220U PD Brochure_0926

LEARN with purpose

GROW with intention 2026 - 2027

Barrington Community Unit District 220 | 515 W. Main Street, Barrington, IL 60010

Framework 220 & 220U

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220U: Learn with Purpose, Grow with Intention reflects Barrington 220’s commitment to continuous professional growth. Guided by the Framework for Teaching and the Framework 220 Strategic Priorities and Objectives, 220U supports excellence in teaching, learning, and leadership.

ABOUT FRAMEWORK 220 The Framework 220 strategic planning process began during the 2021-22 school year when more than 4,000 district stakeholders helped to create a mission, core beliefs, learner profile, and six strategic priorities for the Barrington 220 School District.

During the 2022-23 school year, district leaders worked with staff to establish measurable objectives under each of the six priorities, and engaged in gathering community feedback about each priority.

At the June 6, 2023, Barrington 220 Board of Education meeting, the Board approved the district’s strategic plan, which will guide the district’s work over the next few years.

CORE BELIEFS We believe it is essential for Barrington 220 to:

• Create learning environments where all feel physically and emotionally safe.

• Cultivate and maintain strong partnerships and communication between school, parents/guardians, and community.

• Develop character by encouraging a learning process for understanding, caring about, and acting on core ethical values.

• Empower students to own their learning.

• Engage with multiple perspectives to develop global awareness.

• Foster a sense of belonging and ensure that all feel valued and respected.

• Grow students’ leadership capacity so they can positively impact an e. ver-changing world.

• Provide a strong academic foundation and a variety of curricular and co-curricular programs.

• Respect and appreciate diversity.

• Value social and emotional health and wellness for students at all ages.

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220U & Framework 220 | 220U

LEARN with purpose

GROW with intention

BARRINGTON 220U PROFESSIONAL DEVELOPMENT Barrington 220 provides a wide range of learning & growth opportunities for all staff. Rooted in the district’s strategic priorities and the Danielson Framework for Teaching, the program is designed to support staff in their personal and professional growth while continually enhancing instruction and student learning.

220U was designed as a multi-year continuous professional learning structure for Barrington 220 staff. The Framework for Teaching and the Framework 220 Strategic Priorities serve as multi-year strands for professional growth, learning, and development. Barrington 220 recommends that educators prioritize learning opportunities connected to Barrington’s Framework 220 Strategic priorities, as well as the Framework for Teaching.

220U |

Barrington 220U Professional Development Program

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220U PROPOSALS Exciting news! We are seeking proposals for high-quality professional learning opportunities! Through planning professional learning in advance, our goal is to provide continuity in professional learning while allowing staff to plan ahead and engage in opportunities that best align with their schedules and professional growth needs. We invite educators to submit proposals that support our district’s strategic priorities, the Danielson Framework for Teaching, as well as the Barrington 220 Learner Profile.

Through this, professional learning will be designed to meet the diverse needs of our staff across various grade levels, content areas, and specialist roles.

Click here to watch 220U YouTube Informational Video

SCAN FOR 220U PROPOSAL FORM

PERSONALIZED LEARNING

INCLUSIVE EDUCATION

Learner Agency & Pathways

Accessibility

Academic & Personal Success Skills

Embracing Diversity

Flexible Learning

Hiring Practices

Individualized Pathways

Professional Development

Early Childhood & Kindergarten Opportunities

COMMUNITY PARTNERSHIPS & COMMUNICATION

FUTURE READINESS

External Communication

Global Awareness

Internal Communication Community Partnerships Support Strategic Priorities

Authentic Learning Career Pathways Life-Skill Development

HEALTH & WELL-BEING

STEWARDSHIP

Safe Environment

Financial Stability

Grade-level & Program Transitions

Infrastructure/Facilities

Social-Emotional Learning

Environmental Sustainability

Social Media Awareness & Digital Citizenship

Programmatic Assessment & Evaluation

Staff Wellness

Fine Arts Center Safety Resources

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Multi-Year High-Quality Professional Growth | 220U

NEW EDUCATOR ONBOARDING

NATIONAL FAMILY BOARD ENGAGEMENT CERTIFICATION

STEERING TEAMS

LEARN SEL & WELL-BEING

UFIRST SUMMIT

SUMMER UNIVERSITY

STUDENT SUPPORT SERVICES

INSTITUTE DAYS

MICRO CREDENTIALS

FAMILY ENGAGEMENT

with purpose

FRAMEWORK FOR TEACHING

INSERVICE DAYS

ASSISTIVE TECHNOLOGY

JOB-LIKE LEARNING

GROW with intention INSTRUCTIONAL COACHING

BOOK STUDY

SCHOOL IMPROVEMENT

FRAMEWORK 220

EMBRACING DIVERSITY

220U PD 101

220U PROFESSIONAL LEARNING STRUCTURE November Inservice & Monthly Meetings District Job Alike / Departmental / Grade Level-Specific Professional Learning & Growth

August & January Institute Framework 220 Strategic Priority & Learner Profile Focused Professional Learning, Growth & Reflection / Individual, Team & Departmental Learning

February Institute, Summer U, UFirst Framework 220 Strategic Priority & Learner Profile / 220u Professional Learning

School Improvement Days & Building Meetings Vision Cycle Continuous Improvement / Professional Learning & Growth

