ Immunization – Tuberculosis/Fingerprinting $ TOTAL INTERNSHIP TUITION, ETC. ESTIMATED COST $12, *Student tuition is determined at the rate of current In-State Fall 2011 student enrollment status. This ESTIMATED 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.

Internship Year Affordable Housing Options Current Intern Housing Tour

INTERNSHIP SCHOLARSHIP SUPPORT WATCH FOR!!!! College of Education – 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) –MUST CONFIRM ANTICIPATED RESIDENCY IN HYDE PARK AREA DURING INTERNSHIP YEAR.

CHICAGO PUBLIC SCHOOLS 5 TH YEAR INTERNSHIP FALL 2011 TIMELINE Sunday, October 2 nd Information Session – Erickson Hall KIVA Monday, October 3 rd MSU – College of Education CPS Internship On-Line Application Deadline October 24 th APPLICATION DEADLINE 5:00 PM October 25 th - Progression to Internship Verification November 14 th Team Leader Endorsement for Chicago Placement November 15 th - Late November notification of conditionally accepted students December 9 th Intern Acceptance Deadline Communication of Intern Acceptance Status to Team Leaders.

CHICAGO PUBLIC SCHOOLS 5 TH YEAR INTERNSHIP SPRING 2012 TIMELINE January Communication with CPS regarding placement needs March MANDATORY Campus-based One-Day Chicago Public Schools Internship Orientation. Late April – Early May Chicago Public Schools On-Line Student Teaching Application Deadline. May 7 th – 11 th MANDATORY Chicago-based Pre-Internship experience August, 2012 Begin Internship Year in Chicago!!!

Conditions for Participation in the MSU-COE Chicago Public Schools Internship Year  I confirm my understanding that I must have met all Criteria For The Progression To The Internship, by the end of spring semester 2012, as articulated on the Michigan State University, College of Education website: which include the following: –Successful passing of the required Michigan Test for Teacher Certification (MTTC) by the April 2012 administration. –Successful completion of all teaching major and/or teaching minor(s) requirements, as well as all teacher certification coursework and other courses required for teacher certification, by the end of spring semester –Have my bachelor’s degree conferred at the conclusion of spring semester 2012 (requiring no summer course enrollment except as approved). –Approval of current Teacher Education Team Leader for participation.  I confirm my understanding that full participation in the Chicago based internship program requires my attendance during the four-day "pre-internship" experience in Chicago, and the one-day campus based orientation.  I confirm my understanding that a condition of my participation is that I must abide by Michigan State University policies, including the MSU General Student Regulations, while enrolled in the program and that I may be subject to disciplinary action for violations of those policies.

Conditions for Participation in the MSU-COE Chicago Public Schools Internship Year  I confirm my understanding that a condition of my participation is that I will be required to attend and participate in all scheduled instruction; and I will ensure that I have in my possession the laptop and technology accessories (webcam, headset, etc.) that support my full participation in the Teacher Education professional education courses, or other required program completion courses, for which I am enrolled during my internship year.  I confirm my understanding that I must secure my own housing, transportation and other necessities in a manner that ensures my full participation in the Chicago-based program.  I confirm my understanding that I must complete all Chicago Public Schools Student Teaching Application Requirements, and provide all required verification (i.e., TB Test, Fingerprints, Confidentiality Agreement, etc.) in a time and manner requested by Chicago Public Schools and Michigan State University, College of Education. ALL DEADLINES ARE FINAL. NO EXCEPTIONS. FAILURE TO MEET A DEADLINE AT ANY TIME ASSUMES DISCONTINUANCE OF CONSIDERATION FOR CPS INTERNSHIP PLACEMENT.

CHICAGO PUBLIC SCHOOLS STUDENT TEACHING APPLICATION REQUIREMENTS STEP ONE: APPLICATION This is your time to shine! 1. Online Application- requires general biographical information 2. Resume- Highlight leadership skills, volunteering, mentoring, tutoring, pre-student teaching experiences, i.e. observations, clinical, etc. 3. Essay Questions- Select 3 questions from essay bank 4. Lesson Plan- organize lesson around a clear goal or learning objective, age-appropriate, engaging, relevant, meaningful, monitor learning, differentiated instruction, etc. WHAT HAPPENS AFTER APPLICATION IS SUBMITTED?? Turnaround time: 2-4 weeks from submission date. Status notification method: CPS Student Teaching Program will a “Pre-conditional Acceptance Letter”, which will instruct you to proceed to the final step-Registration.

REGISTRATION (Final Step) STEP TWO: REGISTRATION 1. Online Registration Form TB Test- must be less than 12 months old from student teaching start date 3. Fingerprints- Accurate Biometrics OR must meet the following criteria: Must be less than 12 months old from student teaching start date Must be a State Background Report Must be a FBI (National) Report 4. Confidentiality Agreement 5. Student Teacher Acknowledgement Form 6. Registration Waiver- active CPS employees eligible only. Waives only registration paperwork, not performance-based application requirement FINAL ACCEPTANCE NOTIFICATION METHOD- Final acceptance letter will be sent to student teacher applicant via and they are advised to contact university for school placement details

CPS ON-LINE STUDENT TEACHING PROGRAM APPLICATION COMPONENTS This reference sheet provides university partners with details surrounding the following items: 1. Resume 2. Application Questions 3. Lesson Plan 4. Competencies 5. 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.

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: 1. Organize their lesson around a clear goal or learning objective 2. Incorporate age-appropriate materials and strategies that will enable students of different learning styles to master the identified goal or objective 3. Include activities or content that will be meaningful, relevant and engaging to students in an urban environment 4. Outline the procedures they will use throughout the lesson to ensure students are on-task and learning appropriately

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.

INTERNSHIP STRUCTURE  Placement in school cluster  Chicago-based collaborative field supervision  Chicago-based Site Coordination (Ms. Lana Brown)  Use of Technology Instruction- Requires Intern Laptop

QUESTIONS????