CTTI Frequently Asked Questions

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We understand that you may have questions that don't appear on this FAQ. Please contact the Project Coordinator, Dean Grosshandler, at grosshan@uic.edu, for more information.

Do you accept applications at any time?

Applications are currently being accepted on a rolling basis. As part of the process of preparing your application, we encourage you to schedule a meeting with us and your team at your school. Please email Dean Grosshandler, our project coordinator, at grosshan@uic.edu to schedule a meeting.

We will review applications and provide responses as quickly as possible.

If you have not received a response that we have your received your application within a day after submitting it, please email Dean Grosshandler at the email address above.

Can I be part of CTTI if I am not part of a school team? We encourage teachers to contact us about becoming part of CTTI, whether or not they are part of a school team at this time. Please email Dean Grosshandler at grosshan@uic.edu for more information.
Who teaches the courses and leads the workshops? Faculty and instructional staff from each institution teach the courses and lead the workshops. For example, the math instructors include Professors John Baldwin, David Jabon, Dhruv Mubayi, Lynn Narasimhan, Jeffrey Bergen and Bonnie Saunders. The science instructors include Professors David Slavsky, Duncan Wardrop, Scott Shippy, Norm Lederman, Patrick Daubenmire, Paul Desario, and Kim Gray.
How many credit hours will I earn for each CTTI course? Credit hours earned are equivalent to taking a semester-long course at UIC.
Are these quarter or semester courses? This will depend on the type of calendar of the primary institution hosting each course. In the case of the physical science track, all courses are semester courses. In the case of the life and environmental science and mathematics tracks, two courses are semester courses and two are quarter courses.
Do teachers take just one course per semester or quarter? The courses do not overlap. Participants will normally take a course in the summer, one in the fall, one in the spring, and the fourth the following summer.
What are the exact dates, times & location for Summer of 2011?  I need to attend the IDS PD in August. Participants in the second cohort will have a leadership workshop the week of June 22-24 at UIC. Teachers will then take a course during the end of June and during July. (Please see the course schedule at the bottom of the home page for more information.) All courses will conclude before the end of July, specifically to avoid conflicts with any IDS professional development.
During the school year, what time will the course start and end for math and science? Teachers want courses to start after 4:00 p.m. because many have after school commitments like coaching a team, after-school tutoring, teaching a class, etc.  All of the courses so far have met from 4 - 7 or 5 - 8 and we plan to continue this schedule.
How many days a week will each course meet during the school year? All of the courses so far have met one day a week during the school year and we plan to continue this schedule.
Will there be any Saturday classes? We do not expect so. We do have an all-teacher networking meeting every May or June and every September on a Saturday.
I noticed that the schedule for physical science classes does not begin until next summer (2012).  How would that work for me since the rest of my cohort would begin classes this summer?  Would I be a year behind the rest of the group or are these courses offered this summer? 

It's absolutely fine with us if you (and any other physical science teachers on your team) take the courses that are appropriate for you even if they are not at the same time as the rest of your group. In fact, this is part of the design of the program.

However, if you can join the rest of your team at the networking meeting on June 4 and especially for the Leadership workshop from 6/22 - 24, that would be optimal. That way, you'd be a fully participating team member even before you started your courses.

How heavy is the course load?  More or less how many nights of study will be needed after class? We expect a general rule to be two to three hours of work for every class hour, perhaps 10 hours total per week (including the class meetings) during the fall and spring courses. In the summer, the compressed schedule will mean 25-30 hours of work per week.
Is this a 2-year commitment for each cohort?

It is a fifteen month commitment for the main course and workshop work, followed by the work of the third workshop over the ensuing academic year. Please see the Teacher Course Schedule for more information.

Will the graduate level credits come from the University that will be offering the course? Yes.
Is there any cost to the teacher?  Will tuition and textual material be covered by the grant?

Teachers receive a $1000 stipend for each course and a $1000 stipend for each workshop. These stipends are provided by CTTI and are processed as quickly as possible. Although the program also provides text materials, tuition will need to be paid separately. CPS has so far generously provided funding that has enabled teachers to attend courses for a small fee, and for the last two semesters the stipends have been more than enough to cover the fee. However, we can not guarantee that this will be the case for future courses.

Here's an example: for the Spring, 2011 math course at UIC, the tuition would have been $1760, but CPS' funding of $1200 per course reduced the tuition fee to the teachers to $560.

Teachers who enrolled paid the $560 fee but within a couple of weeks received the stipend of $1000, putting them up by $440.

The tuition is different at each university, but our intent is to have teachers come out ahead financially whenever possible.

Are the courses going to be offered at the University site that is offering the course, or another site? The university offering the course or workshop will be the site of the events.
What’s the purpose of the workshops and general sessions? The workshops are to give specific tools in leadership, both generally and within math or science. The general sessions (network meetings) are for all CTTI teachers from each cohort to be available for networking together.
Our principal would like to know what are the other commitments besides supporting the teachers and offering capstone courses for 12th grade students? Those are the commitments, but the support of teachers will likely require some provision for common planning events. No course releases or other support are expected.
Will there be any types of incentives for the school?

Upon implementation of the new 12th grade curricula, each school may request $5000 for class materials or other uses (once for math, once for science, up to $10,000 total).

These uses could include expenditures that the school might need to incur in order to get the course to run -- from materials to technology to course releases for teachers.

Will the cost to take the Teacher Leader Endorsement be covered by the grant? This is not planned at this point, but we can consider this.
Do we have to have 2 math teachers and 2 science teachers as part of our team, or all of the teachers in our science and/or math departments?
Although we're hoping for four teachers and from both math and science, we've tried to make the application process flexible to accommodate your school's needs. In other words, you can make a case for why you've chosen a certain number of science teachers and none from math (or vice versa) and we'll give it full consideration.
Is there action research? The final course on pedagogy and the third workshop on course planning and implementation will include material on action research, to be used by teachers if needed.


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