220U |

Professional Learning Structure

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FRAMEWORK 220 & DANIELSON FRAMEWORK FOR TEACHING STRATEGIC PRIORITY

PRIMARY

SECONDARY

SUPPORTING

PERSONALIZED LEARNING

1B Knowing and Valuing Students 1E Planning Coherent Instruction

1C Setting Instructional Outcomes (relevance)

3A Communicating About Purpose & Content (clarity)

3E Engaging Students in Learning

1D Using Resources Effectively

4eEGrowing Professionally (refining specialized practices)

1C Setting Instructional Outcomes (real-world relevance)

1A Applying Knowledge of Content & Pedagogy

3B Using Questioning & Discussion (critical thinking)

4E Growing Professionally (new pedagogies)

4D Contributing to School Community (collaborative innovation)

3E Responding Flexibly to Student Needs

FUTURE READINESS

3C Engaging Students in Learning (authentic tasks)

INCLUSIVE EDUCATION

1B Knowing and Valuing Students (identities, backgrounds)

3E Responding Flexibly to Student Needs

2A Cultivating Respectful Environments

4E Growing Professionally (cultural competence)

2B Fostering a Culture for Learning

HEALTH & WELL-BEING

2A Cultivating Respectful Environments 2B Fostering a Culture for Learning

COMMUNITY PARTNERSHIPS & COMMUNICATION

4C Engaging Families and Communities

STEWARDSHIP

4D Contributing to Culture (equity-focused)

4C Engaging Families and Communities (well-being partnerships)

3E Responding Flexibly to Student Needs (well-being responsiveness)

4F Acting in Service of Students (broader advocacy/ professionalism)

4E Growing Professionally (developing outreach skills)

4F Acting in Service of Students (ethical stewardship)

4D Contributing to School Community and Culture

4E Growing Professionally (advocacy, resource leadership)

D1: PLANNING AND PREPARATION

D2: LEARNING ENVIRONMENT

D3: LEARNING EXPERIENCES

D4: PRINCIPLED TEACHING

1A Applying Knowledge of Content, Pedagogy & Resources

2A Cultivating & Affirming an

3A Communicating about Purpose & Content

4A Engaging in Reflective Practice

1B Knowing & Valuing Students

2B Fostering a Culture for Learning

1C Setting Instructional Outcomes

4C Engaging Families & Communities

1E Planning Coherent Instruction

2C Maintaining Purposeful Environments

3B Using Questioning & Discussion Techniques 3C Engaging Students in Learning

1F Designing & Analyzing Assessments

2D Supporting Positive Student Behavior

3D Using Assessment in Instruction

4D Contributing to School Community & Culture

3E Responding Flexibly to Student Needs

4E Growing, Developing, & Showing Professionalism

4D Contributing to School Community and Culture

Environment of Respect & Rapport

2E Organizing Spaces for Learning

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3A Communicating About Purpose & Content (emotional clarity)

4C Engaging Families and Communities (inclusive partnerships)

4B Documenting Student Progress

Framework 220 & Danielson Framework for Teaching | 220U

EMBRACING DIVERSITY Building Equity Cohort Professional Development Cohort Members will develop a deeper understanding of equity, race, & cultural diversity and the daily practices needed to develop the will, skill, and capacity to lead, sustain, and support systemic equity transformation that will ensure equitable opportunities for all students.

We will accomplish this by:

• Engaging in PD focused on personal/professional identity development in the area of equity, race, diversity, and inclusion in support of the Revised Danielson Framework for Teaching

• Examining our individual and collective understandings of the cultural proficiency model, and the personal and collective areas of growth needed to become culturally proficient leaders

• The development of equitable practices that can be leveraged in classrooms and school buildings that can be used to measure our growth.

• Big Picture Context-Shifting the mindsets of adults to promote inclusivity and a sense of belonging for ALL students.

Equity Cohort Process for deepening our understanding and engagement:

Building Level Cohort Equity Will, Skill, & Capacity Development through 4 sessions.

District Equity Team The Barrington 220 District equity team serves as a way to provide our school community with the opportunity to gain a better understanding of our equity work in the district. Barrington 220 is focused on:

• Eliminating racial and social equity barriers in school district educational programs, services, policies, and practices • Creating and maintaining an environment of diversity, inclusion, and respect both in our school system and in all aspects of our school community

• Ensuring that we are reaching and engaging disenfranchised people in our schools and community and helping them express their voice

If you have any questions, please email Nate Rouse at: nrouse@barrington220.org

STRATEGIC PRIORITY / DANIELSON FRAMEWORK Inclusive Education / Domain 4a, 4d, 4e, 2a, 2b, 1b

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Embracing Diversity

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THE FRAMEWORK FOR TEACHING Domain 1: Planning and Preparation The components in Domain 1: Planning & Preparation describe how teachers organize instruction for student learning.

It is difficult to overstate the importance of planning and preparation. One could argue that a teacher’s role is not so much to teach as it is to arrange for learning. That is, a teacher’s essential responsibility is to prepare for learning activities such that students learn important content and develop skills, mindsets, and habits to be successful in school and beyond.

PROFESSIONAL LEARNING OPPORTUNITIES Bridging in Dual Language Classrooms: Part 2

Grade Level: K-2 and 3-5th DL teachers (both 1 way and 2 way) Barrington 220 Framework Priority: Personalized Learning, Inclusive Education Part 2: Staff will explore and learn how to successfully implement the Bridge within Dual Language classrooms.

