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Additional snow date scheduled for March 3, 2017 if needed.

This course satisfies the requirement that all educators must have 15 PDPs related to teaching English learners when they re-certify after July 1, 2016.

Whether you are a new or experienced teacher, working with English learners (ELs) can be both incredibly rewarding and extremely challenging. The goal of this workshop is to help teachers answer the question, “What can I do to meet my ELs’ academic needs and support them in adjusting to a new culture?”

Art teachers are in a unique position in working with ELs. The art classroom provides a welcoming and safe environment for EL students to be able to express themselves, and the creation of art can prompt important oral language skills. Additionally, as art teachers often work with students over multiple years, they can be a source of support to EL students as they adjust to new classes from year to year. This workshop will allow us to explore how we can take advantage of hands-on strategies and activities specific to the art classroom that are effective with ELs.

Topics to be covered include:
  • connections between language and culture
  • WIDA Can-Do Descriptors - how to use the WIDA to focus on what the ELs are capable of doing
  • art projects that are easily adapted for use with ELs
To process our learning, this workshop will include 2D and 3D art making such as collage, assemblage and book arts. We will also discuss simple strategies to adapt what you already do with your students to make your lessons more “EL friendly.” Materials for art-making will be provided, though participants are welcome to bring their own favorite materials.

Participants will leave with a deeper understanding of effective methods for working with ELs, an assortment of activities to use in their classrooms, and examples of art works they may use in their classroom.

Target Audience: K - 12 Art teachers

Credit Option: At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.


Deadline for Registration:  January 5, 2018
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Starts Starts: 1/20/2018 9:00 AM
Sessions Sessions: 3
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
Additional Snow Date: March 10, 2018 

This course is an IDEAS sponsored event. To register, please contact jbagni@edcollab.orgPlease note that the IDEAS member rate applies after all course slots have been used.

This course is designed to introduce educators to the complex issues raised by race and racism and their impact on student engagement and achievement. This course will provide educators with an understanding of racial identity and the importance of building authentic student teacher relationships. This course will also help educators increase their skills of cultural proficiency.

Please note that this course may be canceled if there are fewer than 12 participants.

Target Audience: K - 12 Educators

Credit Option: Participants may choose to register for 2 graduate credits through Framingham State College for an additional charge of $150 payable to FSU.


Deadline for Registration:  January 5, 2018
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Starts Starts: 1/20/2018 8:30 AM
Sessions Sessions: 4
Credits Credits: 25 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
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 7/2018

May 10/2018

May 14/2018

May 16/2018


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

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Starts Starts: 1/22/2018 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
Access Code Required
Wait space available
Additional dates for Capstone Presentations*:

May 22 and 29, 2018

4:00 p.m. - 8:00 p.m.

Additional dates for Make-Up Sessions in the event of inclement weather:

June 5, 12 and 19, 2018

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.  Teachers 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 Worcester State.   A registration form will be available on or before the first day of class.
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Starts Starts: 1/23/2018 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
This course is supported by the Acton-Boxborough Regional School District (ABRSD) and is only open to ABRSD employees. An access code is required.


Additional Dates for Capstone Presentations*:


May 15 & 16, 2018

Make-up Sessions:

3/20, 5/8 and 5/9, 2018


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

Graduate Credit Option:  Participants can choose to register for (3) graduate credits for an additional fee of $225 payable to Worcester State University.  Registration forms will be made available on or before the first day of class.
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Starts Starts: 1/23/2018 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
Access Code Required
Click to Register
This program will consist of (4) two-hour face-to-face meetings plus 2 additional hours online. This workshop will prepare and support special educators for roles as administrators. Topics include Team Process, timelines, communication, budget development and presentation, in-district program development and monitoring of out of district placements, special education funding including circuit breaker and more.

