Professional Development

UIC Professional Development
Title of Professional Development Activity*
Ex: UIC Teacher Professional Development Seminar
Coordinator of Professional Development Activity*
Ex: Dr. Monique Coleman
Coordinator Email*
MColeman@example.com
Additional PD Activity Faculty/Staff Name(s)
Ex: Jane Riles and Alex Xi
Presenter of Activity (if different than individual(s) listed above)
Location of Activity*
Start Date*

DayMonthYear
End Date*

DayMonthYear
Maximum Number of Clock Hours Awarded per Attendee*
Ex: 24
Upload the attendance/sign-in sheet here.

Browse Files
Make sure to keep the evaluation forms in hard copy or electronic format with the template and attendance list. Make sure to maintain a master Evidence of Completion form. Cancelof

Professional Development Activity Descriptions and Standards Alignment

PD Activity Descriptions
Provide a brief description of the PD Activity
Provide a statement indicating how this professional development activity impacted one or more of the three items listed below (105 ILCS 5/21B-45(j)(2)).
Write a statement showing how the content of the PD activity aligns to at least one Illinois Learning Standards OR Standards for all Educators (105 ILCS 5/21B-45(i))
*See "For Reference" section below for links to the standards.
*For Reference-

Illinois Learning Standards

Standards for All Illinois Educators
The professional development activity must align to at least ONE of the following criteria. Please select at least one. (105 ILCS 5/21B-45(d)). Please Note: *An activity that does not satisfy at least one of the criteria listed below does not qualify as professional development.

Engages participants over a sustained period of time to allow for analysis, discovery, and application as they relate to student learning, social or emotional achievement, or well-beingAligns to the licensee's performance (evaluation)Includes outcomes that relate to student growth or district improvementAligns to state-approved standardsAre college courses
Write a statement explaining the expected effect on student achievement or school improvement (105 ILCS 5/21B-45(i)).

PD Activity Purposes
Professional Development Purposes:

The professional development activity must satisfy at least one of the following purposes. Please mark "yes" for at least one. (105 ILCS 5/21B-45(h))

*An activity that does not meet at least one of the purposes listed below does not qualify as professional development.

Professional Development Purposes

	Yes	No
A. Increases the knowledge and skills of school and district leaders who guide continuous professional development.
B. Improves the learning of students.
C. Organizes adults into learning communities whose goals are aligned with those of the school and district.
D. Deepens educator's content knowledge.
E. Provides educators with research-based instructional strategies to assist students in meeting rigorous academic standards.
F. Prepares educators to appropriately use various types of classroom assessments.
G. Uses learning strategies appropriate to the intended goals.
H. Provides educators with the knowledge and skills to collaborate.
I. Prepares educators to apply research to decision-making.
J. Provides educators with training on inclusive practices in the classroom that examines instructional and behavioral strategies that improve academic and social-emotional growth outcomes for all students, with or without disabilities, in a general education setting.
K. Provides educators with training on the physical and mental health needs of students, student safety, educator ethics, professional conduct, and other topics that address the well-being of students and improve the academic and social-emotional outcomes of students.

Standards Alignment
Learning Forward Standards Alignment:

Review the Learning Forward Standards for Professional Learning in Figure 1 below. Professional development activities must be aligned to one or more of the national Standards for Professional Learning promulgated by Learning Forward International and approved by Illinois (105 ILCS 5/21B-45(i)). Indicate alignment by selecting "yes" for at least one standard.

*If you cannot answer "yes" to one or more to the following standards, the professional development activity does not qualify for professional development hours.

Figure 1- Learning Forward Standards

1. Rigorous Content for Each Learner

a. Equity Practices

b. Curriculum, Assessment, and Instruction

c. Professional Expertise

2. Transformational Processes

a. Equity Drivers

b. Evidence

c. Learning Designs

d. Implementation

3. Conditions for Success

a. Equity Foundations

b. Culture of Collaborative Inquiry

c. Leadership

d. Resources

1. Rigorous Content for Each Learner

	Yes
Equity Practices: Builds educators' understanding of students' historical, cultural, and societal contexts.
Equity Practices: Supports educators to embrace student assets through instruction.
Equity Practices: Fosters educators' relationships with students, families, and communities.
Curriculum, Assessment & Instruction: Encourages educators to prioritize high-quality curriculum and instructional materials.
Curriculum, Assessment & Instruction: Prepares educators to assess student learning to advance progress.
Curriculum, Assessment & Instruction: Builds educators' understanding of curriculum and how to implement through instruction.
Professional Expertise: Supports educators to apply relevant standards and research.
Professional Expertise: Strengthens educators' discipline-specific expertise.
Professional Expertise: Builds educators' understanding of the importance of sustaining coherence and alignment.

2. Transformational Processes

	Yes
Equity Drivers: Encourages educators to prioritize equity in professional learning practices.
Equity Drivers: Supports educators to identify and address their own biases and beliefs.
Equity Drivers: Facilitates educators in collaborating with diverse colleagues.
Evidence: Prepares educators to create expectations and build capacity for use of evidence.
Evidence: Encourages educators to leverage evidence, data, and research from multiple sources to plan educator learning.
Evidence: Encourages educators to measure and report the impact of professional learning.
Learning Designs: Supports educators to set relevant and contextualized learning goals.
Learning Designs: Encourages educators to ground their work in research and theories about learning.
Learning Designs: Builds educators' ability to implement evidence-based learning designs.
Implementation: Builds educators' understanding and application of research on change management.
Implementation: Supports educators to engage in feedback processes.
Implementation: Encourages educators to implement and sustain professional learning.

3. Conditions for Success

	Yes
Equity Foundations: Supports educators to establish expectations for equity.
Equity Foundations: Encourages educators to create structures to ensure equitable access to learning.
Equity Foundations: Builds educators' capacity to sustain a culture of support for all staff.
Culture of Collaborative Inquiry: Supports educators to engage in continuous improvement.
Culture of Collaborative Inquiry: Supports educators to build collaboration skills and capacity.
Culture of Collaborative Inquiry: Encourages educators to share responsibility for improving learning for all students.
Leadership: Supports educators to establish a compelling and inclusive vision for professional learning.
Leadership: Encourages educators to sustain coherent support to build educator capacity.
Leadership: Supports educators to advocate for professional learning by sharing the importance and evidence of impact of professional learning.
Resources: Encourages educators to allocate resources for professional learning.
Resources: Encourages educators to prioritize equity in their resource decisions.
Resources: Supports educators to monitor the use and impact of resource investments.

I certify that the information above is accurate and properly represents the professional development activity that will be provided. Additionally, I certify that the activity has a robust, thorough alignment to at least one of the Professional Development Purposes and at least one of the Professional Development Learning Standards (Learning Forward Standards), as noted in this document.
Should be Empty:

UIC Professional Development

PD Hour Considerations for State-Mandated Trainings

Professional Development Activity Descriptions and Standards Alignment

*For Reference-

Illinois Learning Standards

Standards for All Illinois Educators

Professional Development Purposes:

Learning Forward Standards Alignment:

Figure 1- Learning Forward Standards