Contact: Sara Pletcher, Director of Language Acquisition Dates/Times: November 12 K-2: 8:00-10:45am 3-5: 12:00-2:45pm

Teaching Gifted Kids in Today’s Classroom

Grade Level: Extended Services Staff Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education This professional learning series focuses on boosting curriculum rigor and critical-thinking skills, supporting required standards, improving assessments, and addressing gifted kids with twice exceptionalities and diverse backgrounds.

Contact: Kelly Haradon, Department of Instruction & Student Performance Dates/Times: September 16, November 18, December 16, January 27, April 21, May 5 Secondary: 7:45-8:30am Elementary: 2:20-3:20pm

LETRS: Language Essentials for Teachers of Reading and Spelling- Volume 1

Grade Level: K-5 (MS/HS welcome if room in class) Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education LETRS (Language Essentials for Teachers of Reading and Spelling) Part One is a comprehensive professional learning program designed to provide elementary educators with deep knowledge to be literacy and language experts in the science of reading. LETRS teaches the skills needed to master the foundational and fundamentals of reading and writing instruction - phonological awareness, phonics, fluency, vocabulary, comprehension, and written language. This professional learning is designed for educators of kindergarten through third-grade, and for teachers who work with fourth- and fifth-grade students who struggle to learn to read. This is an International Dyslexia Association (IDA) accredited program and meets the IDA standards for teachers of reading. Teachers or administrators who join this class are required to attend all of the in-person summer class dates AND complete the asynchronous module training, outside reading, and bridge to practice, which is approximately 45 hours of work needed to be completed. Contact: Ming Shelby, Director of Elementary Education Dates/Times: Start date week of November 9, 3pm

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The Framework for Teaching | 220U

THE FRAMEWORK FOR TEACHING LETRS for Early Childhood Grade Level: EC-K teachers Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education, Health & Well-being LETRS® for Early Childhood Educators (LETRS EC) is a professional development course specifically designed for educators and care providers of young children. LETRS EC provides early childhood educators with literacy professional development focused on the science of reading to teach the foundational skills young students (PreK–K) need before learning to read and write. Course materials are designed to include developmentally appropriate content, providing the in-depth knowledge PreK–K teachers need to teach language and literacy skills.“ Contact: Ming Shelby, Director of Elementary Education, Lexia presenters Dates/Times: Start date week of November 9, 3pm

Assessing Math Concepts/Developing Number Concepts training Grade Level: K-6 teachers Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education This professional learning focuses on the AMC assessments follow these stages of students’ growth through these phases as they learn the core concepts for numbers up to 100. The AMC assessments determine the level of thinking each student has reached.

Knowing this level guides instruction so that each student is working at the most appropriate level for maximum growth and understanding. The Critical Learning Phases, identified by Kathy Richardson focus on number concepts. The development of number concepts is the foundation and heart of the mathematics program for young children. What children know and understand about number and number relationships impacts every other area of mathematical study. Children cannot analyze data, determine functional relationships, compare measures of area and volume, or describe relative lengths of sides unless they can use numbers in meaningful ways. Number concepts are the foundation that children must have in order to achieve high standards in mathematics as a whole.

Contact: Ming Shelby, Director of Elementary Education Dates/Times: September 15, 3 - 5pm

K-5 Grade Level Science PD Refresh Grade Level: This course is for new teachers and/or teachers who need a refresh Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education, Health & Well-being The goal of elementary science professional learning is to deepen teachers’ understanding of grade-level content while strengthening their ability to design and facilitate instruction aligned to the Next Generation Science Standards (NGSS). This includes building teacher capacity to integrate the three dimensions of NGSS—disciplinary core ideas, science and engineering practices, and crosscutting concepts—into coherent, inquiry-based learning experiences. Through this professional learning, teachers develop skills in facilitating student sensemaking, using phenomena to anchor instruction, and promoting discourse that mirrors the work of scientists and engineers. Outcomes include increased teacher confidence in delivering standards-aligned instruction, stronger alignment between curriculum, instruction, and assessment, and enhanced student engagement and achievement. Ultimately, this work supports students in developing scientific thinking, problem-solving skills, and the ability to apply their learning to real-world contexts.

Contact: Ming Shelby, Director of Elementary Education Dates/Times: September 10, 3pm K-2: 8 - 10:45am Grades 3-5: 12 - 12:45pm

From IEP Compliance to Educational Impact Grade Level: K-12+ Student Services Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education, Health & Well-being Specially Designed Instruction is the heart of special education—and one of the most misunderstood components of the IEP. This SDI Series provides educators and leaders with clear, practical training and implementation support to ensure SDI is written with purpose, delivered with fidelity, and monitored for impact.

Contact: Dr. Jordan Anderson, Executive Director of Student Support Services Dates/Times: September 1 & 21, October 27 & 29 | 2027: January 20, February 18, & April 14, 8am - 3pm (times may vary depending on building and contract hours)

220U | The Framework for Teaching

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THE FRAMEWORK FOR TEACHING Authentic Learning Schoology Foundations Course Level 1, 2, 3 Grade Level: All 220 Staff Barrington 220 Framework Priority: Personalized Learning, Future Readiness This professional learning centers on authentic learning — designing experiences that connect classroom work to meaningful, real‑world contexts. You will explore how to craft learning that is relevant, rigorous, and rooted in student voice, choice, and community impact. Our goal: to support you in building classrooms where students investigate real problems, create high‑quality products, and share their work with authentic audiences. This learning will meet you where you are. Each strand is designed at one of three levels, so you can choose what best fits your practice. You’ll have opportunities to select sessions that match your interest and experience — whether you’re just starting out or looking to lead! Schoology Access Code: 6FDS-PHDK-SCNMH Contact: Joe Robinson, Executive Director of Technology & Innovation Dates/Times: Self-paced on Schoology