Target Audience: K - 12 new and aspiring Special Education Administrators
Registration Deadline: January 11, 2018
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Starts Starts: 1/25/2018 3:30 PM
Sessions Sessions: 4
Credits Credits: 10 Contact Hours
Pricing Pricing:
Location Location:
Click to Register
This is online course that will run January 29 - March 5, 2018.  The course requires approximately 3 - 4 hours per week with no set times with no session over February break. This course is co-sponsored with MassCUE.  MassCUE members should register directly through MassCUE to receive the member rate.

App smashing is best defined as taking two or more apps and combining them together to create something new that would not otherwise have been possible. It is fun, engaging, and results in expanded creative possibilities for students and teachers while tapping into higher order skills. In this class, participants will engage in a hands-on exploration of apps including Padlet, Explain Everything, Seesaw, Thinglink, Aurasma, BookCreator, and Tellagami and consider ways in which to smash these apps together for greater impact. Participants will also collaborate with each other to generate a master list of app smashing “recipes” and project ideas that they can take with them to implement into their classrooms.





Target Audience: K - 8 classroom teachers, technology integration specialists, librarians





Graduate Credit: At the first class participants may choose to apply for one graduate credit through Worcester State University for an additional fee of $125 payable to WSU.
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Dates Dates: Online January 29 - March 5, 2018
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
This course satisfies the requirement that all educators must have 15 PDPs related to special education when they re-certify after July 1, 2016.

Incorporating technology in lesson plans, classroom routines, and behavior monitoring systems, can increase special education students' motivation to learn, make progress, and act appropriately as a member of the classroom community. Technology allows for teachers to personalize instructional needs, both academic and behavioral, to a student's individual needs. In the past, we thought of assistive technology tools to be just word processors, spell-check tools, or books-on-tape, but in "today's classroom," we have many more tools that can be used to assist students to reach their goals.

This online course will allow teachers, who support students with learning disabilities, an opportunity to learn how simple web-based tools can help to differentiate instruction in order to meet individual student needs. Many of these tools will you help you successfully implement accommodations from a student's IEP. During this course, participants will enroll as students in a Learning Management System and this platform will be used to post assignments and tasks, and will also provide participants a look at how the tool serves as a means for supporting students with disabilities in the classroom. Participants will work with web 2.0 tools such as Google Drive, Read & Write for Google, Socrative, Kahoot, Padlet, and many more!

Target Audience: Teachers of Grades 2 - 8

Graduate Credit: At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. 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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Dates Dates: Online January 29 - March 5, 2018; No set times and no sessions over break
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
Additional Snow Date: Thursday, March 22, 2018 

This course is an IDEAS sponsored event. To register, please contact jbagni@edcollab.org.

Please note that the IDEAS member rate applies after all course slots have been used.

This course is designed to introduce educators to the complex issues raised by race and racism and their impact on student engagement and achievement. This course will provide educators with an understanding of racial identity and the importance of building authentic student teacher relationships. This course will also help educators increase their skills of cultural proficiency.

Please note that this course may be canceled if there are fewer than 12 participants.

Target Audience: K - 12 Educators

Credit Option: Participants may choose to register for 2 graduate credits through Framingham State College for an additional charge of $150 payable to FSU.

Deadline for Registration:  January 5, 2018
More
Starts Starts: 2/3/2018 8:30 AM
Sessions Sessions: 6
Credits Credits: 25 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.

If you are busy and want to pare down your writing process instruction to teach the most effective, efficient, and enjoyable tools available for helping students with text-based writing (especially the kind Next Gen MCAS requires), this course is for you. Not a program, you will receive fully evidence-based and comprehensive tool kit for meeting the New Generation Standards’ broad vision of the role of process writing in lifting overall literacy development, particularly in advancing reading comprehension, content learning and critical thinking. These tools can be woven into any literacy program from balanced literacy to core programs. 



