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Five additional dates

Capstone Sessions: April 26 & May 3, 2017*

Makeup Dates: May 10, 17 & 24, 2017

This course currently requires an access code and will be open for registration without a code starting on November 30th.

This Teachers who successfully complete this course will fulfill the requirement that all core academic teachers who have one or more English language learners (ELLs) in their classroom during the period from SY 2013 through SY 2016 must earn the SEI Endorsement.  Participants must attend all sessions to receive the endorsement.

The SEI Teacher Endorsement course focuses on current theories and evidence-based instructional practices related to the teaching of ELLs. This course is designed to promote continuous improvement in educator practice and to build teachers’ confidence and familiarity with research-proven practices for working with ELLs. Throughout the course, effective research-based strategies will be modeled. Teachers will have opportunities to practice the modeled strategies, to analyze their practice, to provide and receive feedback, and to reflect on their experiences. Through this cycle of reflective practice, teachers will gain new skills, knowledge, and dispositions for the education of English learners.

Assignments are designed to reinforce key concepts and practices. As participants proceed through the course, assignments will include a paper drawing on classroom data and information, classroom tryouts of modeled strategies which teachers will assess using a tool provided for the purpose; and the development, implementation, and presentation of instructional segments. Throughout, participants will be asked to reflect upon the impact of the course material and activities on their practice.

*In addition to the course sessions, each participant is required to participate in a Capstone session at which they will make a 10 – 15 minute presentation utilizing the skills gained from the course. Participants will choose which capstone date they prefer to attend at the first session.

Audience:  K  - 12  educators


Graduate Credit:  Participants may choose to register for 3 optional graduate credits through Worcester State University for an additional fee of $225 payable to WSU.  Additional information will be made available on or before the first class.

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Starts: 1/4/2017 4:00 PM
Sessions: 12
Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing:
Location:
Wait space available
This course requires an access code. Please email mcswineyctr@edcollab.org.

In recent years scientific studies have demonstrated that student and teacher ‘mindsets’ have a profound impact on learning. Students with a ‘growth mindset’ (Dweck, 2006) who believe that intelligence and ‘smartness’ can be learned and that the brain can grow from exercise and learn more effectively, displaying a desire for challenge and showing resilience in the face of failure. Such behaviors encourage greater math persistence, engagement and high achievement. Mathematics teachers play a critical role in the development of mindsets and this session will review the ways to teach for a growth mindset, including attention to classroom norms, math tasks, questions and other aspects of the math classroom. We will also review the latest brain science and think about what that means for math learning.

In the day long workshop we will consider together what it means to teach math for a growth mindset. We will look together at different mathematics tasks, grouping arrangements, encouragement and praise, and many other aspects of mathematics teaching. We will do this through classroom videos and through working on math tasks together.

Target Audience:  Grades 6 - 12 math teachers, specialists and coaches
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Starts: 1/5/2017 8:00 AM
Session: 1
Credits: 6 Contact Hours
Pricing:
Location:
Click to Register
Make up dates (in case of inclement weather) are scheduled for March 25, April 1 and April 8, 2016.


This course is only for administrators who will be evaluating teachers with English language learners in their classrooms. Administrators who successfully complete this course will fulfill the requirement that all administrators who supervise teachers with ELLs in their classroom must earn the SEI Endorsement. Participants must attend all sessions to be eligible for the endorsement.

The SEI Administrator Endorsement course is designed to promote continuous improvement in educator practice, and to build administrators’ confidence and familiarity with procedures and strategies for supporting teachers in developing research-proven practices for working with ELLs. Throughout the course, effective methods of examining data, observing teaching practice, and providing support to teachers will be explored.


Assignments are designed to engage administrators in conducting research within their school buildings. Assignments include careful analysis of school, district, and state data pertaining to English language learners, as well as data collection on the classroom practice of SEI teachers. Administrators will learn about the elements to look for in teachers’ lesson plans, as well as the SEI strategies to look for during classroom observations. Throughout, administrators will be asked to reflect upon the implications of the course material and their findings on their responsibilities as school leaders.


Audience: K – 12 administrators who will be evaluating teachers with English language learners in their classrooms


Credit Option: At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $75. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.
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Starts: 1/7/2017 9:00 AM
Sessions: 5
Credits: 15 Contact Hours and 1 Grad Credit
Pricing:
Location:
Click to Register
This course will include 5 additional hours online. 

Designed specifically for school P.E. teachers, this 15-hour course will satisfy the requirement that all educators, including school P.E. teachers, must have 15 hours of professional development in teaching English Learners (ELs).