Learner Agency Schoology Foundations Course Level 1 Grade Level: All 220 Staff Barrington 220 Framework Priority: Personalized Learning, Future Readiness This year-long professional learning course empowers educators to foster learner agency by shifting students from passive recipients of information to active leaders of their own learning journeys. Participants will explore practical strategies to balance classroom structure with student autonomy, embedding key components such as choice and voice, goal-setting, student-led inquiry, and culturally responsive teaching into daily practice. By designing environments that value collaboration, formative feedback, and a growth mindset, you will help students build the confidence, responsibility, and critical thinking skills needed to navigate challenges both inside and outside the classroom. Structured across multiple experience levels to meet you where you are, this course allows you to select sessions that best match your professional goals and interests. Schoology Access Code: 5WBM-3DBB-HZCD2 Contact: Joe Robinson, Executive Director of Technology & Innovation

Domain 2: Learning Environments The components of Domain 2: Learning Environments describe conditions and qualities of environments that are conducive to learning and support student success. These aspects of teaching are not associated with the learning of any particular content but rather support the understanding of all content and attend to the social-emotional needs of students. The components of Domain 2 center on establishing a safe and respectful classroom environment and require explicit attention and responsiveness to the individual identities of students, such as race and culture, and the values of the broader community the school serves. Fostering an inviting culture for learning that focuses on student wellbeing, encourages academic risk-taking, and promotes habits and mindsets that support student success is the ultimate goal of these components.

PROFESSIONAL LEARNING OPPORTUNITIES Teach. Train. Thrive Grade Level: All District Staff Barrington 220 Framework Priority: Personalized Learning, Inclusive Education, Health & Well-being Schools are struggling with student behavior more than ever before, and teacher burn out happens when educators don’t have the right resources. Teach. Train. Thrive. Workshops are research based, full of strategies, and designed for teachers. A BCBA from the Lani Lawson presenter team will present material developed by educators, helping your staff become more confident with behavior in the classroom.

Contact: Dr. Jordan Anderson, Executive Director of Student Support Services Dates/Times: August 10, 8am - 3pm

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The Framework for Teaching | 220U

THE FRAMEWORK FOR TEACHING Advanced Cognitive Coaching Grade Level: Coaches that have completed Cognitive Coaching Foundations Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education A Leadership Institute for Deepening and Extending Your Identity as a Mediator This 6 day seminar will immerse you in deeper learning about the principles and practices of Cognitive Coaching℠ and prepare those wishing to become trainers for the next steps of their development. You will master concepts and skills from the Foundation Seminar® at a higher level of understanding and skill through rich practice and feedback experiences. You will learn a new map, the Calibrating Conversation for use with a set of standards for performance. Knowledge of the States of Mind and how to mediate for them will be emphasized. Your capacity to coach for cognitive shift will be enhanced.

The experiences of this week will support any school leader in the coaching and supervision of teachers as well as developing skills which are applicable in the classroom and in one’s personal life.

Prerequisite: Completion of Cognitive Coaching Foundation Seminar® Contact: Dr. Lisa Steffen and Ming Shelby, Teaching & Learning Department Dates/Times: November 9, 10, 11, and 3 winter sessions, 8am - 3:30pm

Reunification Training Grade Level: All Elementary Barrington 220 Framework Priority: Health & Well-Being This training is designed to provide staff with a clear understanding of emergency response protocols, with a focus on relocation and reunification procedures aligned to the I Love U Guys Foundation Standard Reunification Method (SRM). Participants will engage in both instructional learning and hands-on application through scenario-based exercises at Willow Creek.

Contact: Teresa Reiche, Director of Safety & Security Dates/Times: November 2, ½ elementary buildings in AM, ½ elementary buildings in PM

Columbia Lighthouse Project: Risk and Threat Assessment Grade Level: Administrators, Social Workers, Psychologists, and Counselors Barrington 220 Framework Priority: Health & Well-Being This comprehensive training is being provided by the Columbia Lighthouse Project and focuses on Barrington 220 Risk and Threat Assessment Procedures.

Contact: Dr. Jordan Anderson, Executive Director of Student Support Services Dates/Times: August 26, 8 - 11am OR 12 - 3pm (two identical sessions offered)

220U | The Framework for Teaching

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THE FRAMEWORK FOR TEACHING Domain 3: Learning Experiences The components of Domain 3: Learning Experiences describe the engagement of students in learning experiences and reflect the primary mission of schools: enhancing student learning and growth. These components are unified through a vision of students developing complex understanding, achieving goals, cultivating purpose, and participating in a community of learners. The components of the other domains provide a foundation for purposeful, engaging, and successful learning experiences. In many ways, success in Domain 3 is the direct result of success in Domains 1 and 2 in particular. Teachers prepare experiences that are grounded in deep understanding of the content, aligned with appropriate standards, designed to engage students in important work, and planned or adapted with the goals, strengths, needs, and lives of each student in mind. Learning experiences can only be consistently successful for each student when the environment, nurtured by the teacher in collaboration with students, is a space where students are affirmed and challenged.