Over 100 empirical studies show the effectiveness of the tools featured in this course. Self-Regulated Strategy Development (SRSD) is designed to improve students’ academic skills through a six-step process that teaches specific academic strategies and self-regulation skills. This method is based on research-based writing practices using Teachers College Units of Study and Nancie Atwell’s Lessons.  With a goal of making the tools or strategies the students’ own, the instructors model strategies and explicitly teach while students are immersed in writing. The elements of SRSD include a the following process:  activate prior knowledge, discuss, model, make it your own, support it, and independent performance. Revising and editing are reinforced in a positive and fun manner. Many districts across Massachusetts have adopted this program and it was recently incorporated by the NYC school system. The Institute of Education Sciences (IES) released a report in November, 2017, finding that the SRSD method provided strong evidence of a positive effect with no overriding contrary evidence. 


Overall, enable students to find their voices, to use their voices to pursue social justice and to cultivate the kind of self-regulation expert writers possess, all while strengthening their ability to engage in Common Core aligned text-based writing. 

Graduate Credit Option: At the first class, participants can choose to apply for one graduate credit through Worcester State University for an additional fee of $125.

Deadline for Registration:  January 26, 2018

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Starts Starts: 2/3/2018 8:30 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
Being able to harness the power of PivotTable features & create PivotCharts will help students gain an edge. Not only will students be able to summarize data to analyze, but they can organize the data in a way that can be meaningfully presented to others. 

Upon successful completion of this course, you will be able to use Excel 2016 advanced PivotTable functionality to analyze your raw data.  During the course, participants will:

  • Prepare data for PivotTable reporting 
  • Create PivotTables from various data sources 
  • Analyze Data Using PivotTables 
  • Work with PivotCharts
The course will be broken down into three sections:


I Preparing Data & Creating PivotTables

  • Topic A: Prepare Data 
  • Topic B: Create a PivotTable from a Local Data Source 
  • Topic C: Create a PivotTable from Multiple Local Data Sources 
  • Topic D: Create a PivotTable from an External Data Source 
II Analyzing Data Using PivotTables

  • Topic A: Summarize PivotTable Data 
  • Topic B: Organize PivotTable Data 
  • Topic C: Filter PivotTable Data 
  • Topic D: Format a PivotTable 
  • Topic E: Refresh and Change PivotTable Data 
III Working with PivotCharts
  • Topic A: Create a PivotChart 
  • Topic B: Manipulate PivotChart Data 
  • Topic C: Format a PivotChart 
Target Audience: K – 12 Data Managers and Administrators and anyone else who is an experienced Excel user seeking to advance his/her data analysis capabilities by using Pivot Tables. 


Instructor:  This course will be instructed by a representative from New Horizons Computer Learning Centers through a consortia agreement with EDCO Collaborative.

Seating is limited.
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Starts Starts: 2/7/2018 9:00 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
Click to Register
A snow date is scheduled for Friday, March 9th if needed.

As smart phones continue to dominate students’ hands, minds, and lives, the intentional use of “phoneography” with teenagers can have multiple benefits. Initially, the use of smart phones alongside social media builds on the inclinations and abilities of students. Thoughtful approaches to image making, developing, editing, and publishing through smart phones challenges young photographers to be more aware of their daily phone use, and of the powerful tool in their hands that can be used for social good. Finally, phoneography lessons and projects will be designed to effectively support analog, digital, and portfolio photography classes, all while teaching visual literacy skills and about the work of contemporary photographers. Lessons using phone photography and social media can also be used in classes addressing social studies, current events, psychology, and technology. Inspired by the deCordova exhibition, 
Screens: Virtual Material .

Target Audience: Applicable for photography teachers, or teachers in other disciplines interested in effective use of using photography and social media projects in their classes.

Graduate Credit:
Participants who sign up for this course in addition to 
Screens, Art and Society on Saturday, February 10th have the option to apply for one graduate credit from Framingham State University for an additional fee of $75 payable to FSU. Participants must register for both workshops and complete a paper and lesson plan to be eligible for the credit.

Deadline for Registration:  January 26, 2018
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Starts Starts: 2/9/2018 9:00 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
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