Kirstin Bacon | Online Learning for Teachers pursuing Continuing Education and Professional Development | The Connecting Link

 

Kirstin Bacon

Instructor photo

Kirstin is currently a teacher and Instructional Coach at Lyons Township High School in LaGrange/Western Springs. She has been in the district for five years where she has played various roles. Kirstin currently teaches sophomores, but she has taught freshmen in the past. She has taught all levels of English at some point in her eighteen year teaching career.  

As an Instructional Coach Kirstin has the opportunity to help plan Professional Development for her district as well as directly work with 10-12 teachers one-on-one every year. The focus of the Instructional Coaching program is to create more student-centered classrooms through the use of standards and skills-based instruction while incorporating the formative practices. Kirstin has worked with her small team of coaches to bring the goals of the district to fruition in a range of classrooms. She has worked with teachers in some capacity from almost every department.  

As well as working at Lyons Township and The Connecting Link, Kirstin is a mother of two young girls. She lives in the city and is a product of the Chicago Public School System. Her daughters attend CPS schools, and Kirstin is committed to raising her children in the city. She also has two dogs, and she would have five more if her husband agreed. He doesn’t.

This course is designed to provide an overview of and foundation for current literacy research components and practice with an emphasis on the K-5 classroom.  Participants of this course will examine current literacy research and explore reading components as they apply to the 21st century classroom.  Foundational work will include the spectrum of reading development, fluency, word study, and vocabulary as well as comprehension strategy investigation.  Participants will evaluate their classroom culture of literacy, reflect on their current practice, and formulate a literacy plan for implementation.
Course #: SPC18108
Categories:

Content-Area Teaching

Format:

Online Self-Paced

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This course is designed to provide an overview of and foundation for current literacy research components and practice with an emphasis on 6-12 classrooms.  Participants of this course will examine current literacy research and explore reading components as they apply to the 21st century classroom.  Foundational work will include the spectrum of reading development, fluency, word knowledge, and vocabulary as well as comprehension strategy investigation.  Participants will evaluate their classroom culture of literacy, reflect on their current practice, and formulate a literacy plan for implementation.
Course #: SPC18121
Categories:

Content-Area Teaching

Format:

Online Self-Paced

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This course is designed to help educators build a classroom structure where all students feel empowered and included in the classroom environment. Through the use of videos, readings, personal reflection, and online forum questions, participants will experience the multicultural classroom, as well as learn methods to implement strategies in their own classroom. Participants will learn to shape and maintain learning conditions that facilitate a multicultural perspective during instruction, including how to identify and promote diversity, multicultural learning styles, create culturally aware lesson plans and activities, using social emotional learning strategies to impact classroom management, and strategies/ideas to educate parents on the multicultural classroom. Participants will leave the course with resources and strategies to reach students in a variety of cultures and educate them on the importance of understanding a multicultural classroom and the benefits of being multiculturally competent.
Course #: GMW22518
Dates: 05/16/22 - 06/12/22
Categories:

Equity & Diversity Positive Classroom Management

Format:

Online Structured

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This course is designed to enhance a participant’s knowledge of assessment and grading practices. Participants will review formative, interim, and summative assessment types, as well as the grading practices within them (traditional vs. standards-based grading), assessment design, implementation strategies, and how to interpret data results to define mastery. Participants will leave the course knowing how to identify course goals for assessments, effectively construct a variety of assessments based on content, understand how assessment can increase learning, use a variety of assessment mediums, and provide measurable data to students, parents, and other educators that demonstrate growth in learning.
Course #: GMW22510
Dates: 04/04/22 - 05/01/22
Categories:

Positive Classroom Management Instructional Strategies

Format:

Online Structured

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This course is designed to give educators at all levels an overview of recent research on mindfulness practices and to provide step by step guidance on how to integrate these practices into the classroom. Participants in this course will learn what mindfulness is, why it is important, and how to creatively apply research-based mindfulness techniques in meeting the diverse learning needs of students. Attention will also be given to ways educators can use mindfulness to enhance their own professional and personal experience as teachers.
Course #: GMF21000
Dates: 11/29/21 - 01/23/22
Categories:

Positive Classroom Management 21st-Century Teaching

Format:

Online Structured

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This course is designed to provide educators an overview and cohesive approach to literacy components to be able to use in a K-12 classroom. Participants in this course will examine current research as well as explore a variety of strategies that can be implemented in order to increase students’ reading ability. Research will include exploration of literacy as it pertains to fluency, vocabulary acquisition, and comprehension. Participants will reflect on their personal experiences, evaluate their current approach, and formulate a new literacy plan for implementation. Participants will leave the course with a year-long plan that includes a systematic approach to all areas of literacy.
Course #: SPC18166
Categories:

Content-Area Teaching

Format:

Online Self-Paced

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This course is designed to provide K–12 educators an understanding and breakdown of, as well as strategies for teaching, the English Language Arts (ELA) Common Core Standards in the disciplines: History/Social Science, Science, and Technical (HST). Participants of this course will learn what the ELA HST standards are, what it means to be “literate” in each of the disciplines, and how to create such literacies.  Most significantly, participants will learn teaching strategies to embrace the new HST ELA standards, with a particular focus on strengthening classroom practice in the biggest shift areas from old to new literacy standards.
This course is designed to provide an overview of and foundation for writing including current research components and practice.  Participants of this course will examine current writing research, study classroom pedagogy, and explore critical writing components as they apply to the 21st century classroom.  Foundational work will include studying the spectrum of writing development as well as learning to use mentor texts in the writing process.  Participants will examine teaching strategies to enhance specific genres of writing and develop sound assessment in both formative and summative measure.   Participants will evaluate a classroom culture of writing as well as implement and reflect on their own current practice.
Course #: SPC17123
Categories:

Content-Area Teaching

Format:

Online Self-Paced

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The following themes will be investigated: purposes of assessment, scientifically based research in reading, the cycle of decision making for assessment and instruction, understanding phonological awareness and assessments, understanding phonics and word identification and their assessments, emergent literacy assessments, language and vocabulary development and assessment, assessing oral reading and fluency, assessing reading and listening comprehension, and formal and informal reading assessments and data interpretation to guide instruction.