PROFESSIONAL LEARNING OPPORTUNITIES Bridging in the Dual Language Classroom Grade Level: All K-5 Dual Language Educators Barrington 220 Framework Priority: Personalized Learning, Inclusive Education Staff will explore and learn how to successfully implement the Bridge within Dual Language classrooms.

Contact: Sara Pletcher, Teaching & Learning Multilingual Department Dates/Times: September 17 K-2: 8 - 10:45am Grades 3-5: 12 - 12:45pm

Understanding Extended Services and Gifted Learners in Barrington 220 Grade Level: New educators or those unfamiliar with the Extended Programming in 220.

Barrington 220 Framework Priority: Personalized Learning, Inclusive Education This workshop provides an in-depth look at Barrington 220’s approach to extended services and gifted programming. Participants will explore the criteria for program entry, local norms, and strategies for identifying and supporting gifted learners. The session emphasizes equity and practical applications for classroom instruction, ensuring educators can effectively meet the needs of advanced learners.

Contact: Kelly Haradon, Department of Instruction & Student Performance Dates/Times: October 8, 3:30-5:30pm

Math Professional Learning for Elementary Teachers and Math Teachers Grade Level: All K-5 teachers, All 6-12 Math Teachers, Interventionists, Special Education Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education This professional learning will focus on on math instructional practices as part of the K-12 Math curriculum review cycle.

Contact: Dr. Lisa Steffen & Ming Shelby, Teaching & Learning Department Dates/Times: Spring 2027, One Full Day Per Grade Level/Job-Alike Role

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The Framework for Teaching | 220U

THE FRAMEWORK FOR TEACHING Instructional Excellence Committee Grade Level: K-12+ Certified Staff Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education The Barrington 220 Instructional Excellence Committee will explore the question: What does excellence in instructional practice look like in Barrington?

This non-evaluative, collaborative team will focus on a shared problem of practice—how we support, understand, and apply the Danielson Framework for Teaching as our district’s instructional model, not just as an evaluative tool. Together, we will also examine how we communicate about the framework as our model of instruction consistently across the district.

Contact: Kelly Haradon & Sarah Rabe, Department of Instruction & Student Performance Dates/Times: September 29, December 8, January 26, March 9, May 11, 8:30am - 3pm

Barrington 220 AI Skills Grade Level: All 220 Staff Barrington 220 Framework Priority: Personalized Learning, Future Readiness Artificial intelligence is becoming a powerful presence in our world, and Barrington 220 is committed to helping students and educators not just use AI, but understand it, create with it, learn with it, and think critically about it. Across grade levels, students learn a repeatable workflow for AI-supported learning—Ask, Check & Choose, Correct, Create, and Connect—so they slow down, think first, and make intentional decisions. The AI Task Force (a group of 60+ teachers and staff representing K--12 and across all content areas) and our Technology & Innovation and Teaching & Learning teams worked together to create our set of AI Skills.

These skills are designed to grow with our students, from curious exploration in elementary grades to intentional application in high school. This professional learning is meant to provide the WHAT around students AND staff using AI skills in the classroom, including the Core Five AI Skills.

Contact: Joe Robinson, Executive Director of Technology & Innovation Dates/Times: Self-paced

AI Tools and Guides in Barrington 220 Grade Level: All 220 Staff Barrington 220 Framework Priority: Personalized Learning, Future Readiness Explore how artificial intelligence tools can enhance instruction, increase student engagement, and support personalized learning across Barrington 220 classrooms. In this professional learning, staff gain hands-on experience with district-supported AI tools, including Brisk, Snorkl, NotebookLM, and Gemini. Participants learn how these tools can streamline teacher workflows, provide meaningful student feedback, support differentiated instruction, and create engaging student learning experiences.

Contact: Joe Robinson, Executive Director of Technology & Innovation Dates/Times: Self-paced

220U | The Framework for Teaching

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THE FRAMEWORK FOR TEACHING Domain 4: Principled Teaching The components of Domain 4: Principled Teaching capture and reflect the practices of educators that extend beyond their classrooms and the learning experiences they facilitate. These activities are critical to preserving and enhancing the profession and to the success of students. Teaching is a purpose-driven profession. It is a calling. Those who take up the work have a lasting and profound impact on the lives of students. Their purpose, and the purpose of education more broadly, is not solely to impart academic knowledge; it is the intellectual and moral development of human beings who will themselves flourish and help create a just society.

PROFESSIONAL LEARNING OPPORTUNITIES Internal Coherence Framework: Book Study Grade Level: APs, Principals, Instructional Coach, Leadership Team Members, DLT Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education The purpose of this book study is to deepen leaders’ understanding of internal coherence and how aligned beliefs, practices, structures, and learning systems create the conditions for sustainable school improvement - moving beyond isolated initiatives to coherent, high-impact practice.

Contact: Kelly Haradon & Sarah Rabe, Department of Instruction & Student Performance Dates/Times: December 3, January 14, February 25, 3 - 3:45pm

Improving Instruction Together: High-Impact Practices for Student Learning Grade Level: PreK-12+ Certified staff Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education Using the enhancing professional practice book as a guide and focusing on Domains 1 and 3, this professional learning seeks to explore how your instruction leads to improved student learning and how shared practices and reflection increase consistency and instructional equity.