This course will focus on helping teachers truly integrate ELs into P.E. classroom activities by ensuring that they understand directions and can effectively communicate with other students in the class. The course will give participating PE teachers an overview of Universal Design for Learning (UDL) with specific reference to designing PE lessons that are inclusive and meet the needs of ELs.

Teachers will look at how to incorporate UDL principles into lessons that they have already been teaching. Teachers will work in age-alike small groups to discuss challenges they are facing in meeting unique needs and will problem-solve with one another. There will be whole group discussions on topics of concern with an emphasis on discovering how to think through unusual situations and needs. Through peer sharing and reading they will learn new activities that lend themselves well to an inclusive classroom.

Topics to be explored include:
  • understanding the different levels and abilities of ELs 
  • using multiple modalities for introducing materials and concepts, so that students understand and are engaged in the lesson and its goals 
  • employing communication strategies for ELs 
  • designing lessons using UDL principles, which offer a wide range of ways in students can participate and meet the lesson's goals 
  • creative ways to meet state and federal standards which can apply to all learners 
Audience: K - 12 P.E. and Health/Wellness teachers

Graduate Credit: At the first class, participants may choose to apply for one graduate credit for an additional fee of $125 payable to Worcester State University.
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Starts: 1/7/2017 9:00 AM
Sessions: 2
Credits: 15 Contact Hours and 1 Grad Credit
Pricing:
Location:
Click to Register
Participants must attend all sessions to receive the SEI Endorsement.

This course is only for administrators who will be evaluating teachers with English language learners in their classrooms. Administrators who successfully complete this course will fulfill the requirement that all administrators who supervise teachers with ELLs in their classroom must earn the SEI Endorsement.

The SEI Administrator Endorsement course is designed to promote continuous improvement in educator practice, and to build administrators’ confidence and familiarity with procedures and strategies for supporting teachers in developing research-proven practices for working with ELLs. Throughout the course, effective methods of examining data, observing teaching practice, and providing support to teachers will be explored.

Assignments are designed to engage administrators in conducting research within their school buildings. Assignments include careful analysis of school, district, and state data pertaining to English language learners, as well as data collection on the classroom practice of SEI teachers. Administrators will learn about the elements to look for in teachers’ lesson plans, as well as the SEI strategies to look for during classroom observations. Throughout, administrators will be asked to reflect upon the implications of the course material and their findings on their responsibilities as school leaders.

Audience: K – 12 administrators who will be evaluating teachers with English language learners in their classrooms

Credit Option: At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $75. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.


Make Up Dates (in case a class is canceled):  March 13, 14 and 17, 2017
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Starts: 1/12/2017 4:00 PM
Sessions: 5
Credits: 15 Contact Hours and 1 Grad Credit
Pricing:
Location:
Click to Register
Five additional dates for Snow dates/Capstone Presentations*:

May 2, May 9, May 16, May 23 and May 30, 2017

Teachers who successfully complete this course will fulfill the requirement that all core academic teachers who have one or more English language learners (ELLs) in their classroom during the period from SY 2013 through SY 2016 must earn the SEI Endorsement.  Participants must attend all sessions to receive the endorsement.

The SEI Teacher Endorsement course focuses on current theories and evidence-based instructional practices related to the teaching of ELLs. This course is designed to promote continuous improvement in educator practice and to build teachers’ confidence and familiarity with research-proven practices for working with ELLs. Throughout the course, effective research-based strategies will be modeled. Teachers will have opportunities to practice the modeled strategies, to analyze their practice, to provide and receive feedback, and to reflect on their experiences. Through this cycle of reflective practice, teachers will gain new skills, knowledge, and dispositions for the education of English learners.

Assignments are designed to reinforce key concepts and practices. As participants proceed through the course, assignments will include a paper drawing on classroom data and information, classroom tryouts of modeled strategies which teachers will assess using a tool provided for the purpose; and the development, implementation, and presentation of instructional segments. Throughout, participants will be asked to reflect upon the impact of the course material and activities on their practice.

*In addition to the course sessions, each participant is required to participate in a Capstone session at which they will make a 10 – 15 minute presentation utilizing the skills gained from the course. Participants will choose which capstone date they prefer to attend at the first session.

Audience:  K  - 12  educators


Graduate Credit:  Participants may choose to register for 3 optional graduate credits through Worcester State University for an additional fee of $225 payable to WSU.  Additional information will be made available on or before the first class.

