• General Professional Development Course Listing:

    Working the Brain Into Teaching and Learning

    Grades K-12

    Participants in this e-course will be introduced to multiple assessments that include feedback models and formative methods that feed instructional decisions.  Participants will learn to find and use this data effectively to make informed instructional decisions. 

    Course Outcomes:

    • Evaluate and monitor work against student assessment criteria
    • Align student assessment criteria with performance standards
    • Analyze assessment and use performance criteria to improve teaching practices
    • Respond to students identified instructional needs with effective strategies
    • Demonstrate flexibility and responsiveness to student needs 

    Writing Strategy For All Content Areas

    Grades K-12

    Focused exclusively on sound and research-based writing strategy, participants will be introduced to research as it promote writing strategy across all content area.  Participants will learn the scaffolds behind them that aid students in the important transition process across all other content area.  Intentional, consistent and rigorous teaching of reading and writing strategy as it continues to improve student achievement will engage the 90/90/90 principled approach.

    Course Outcomes:

    • Analyze genre as it applies to specific content areas and teaching objectives
    • Acquire and demonstrate the use of new resources to teach genre-specific fiction and non fiction writing
    • Apply and defend the use of new strategies and resources to the teaching of writing across multiple subject area 

    Standards-Based Formative Assessment, Gr 'K-5

    Grades K-5

    Assessment of learning or for learning?  Balanced, summative interim and formative assessments will be evaluated for CCSS application in this e-course.  Participants will understand how to effectively monitor student learning, structure requisite assessment criteria and teach to support a rapid turnaround of results.

    Course Outcomes: 

    • Extend the research skills needed to seek out assessment resources that further teaching and learning
    • Match grade-level assessment criteria to standards-aligned curriculum and instruction
    • Use tools to monitor student learning to move up individual student performance

    Standards-Based Formative Assessment, Gr 6-12

    Grades 6-12

    Assessment of learning or for learning?  Balanced, summative interim and formative assessments will be evaluated for CCSS application in this e-course.  Participants will understand how to effectively monitor student learning, structure requisite assessment criteria and teach to support a rapid turnaround of results.

    Course Outcomes: 

    • Extend the research skills needed to seek out assessment resources that further teaching and learning
    • Match grade-level assessment criteria to standards-aligned curriculum and instruction
    • Use tools to monitor student learning to move up individual student performance

    Co-teaching and Professional Collaboration

    Strong co-teaching relationships are the underpinnings for a seamless and manageable instructional environment. This course will prepare teachers to work collaboratively on mutual goals and student learning objectives in a team effort.  The benefits of such effort are numerous and include:   positive and scholarly collegial exchanges focused on student-centered goals and objectives, planned and orchestrated communication among each other and with students, analysis and use of data to plan effective instruction with.

    Course Outcomes:

    • Plan collaboratively using protocols specific to effective communication resulting in higher understanding and action steps
    • Identify and analyze learning gaps to develop action steps
    • Select mutual student learning objectives and plan around those objectives with strategy

    Purposeful Planning

    Grades K-12

    Planning with purpose leads to effective instruction. This course takes learners through a variety of planning processes that align closely to pre-established learning goals, objectives, and state and national standards. In addition, working knowledge of current best instructional design and preparation will highlight the relevance of reflection as it enriches comprehensive lesson development. Participants will work new ideas into planning with specific purposes and ends in mind as they work out of and into the Marzano (2001) Nine Categories of Instructional Planning.

    Course Outcomes:

    • Develop understanding and knowledge of content and pedagogy as it informs differentiation for a variety of student needs.
    • Understand and develop working knowledge of what the high instructional outcomes are, and how to plan for them through coherent instructional design.
    •  Develop utility with planning resources that aid in the lesson and content development

    Research-Based Assessment Practices for Special Needs Students, Gr 3-8

    Grades 3-8

    Practical and authentic assessment methods that have a strong research-base will be the central feature of this course in evaluating the needs of exceptional students.  Informal and teacher developed assessment technique will invoke best practices through the use of technology, smart classroom strategy, and through smart curriculum design. 

    Course Outcomes: 

    • Evaluate the needs of special needs students to align best instructional strategy to those needs
    • Through job-embedded participation, demonstrate with several research-based assessments in order to determine student needs, learning readiness, and needed instructional support
    • Apply sound research-based strategy to plan for instruction and instructional intervention, or modify existing instructional plans, for the language needs of the learners.

    Motivating and Engaging 21st Century Adolescents, Gr 6-12

    Grades 6-12

    What are the classroom conditions that motivate and engage our 21st century learners?  What are the assignments that cultivate curiosity and foster collaborative peer relationships?  This e-course examines the research that supports engaging classroom talk, questioning and self-expression through strategy, technology and effective teacher facilitation.  Participants will leave this e-course with multiple resources to aid in motivating and engaging the 21st century adolescent learners in the classroom.