Contact: Kelly Haradon & Sarah Rabe, Department of Instruction & Student Performance Dates/Times: August 27, September 17, October 29, 3 - 3:45pm

Educationally Relevant Related Services Grade Level: K-12+Related Services Barrington 220 Framework Priority: Personalized Learning, Future Readiness, Inclusive Education, Health & Well-being This professional learning opportunity focuses on strengthening how teams make decisions about related services by ensuring those decisions are educationally relevant, necessary, consistent, and student-centered. Participants will build a shared framework that promotes clarity and alignment across classrooms, buildings, and districts, while addressing common inconsistencies in practice. Through this experience, teams will deepen their understanding of how evaluations inform service decisions, examine the impact of their own assumptions, and gain practical tools and a clear continuum of services to guide their work. Ultimately, the goal is to support more confident teams, more consistent decision-making, and more meaningful services for students across a range of specialized roles.

Contact: Dr. Jordan Anderson, Executive Director of Student Support Services Dates/Times: 2026: September 2, 3, October 28, & December 9, ADMIN ONLY September 22 OR 23 | 2027: February 17 8am - 3pm (times may vary depending on building and contract hours)

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The Framework for Teaching | 220U

THE FRAMEWORK FOR TEACHING Vision in Practice (VIP) Grade Level: BHS Barrington 220 Framework Priority: Personalized Learning, Future Readiness Vision in Practice Day (VIP) reinforces the best of teacher-driven professional learning, autonomy, collaboration, and authenticity, while aligning fully with the district’s strategic vision and professional development framework. It is both a celebration and a call to action: a day for teachers to see themselves as the VIPs of our learning community, to embody our vision in practice, and to experience the same joy, engagement, and meaning that we strive to provide for every student.

Contact: Ty Gorman, Associate Principal of Instruction & Future Readiness Dates/Times: October 16, 8am - 3pm

AI-Guided Reflective Practice on Authentic Learning Implementation Grade Level: All 220 Certified Staff Barrington 220 Framework Priority: Personalized Learning, Future Readiness This professional learning experience supports educators in using a custom Google Gem as a reflective coaching partner to deepen implementation of authentic learning practices. Participants will explore how AI can facilitate meaningful reflection on instructional design, student engagement, real-world application, collaboration, and learner ownership aligned to authentic learning principles.

Through guided prompts, analysis of classroom practices, and structured reflection cycles, educators will use the Google Gem to examine lessons, instructional decisions, and student experiences in order to identify strengths, areas for growth, and opportunities for increased authenticity in learning. The session emphasizes reflective practice as a tool for continuous improvement while demonstrating how AI can support personalized professional learning and instructional decision-making.

Contact: Joe Robinson, Executive Director of Technology & Innovation Dates/Times: Self-paced

Character Strong Professional Development Grade Level: All District Staff and Administrators Barrington 220 Framework Priority: Health & Well-Being Character Strong On-Demand PD platform provides flexible opportunities for you and your team to engage in professional growth on your schedule. These resources are designed to support implementation, strengthen instructional practice, and deepen understanding of key topics related to student well-being and school culture.

Offerings include: • Full-length courses, tailored to educators and school leaders, with new courses released each year • Conversations with experts and practitioners from CS’s Virtual Summits • Our asynchronous Tier 1 Readiness Training • Organized libraries of webinars and CS Weeklies All offerings are research-informed and focused on practical application to support meaningful implementation and are located in the Character Strong On Demand PD tab in the platform.

Contact: Dr. Jordan Anderson, Executive Director of Student Support Services Dates/Times: Self-paced/Asynchronous

220U | The Framework for Teaching

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THE FRAMEWORK FOR TEACHING Nurturing Speaking Growth Grade Level: K-12 Barrington 220 Framework Priority: Personalized Learning, Inclusive Education Participants will engage in meaning-making activities that provide ways to nurture students' speaking growth. This workshop is unique in that participants will be asked to speak and share ideas with colleagues during the webinars.

Contact: Sara Pletcher, Director of Language Acquisition Dates/Times: September 14 & September 21, 3:30 - 5pm (two-part webinar series)

Actionable Practices for Centering Newcomers

Grade Level: K-12 educators and administrators serving multilingual learners Barrington 220 Framework Priority: Personalized Learning, Inclusive Education This workshop provides increased awareness and actionable ideas for classroom instruction with newcomer multilingual learners.

Through guided activities and dialogue, educators will leave with ways to collaborate with colleagues and ensure access to meaningful, grade-level content in ways that are responsive to newcomers and their families; unique experiences.

Contact: Sara Pletcher, Director of Language Acquisition Dates/Times: September 22 & September 29, 3:30 - 5pm (two-part webinar series)

THE DANIELSON GROUP The Framework for Teaching JOIN US IN TRANSFORMING PROFESSIONAL LEARNING—THE FRAMEWORK ™ IS THE ROADMAP TO DO IT.

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220U | The Framework for Teaching

THE FRAMEWORK FOR TEACHING Multi-Year Professional Learning Planning Tool

Domain 1: Planning and Preparation

Domain 2: Learning Environments

The Framework for Teaching | 220U

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THE FRAMEWORK FOR TEACHING Multi-Year Professional Learning Planning Tool

Domain 3: Learning Experiences

Domain 4: Principled Teaching

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220U | The Framework for Teaching

BARRINGTON 220 MICRO-CREDENTIAL Professional Growth Micro-Credential What is a microcredential?

• A short, competency-based recognition that allows teachers and administrators to demonstrate mastery in a particular area that supports student success. BSEO can also earn a microcredential if it applies to their position.

