TST nEDworking
Saturday, November 3rd
9:30am-1:30pm

The Willis Tower,
Chicago, IL

 
 
  • Two local leaders in education as speakers
  • Opportunity to network with teachers from across the city
  • CPDUs available for all licensed teachers
  • Breakfast and Lunch provided!
LaTanya McDade – Chief Education Officer of Chicago Public Schools


LaTanya McDade serves as the Chief Education Officer got Chicago Public Schools.  As the District’s CEO, LaTanya oversees all academic offices within the CPS Central Office and supports the principals and Network Chiefs in their leadership roles. Prior to this role, Ms. McDade served as the Chief of Teaching and Learning, where she managed all core academic departments and oversaw the design, implementation, and evaluation of instructional programs and services for CPS teachers and administrators.

A proud product of CPS schools, Chief McDade was a student in Chicago from Kindergarten through 12th grade, and went on to dedicate her entire career to the children of Chicago. In all of her various roles, which include teacher, assistant principal, principal and Network Chief, she has prioritized instructional equity and excellence for every child, and has challenged the efficacy of traditional education models, advocating for the modernization of instructional practices throughout CPS.

More than anything else, Chief McDade understands our school communities and knows how to support their academic growth.  We are thrilled to have her joining us on November 3rd. 

Decoteau J. Irby, PhD – Assistant Professor, Department of Educational Policy Studies, University of Illinois Chicago

 

Dr. Irby is an accomplished researcher who researches equity-focused school leadership as a lever to improve Black children’s academic and socio-emotional experiences and outcomes. His research explores how equity-focused school leadership can be used as a lever to improve Black children and youth’s academic achievement and socio-emotional well-being across a range of K-12 educational settings. Specifically, he is interested in how adults make sense of and use their personal and collective influence and resources to transform educational spaces (including the self) to benefit students of color. His substantive areas of expertise include: school safety and approaches to violence reduction; improving school discipline policies and practices; culturally responsive leadership; and positive school culture and climate. 

Additionally, he teaches classes in the areas of educational leadership, organizational change, and school improvement using pedagogical approaches grounded in action research, team-based inquiry, and active learning. His teaching goals are two-prong: (a) to produce critical and pragmatic educational scholarship that offers a range of insights (theoretical to practical) into what is required for schools to provide students of color affirming educational experiences and outcomes and (b) to cultivate within current and future school leaders the will, dispositions, and adaptive skills to lead educational organizations that honor the dignity of Black children and prepare these same students to live excellent lives.