More
Starts: 1/17/2017 4:00 PM
Sessions: 12
Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing:
Location:
Wait space available
One of the essential tasks of leadership is to provide feedback. The challenge is to provide feedback that can meet many goals: supports growth; meets the mission of the organization; takes into account individual needs; is clear about areas that require change; helps build a climate of reflection, trust, and effective practice. Even the most veteran leader can be daunted by the challenge of meeting so many goals. This workshop will provide concepts, specific tools, and role plays that expand your capacity to provide feedback that enhances skills and relationships. 

Topics to be covered during this session will include: 
  • how to deliver feedback that will be heard and acted upon 
  • arriving at agreed upon next steps 
  • adjusting feedback to the individual based on her/his personality 
  • how to create a climate for productive dialog on difficult issues role-plays of representative situations

Note: If there is sufficient interest among the participants, a follow-up workshop would be scheduled to allow participants to discuss successes/challenges after they try out some of the techniques in their schools.

Target audience: Evaluators, including Asst. Supts., Principals, Department Heads and Directors; teacher leaders would be welcome as well.

Please note that if there is a large enough group, Rachel Poliner will be added as a second instructor.
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Starts: 1/18/2017 7:30 AM
Session: 1
Credits: 3 Contact Hours
Pricing:
Location:
Click to Register
This course will require (5) additional hours online.

Designed specifically for Music teachers, this 15-hour course will satisfy the requirement that all educators, including Music teachers, must have 15 hours of professional development in teaching English Learners (ELs).

This course will focus on helping teachers truly integrate ELs into Music classroom activities by ensuring that they understand directions and can effectively communicate with other students in the class. The course will give participating Music teachers an overview of Universal Design for Learning (UDL) with specific reference to designing Music lessons that are inclusive and meet the needs of ELs.

Using this UDL approach, teachers will look at how to incorporate these principles into lessons that they have already been teaching. Through peer sharing and reading they will learn new activities that lend themselves well to an inclusive classroom. Teachers will work in age-alike small groups to discuss challenges they are facing in meeting unique needs and will problem-solve with one another. There will be whole group discussions on topics of concern with an emphasis on discovering how to think through unusual situations and needs.
Topics to be explored include:
  • understanding the different levels and abilities of ELs 
  • using multiple modalities for introducing materials and concepts, so that students understand and are engaged in the lesson and its goals 
  • employing communication strategies for ELs 
  • designing lessons using UDL principles, which offer a wide range of ways in students can participate and meet the lesson's goals 
  • creative ways to meet state and federal standards which can apply to all learners 
Audience: K - 12 Music Teachers

Graduate Credit: Participants may choose to apply for one optional graduate credit through Worcester State University for an additional fee of $125 payable to WSU. Registration forms will be available at the first class.
More
Starts: 1/21/2017 9:00 AM
Sessions: 2
Credits: 15 Contact Hours and 1 Grad Credit
Pricing:
Location:
Click to Register
Back by popular demand, this workshop will provide educators with practical tools for dealing with the growing challenges with and from parents. The workshop will build upon the information that was shared in January, 2016, through the use of role plays and small group discussions. Educators who attended last January and those attending for the first time will learn valuable new skills.

Increasingly, parents are anxious about their children’s success, expect the school to fulfill basic parenting functions, and are demanding and critical of teachers and of the school. Drawing on his book, Family Matters: How Schools Can Cope with The Crisis in Childrearing, psychologist Rob Evans will outline key dilemmas facing educators and outline ways to both restructure the school’s partnership with parents and cope with the most challenging situations. The workshop is organized in two sessions so that educators can learn some new strategies, try them out back in their schools, and return to discuss successes and challenges in using the new approaches.

Cost:  The cost per session is $75 for EDCO members or $90 for non-members. Educators may sign up for one or both of the sessions. Participants who choose to register for one day only will need to email mcswineyctr@edcollab.org for a discount code before registering.

Target Audience: K - 12 administrators, teachers and specialists
More
Starts: 1/25/2017 8:00 AM
Sessions: 2
Credits: 6 Contact Hours
Pricing:
Location:
Click to Register
Five additional dates for Snow dates/Capstone Presentations*:

March 22, March 29, April 12, May 4 and May 11, 2017

Teachers who successfully complete this course will fulfill the requirement that all core academic teachers who have one or more English language learners (ELLs) in their classroom during the period from SY 2013 through SY 2016 must earn the SEI Endorsement.  Participants must attend all sessions to receive the endorsement.