Why earn a microcredential?

• To receive a badge for applying your learned knowledge and skills in the classroom, ultimately affecting student learning • To demonstrate expertise in the area of professional growth • To be acknowledged for what you know and are able to do as a professional

How does earning a microcredential connect to the Danielson Framework?

• Building Responsive Learning Environments: Based on what you learn, create a supportive learning environment and

establish or adjust systems and supports that prioritize equitable access, easy navigation of learning experiences, and ongoing formative assessment (Components 2a, 2c, and 3d).

• Engaging Students in Learning: With these systems and structures as a foundation, plan and facilitate engaging and coherent instruction designed to meet students where they are in this moment (Components 1e, 3b, and 3c).

• In addition, a microcredential can support numerous components within the Domains of Planning and Preparation, Learning Environment, Learning Experiences, and Principled Teaching.

Upon completing the requisites, educators will receive a digital badge and cool hexagonal sticker for their laptop cover, principal notification and acknowledgment, Board recognition (pending approval), and other possible leadership opportunities. Summer University courses attended will follow the usual Board Credit or payment terms.

Teacher Outcomes:

• Engage in professional learning and track professional growth • Deepen instructional expertise by learning content and pedagogy for student success.

• Apply what was learned through student-centered, job-embedded practices.

• Reflect upon the microcredential journey - how it has changed your instruction and impacted student learning.

B220 Micro-Credentials | 220U

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BARRINGTON 220 MICRO-CREDENTIAL SEL Micro-Credential The Barrington 220 Social-Emotional Learning (SEL) Microcredential provides educators with a structured pathway to deepen their instructional expertise and enhance student outcomes through meaningful, job-embedded practice. Participants select SEL professional learning experiences and then apply their learning through hands-on implementation, completing at least two practice-based activities such as facilitating lesson study, designing instructional supports, or leading professional development.

The process culminates in a reflective component, where participants analyze the impact of their learning on instruction and student growth, ultimately demonstrating professional growth and earning the SEL microcredential by September 1, 2027.

FOR MORE INFORMATION: Dr. Jordan Anderson

Teaching Executive Functioning in the Elementary Classroom Micro-Credential This microcredential equips elementary educators with the knowledge and tools to recognize, teach, and support students’ executive functioning (EF) skills. Educators will explore the developmental science behind EF, analyze classroom practices, and implement targeted strategies to build student independence, regulation, and cognitive flexibility. Participants will engage in both theoretical learning and sustained application to demonstrate competency.

FOR MORE INFORMATION: Eliza Aliotta Kate Karasek

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220U | B220 Micro-Credentials

PROFESSIONAL GROWTH & DEVELOPMENT OPPORTUNITIES Book Study Professional Learning We are happy to share the launch of a Barrington 220 Book Study program! Professional book studies as a modality of professional learning can be highly engaging and impactful to our practice. As we reimagine professional learning and provide more opportunities for staff beyond the school day, we highly encourage you to take advantage of these opportunities.

Book Study Requirements: 1. Book studies will be led by one facilitator. The Book Study Facilitator is responsible for submitting the book study application, organizing and facilitating the discussions, selecting the questions/protocol used for the discussions, ensuring all participants have access to the materials, verifying all members are meeting the requirements, and finalizing the process with the Teaching and Learning department and professional development management platforms.

2. The facilitator is responsible for submitting the book study application and syllabus. If copies of the book are needed, those will be purchased for the team.

3. Book study groups can range in size from 4-8 participants, including the facilitator 4. Book studies must include three discussion sessions of one hour in length (may be onsite at a district building, virtual, or blended). All meetings must happen beyond the school day.

5. At the completion of the book study, all participants must submit an implementation plan to show how their learning will impact their practice.

Payment: BEA and BSEO: Book studies are offered for pay or Board credit. Payment is set at $15 per hour, in alignment with Summer University, which is payment for the three discussion meetings. Completion of a book study will result in 3 hours of time on task for Board credit.

Payment/credit will be processed after receipt of the implementation plans.

Required Documents: Book Study Application (If copies of the book are needed to be purchased, please allow enough time for ordering prior to the first meeting.)

Book Study Implementation Plan (Submit upon completion of the book study.)

If you have any questions, please email Sarah Rabe at: srabe@barrington220.org

STRATEGIC PRIORITY / DANIELSON FRAMEWORK Personalized Learning, Inclusive Education / Domain 1e, 1f, 3c, 3e, 4a, 4d, 4e, 4f

Professional Growth & Development Opportunities | 220U

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PROFESSIONAL GROWTH & DEVELOPMENT OPPORTUNITIES National Board Certification National Board Certification is widely recognized as the highest professional credential in education, offering significant benefits for teachers, students, and schools. Its purpose is to cultivate, support, and honor accomplished educators while driving continuous improvement in classrooms and schools across the nation.

Why Pursue National Board Certification?

Direct Impact on Students There is a decade of research to support the impact that Board-certified teachers have on students. Students of Board-certified teachers learn more than their peers without Board-certified teachers. Studies have also found that positive impact of having a Board-certified teacher on students.

Relevant and Impactful Professional Development “National Board Certification is often cited as an indicator of effective teaching. For me, it wasn’t just a certification; it was the most impactful professional development I have ever taken on, and my students still benefit to this day.” Mark Gardner, NBCT from Washington. Mark is not alone. A national survey of effective teachers’ views on PD found 96% of respondents shared that National Board Certification was among the top three most impactful PD experiences for advancing their practice.