    Course Outcomes:

    • Recognize and defend the classroom conditions necessary for 21st century learners to become motivated and engaged
    • Identify resources and modify them to collaborative assignments that incorporate hybrid methods of teaching and learning
    • Choose and implement strategies for effective facilitation of a motivating curriculum 

    Building Reading Muscle, Gr 'PK-5

    Grades PK - 5

    Building reading muscle requires training, perseverance and constant progress monitoring.  Participants will review intervention strategies that include timely response to intervention focused on strength and strategy.  Strategic and differentiated interventions reviewed and practiced with will include cognitive questioning, vocabulary development, peer and teacher feedback, use of graphic organizers and reflective self-monitoring strategies as they apply to middle-level learners.

    Course Outcomes:

    • Investigate and construct intervention strategies focused on response to intervention
    • Apply strategies to differentiate instruction for struggling learners
    • Identify, produce and implement vocabulary and questioning strategies combined with consistent use of teacher and peer feedback to build reading muscle

    Building Reading Muscle, Gr 6-8

    Grades 6 - 8

    Building reading muscle requires training, perseverance and constant progress monitoring.  Participants will review intervention strategies that include timely response to intervention focused on strength and strategy.  Strategic and differentiated interventions reviewed and practiced with will include cognitive questioning, vocabulary development, peer and teacher feedback, use of graphic organizers and reflective self-monitoring strategies as they apply to middle-level learners.

    Course Outcomes:

    • Investigate and construct intervention strategies focused on response to intervention
    • Apply strategies to differentiate instruction for struggling learners
    • Identify, produce and implement vocabulary and questioning strategies combined with consistent use of teacher and peer feedback to build reading muscle

    Building Reading Muscle, Gr 9-12

    Grades 9 - 12

    Building reading muscle requires training, perseverance and constant progress monitoring.  Participants will review intervention strategies that include timely response to intervention focused on strength and strategy.  Strategic and differentiated interventions reviewed and practiced with will include cognitive questioning, vocabulary development, peer and teacher feedback, use of graphic organizers and reflective self-monitoring strategies as they apply to middle-level learners.

    Course Outcomes:

    • Investigate and construct intervention strategies focused on response to intervention
    • Apply strategies to differentiate instruction for struggling learners
    • Identify, produce and implement vocabulary and questioning strategies combined with consistent use of teacher and peer feedback to build reading muscle

    Literacy Strategies for STEM, Gr 'K-5

    Grades K - 5

    Transferring literacy skills to subjects outside of English Language Arts is easily achieved when instruction is strategy-driven, explicit and consistently applied across subject areas.  In this e-course, participants will focus on informational text and non-fiction writing across multiple subject areas.  By analyzing non-fiction reading and writing in science and technical subjects, participants will understand and be able to resource supportive strategy for the consistent threading across grade-level content areas, genres, and learning styles.  Tools for implementation and scaffolding will be abundant.

    Course Outcomes:
    • Learn research-based strategy for teaching and facilitating content-focused writing sessions in support of non-fiction text
    • Understanding of reading and writing genre as applied to specific science and technical disciplines
    • Facilitate comprehension and understanding through reading strategy and responsive writing 

    Literacy Strategies for STEM, Gr 6-12

    Grades 6 - 12

    Transferring literacy skills to subjects outside of English Language Arts is easily achieved when instruction is strategy-driven, explicit and consistently applied across subject areas.  In this e-course, participants will focus on informational text and non-fiction writing across multiple subject areas.  By analyzing non-fiction reading and writing in science and technical subjects, participants will understand and be able to resource supportive strategy for the consistent threading across grade-level content areas, genres, and learning styles.  Tools for implementation and scaffolding will be abundant.

    Course Outcomes:
    • Learn research-based strategy for teaching and facilitating content-focused writing sessions in support of non-fiction text
    • Understanding of reading and writing genre as applied to specific science and technical disciplines
    • Facilitate comprehension and understanding through reading strategy and responsive writing 

    Teaching to Text Complexity

    Grades K - 12

    Reading strategies will focus on skill and readability as participants are introduced to leveling systems that scaffold.  Participants will be introduced to the scaffolding mechanisms needed to appropriately move up text complexity in multiple genres across all subject areas.

    Course Outcomes:
    • Understand how to scaffold for, and teach to, text complexity
    • Through practice and application, develop the ability to plan strategy that teaches to text complexity
    • Align student learning objectives to strategy that teaches text complexity