The SEI Teacher Endorsement course focuses on current theories and evidence-based instructional practices related to the teaching of ELLs. This course is designed to promote continuous improvement in educator practice and to build teachers’ confidence and familiarity with research-proven practices for working with ELLs. Throughout the course, effective research-based strategies will be modeled. Teachers will have opportunities to practice the modeled strategies, to analyze their practice, to provide and receive feedback, and to reflect on their experiences. Through this cycle of reflective practice, teachers will gain new skills, knowledge, and dispositions for the education of English learners.

Assignments are designed to reinforce key concepts and practices. As participants proceed through the course, assignments will include a paper drawing on classroom data and information, classroom tryouts of modeled strategies which teachers will assess using a tool provided for the purpose; and the development, implementation, and presentation of instructional segments. Throughout, participants will be asked to reflect upon the impact of the course material and activities on their practice.

*In addition to the course sessions, each participant is required to participate in a Capstone session at which they will make a 10 – 15 minute presentation utilizing the skills gained from the course. Participants will choose which capstone date they prefer to attend at the first session.

Audience:  K  - 12  educators


Graduate Credit:  Participants may choose to register for 3 optional graduate credits through Worcester State University for an additional fee of $225 payable to WSU.  Additional information will be made available on or before the first class.

More
Starts: 1/26/2017 4:00 PM
Sessions: 12
Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing:
Location:
Wait space available
This course will meet face-to-face on two Saturdays, January 28 and March 25, 2017 from 9:00 a.m. - 12:00 p.m.  Weekly online sessions will run between January 28 - March 25, 2017.  There are no sessions over February break.


Snow Dates: February 4 and April 1, 2017.


This course satisfies one of the requirements that all educators must have 15 PDPs related to special education and English Language Learning when they re-certify after July 1, 2016.

The purpose of this blended course is to provide participants with an understanding of how to implement various tools and strategies to develop goals and intervention plans for struggling students, to monitor the effectiveness of those intervention plans by collecting data, and to assess the student’s progress towards the identified goal.


The course will be conducted in seminar format. Through readings and class discussion, participants will learn about various tools and strategies that can be used to identify and support struggling students within the general education setting. Participants will select one of their own students who is struggling, and will identify the key area of struggle for that student. The identified student may be struggling with acquiring English, with grade level academic achievement, or with behavioral difficulties. Participants will then develop a measurable, attainable goal for the student and an intervention plan for the student. They will implement the intervention plan, collect data to determine if the student is making progress towards the identified goal, make adjustments to the intervention plan as necessary, and then review the effectiveness of the intervention plan by determining the progress that the student made towards the identified goal. 

Audience:  K - 12 teachers of ELLs


Credit Option:  At the first class, participants may choose to register for 2 graduate credits through Worcester State University for an additional fee of $250. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.

More
Starts: 1/28/2017 9:00 AM
Sessions: 2
Credits: 25 Contact Hours and 2 Grad Credit
Pricing:
Location:
Click to Register
This course is supported by the Lowell Public Schools and is only open to Lowell Public School employees. An access code is required.



Additional Dates for MakeUp Dates/Capstone Presentations*:

May 16, 2017

May 18, 2017

May 23, 2017

May 30, 2017


Teachers who successfully complete this course will fulfill the requirement that all core academic teachers who have one or more English language learners (ELLs) in their classroom during the period from SY 2013 through SY 2016 must earn the SEI Endorsement.

The SEI Teacher Endorsement course focuses on current theories and evidence-based instructional practices related to the teaching of ELLs. This course is designed to promote continuous improvement in educator practice and to build teachers’ confidence and familiarity with research-proven practices for working with ELLs. Throughout the course, effective research-based strategies will be modeled. Teachers will have opportunities to practice the modeled strategies, to analyze their practice, to provide and receive feedback, and to reflect on their experiences. Through this cycle of reflective practice, teachers will gain new skills, knowledge, and dispositions for the education of English learners.

Assignments are designed to reinforce key concepts and practices. As participants proceed through the course, assignments will include a paper drawing on classroom data and information, classroom tryouts of modeled strategies which teachers will assess using a tool provided for the purpose; and the development, implementation, and presentation of instructional segments. Throughout, participants will be asked to reflect upon the impact of the course material and activities on their practice.

*In addition to the course sessions, each participant is required to participate in a Capstone session at which they will make a 10 – 15 minute presentation utilizing the skills gained from the course. Participants will choose which capstone date they prefer to attend at the first session.  The Capstone sessions will run from 4:00 p.m. - 8:00 p.m.

Audience:  K  - 12  educators

More
Starts: 1/31/2017 4:00 PM
Sessions: 12
Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing:
Location:
Click to Register
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