Created by Teachers for Teachers “I felt that it was teachers speaking directly to me. It was because teachers helped write that book. Within the first part of the book that talks about core proposition one – that teachers are committed to their students. The book talks about equity and how teachers are committed to enacting equity in our schools. I was immediately hooked. I knew that this was going to be the right sort of challenge for me because the whole process was written and designed by teachers for teachers.” Juliana Urtubey, NBCT and 2021 National Teacher of the Year from Nevada. Too often, professional development opportunities are not shaped by the wisdom and expertise of practicing educators. That is not the case with National Board Certification. The National Board Standards and the 5 Core Propositions are developed by committees of educators who are broadly representative of professionals in their field.

Changes Teacher Practice “National Board Certification changed my planning, my analysis of student learning, and the reflection I needed to help all students be successful.” Luann Lee, NBCT from Ohio. 91% of teachers engaging with the National Board standards reported that it had a direct impact on their instructional practices. These shifts include adjusting lesson plans and to meet the needs of individual students, using data in new ways to assess student progress and learning goals, deepening their content knowledge.

If you have any questions, please email Heidi Rockwell or Cary Waxler at: hrockwell@barrington220.org

cwaxler@barrington220.org

STRATEGIC PRIORITY / DANIELSON FRAMEWORK Personalized Learning, Future Readiness / Domain 4a, 4b, 4e

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220U | Professional Growth & Development Opportunities

PROFESSIONAL GROWTH & DEVELOPMENT OPPORTUNITIES Family Action Network Opportunities (FAN) Barrington 220 is a member of FAN, the Family Action Network. FAN is a 501(c)(3) organization that curates a high-quality speaker series each academic year. All FAN programs are free and open to the public.

Most of FAN’s events are recorded and available on the Video page of their website. You may also subscribe to FAN’s YouTube channel to get updates whenever a new recording is posted.

Here are a few recent FAN events currently available on video:

• Shalinee Sharma — Math Mind: The Simple Path to Loving Math, • Salman Khan — Brave New Words: How AI Will Revolutionize Education (And Why That’s a Good Thing) • Geoffrey L. Cohen, Ph.D. — Belonging: The Science of Creating Connection and Bridging Divides • Devorah Heitner, Ph.D. — Growing Up in Public: Coming of Age in a Digital World • Lisa L. Lewis, MS — The Sleep-Deprived Teen: Why Our Teenagers Are So Tired, and How Parents and Schools Can Help Them Thrive

SEARCH FOR FAMILY ACTION NETWORK OPPORTUNITIES

STAR NET Region II and VI Opportunities STAR NET Region II and VI promotes excellence through best practices in early childhood education for young children with disabilities. Their workshops, resources, and other programs provide information and resources for early childhood and early childhood special education professionals, support personnel, and administrators, as well as parents and family members of young children who have special education needs.

A variety of workshops and webinars are available, focusing on supporting young children who have IEPs, and providing continuing education credit (CE, IDFPR, Gateways to Opportunity). Their Workshop/Webinar finder will help you search our calendar to find the information you need to support young children with special education needs.

SEARCH STARNET WORKSHOPS & WEBINARS

220U Professional Development 101 Do you plan to prepare, facilitate, or present professional learning and professional development in Barrington 220? If so, complete the 220U PD 101 course!

Participants will work through an asynchronous module called 220U PD 101. This module will serve as a facilitator resource and only needs to be completed once as a facilitator in Barrington 220 and will remain available in Schoology as an ongoing resource. It includes guidance on topics such as building courses and resources in Schoology, accessing Frontline, utilizing AI tools, and important culture considerations for professional development facilitation.

The course is accessed through Schoology.

ACCESS CODE: XFZW-8QNV-4SP8N

Professional Growth & Development Opportunities | 220U

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REGISTRATION Registration for the majority of 220U Institute, Inservice, School Improvement, and summer professional learning opportunities in Barrington 220 occurs through Frontline. To register for a course listed in this brochure, please email the listed contact for additional information. Registration for activities through Frontline are offered on a first come, first serve basis. Activities open up at various points throughout the year.

REGISTER HERE!

To Register:

• Click on Activity Catalogs • Click on District Catalog • Search for the event • Be certain the date range is correct if you’re having trouble!

• Click on the Event • Sign up!

To Complete the ISBE Evaluation in Frontline: At the completion of a course, return to Frontline and complete the ISBE evaluation for the class per the instructions below. After completing the evaluation, you will be marked complete and awarded PDHs for the class.

To Complete the ISBE Evaluation in Frontline:

• Participants go to Frontline Professional Growth and enter user name and password • Click “Learning Plan” • Click on the blue “Manage” button next to the course name.

• Scroll down to the bottom of the course • Click the “Complete Evaluation” button at the bottom of the page.

• Complete the evaluation and click the blue Save button • Complete the ISBE Evaluation within 7 days of the event to obtain PDH credit. If you do not complete the evaluation form by this date, you unfortunately will not receive PD hours for this event.

• Your event will remain in progress until the activity owner marks your attendance and completion status.

Important Registration Note: Some programs have limited availability and require registration through an administrator. The Professional Learning and Development Handbook can be accessed under the staff section of the website under Instruction & Student Performance.

For further support on Frontline Professional Growth, locate help resources in the upper right corner of all Frontline screens.

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220U | Registration

LEARN with purpose

GROW with intention