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IDEAS (MultiCultural)
Fall 2016
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This course satisfies the requirement that all educators must have 15 PDPs related to teaching English learners when they recertify after July 1, 2016.

English Learners (ELs) and Cultural Currency is a five-week (15 hour) course that provides educators with the opportunity to read thought-provoking scholarship related to the important work they do with students and families whose first language is not English. After reading the articles, they will have the opportunity to engage with colleagues in relevant discussion. As we know, cultural literacy and awareness, while important, is not always enough to help us interact in productive ways with these students and their families. This course gives teachers and counselors the opportunity to learn from one another and to add to their repertoire of skills for working with ELs and their families.

Topics that will be addressed include:
  • The Changing Demographics of American Education 
  • Building Cultural Awareness 
  • Exploring Social Justice 
  • The Unique (and Wonderful) Challenge of EL Students and Families 
  • Engaging the Families of EL Students 
By the end of this seminar, participants will have had the opportunity to explore ideas that are central to understanding the challenges that changing demographics present to the broad spectrum of educators. In addition, participants will have read current practical and theoretical scholarship related to how cultural and linguistic differences impact schools. Those who participate fully will learn from the readings and from their colleagues in the discussion forum. In addition, they will be able to contribute to ongoing professional conversations regarding how to improve the experience of our EL students.

Audience: K – 12 educators

Graduate Credit Option: Participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. Registration forms will be available before the class begins. 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: Online: March 1 - April 4, 2017
Credits: 15 Contact Hours and 1 Grad Credit
Pricing:
Location:
Click to Register
Course will meet face-to-face on Saturdays, March 4 & April 1, 2017 from 9:00 a.m. - 12:00 p.m. with 9 additional hours online March 4 - April 1, 2017. 

MSLA members are eligible to register at the member rate - please contact mcswineyctr@edcollab.org for a discount code before registering.

Designed specifically for school librarians, this 15-hour course will satisfy the Mass DOE requirement that all educators, including school librarians, must have 15 hours of professional development related to training in strategies for effective schooling for students with special needs and instruction of students with diverse learning styles in order to renew or advance a teaching license after July 1, 2016.

This will be a hybrid course with 6 hours of classroom time and 9 hours of online learning.

The initial face-to-face meeting will cover the following topics:
  • disability law and policy
  • the experience of being a student with special need
  • the responsibility of the library teacher to provide library services that enable all students to learn. 
The online component will highlight ways that school librarians can infuse support for students with special needs into the areas highlighted by the ALA/AASL Standards for librarians – Teaching & Learning, Literacy & Reading, Information & Knowledge, Advocacy & Leadership and Program Management & Administration.

The final face-to-face meeting will offer the opportunity to collaborate with other school librarians and form a Library Accessibility Action Plan for your library.

By the end of the course, school librarians will:
  • understand disability law and its implications for the school library
  • recognize ways that supporting students with special needs can influence every aspect of the school librarian's role
  • plan ways to steer our libraries towards providing exceptional access for all students
Target Audience: K - 12 Librarians

Graduate Credit Option: Participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. A registration form will be sent prior to the start of the course. 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: 3/4/2017 9:00 AM
Sessions: 2
Credits: 15 Contact Hours and 1 Grad Credit
Pricing:
Location:
Click to Register
This workshop is a collaboration among the CASE, EDCO and LABBB (CELC) districts. CELC member districts are eligible for the EDCO member rate. Please email mcswineyctr@edcollab.org for a discount code before registering.


Snow Date: March 9, 2017



Universal Design for Learning (UDL) is an educational framework based on cognitive neuroscience. The new Every Student Succeeds Act (ESSA) governing K – 12 education in the United States defines and endorses UDL as a framework to help achieve greater opportunity and academic achievement for all learners including accelerated learners, students with disabilities and English language learners. This session will cover the basics of UDL and provide tools for how UDL can be applied effectively to educational leadership practices.



UDL is a part of the Massachusetts Department of Elementary and Secondary Education’s Multi-tiered System of Support Blueprint, a topic of training that meets the new (July 2016) recertification requirement for 15 hours of SEI/ESL and Special Education and is explicit in the new educator evaluation framework through the Guidebook on Inclusive Practices.



This training will cover the basics of UDL and provide tools for how UDL can be applied effectively to educational leadership practice. Upon completion, participants will:

  • have an understanding of the basic principles of UDL 
  • understand how UDL applies to leadership practices identified in their own educator evaluation rubrics 
As educational leaders, we aspire to build great systems in a landscape of barriers. Universal Design for Learning allows us to do just that and universally designed leadership allows us to apply proven principles of learning to successful leadership practices in the 21st century.

Audience: Administrators of Special Education, Special Education Coordinators, Out-of-District Coordinators, Team Chairpersons, Special Education Department Chairs and others involved in special education decisions.

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Starts: 3/6/2017 8:30 AM
Session: 1
Credits: 5.5 Contact Hours
Pricing:
Location:
Click to Register
The first session of this 2 part workshop ran on January 25th.  New participants are still welcome to sign up for the second day on March 8th.  Please contact mcswineyctr.org for a discount code before registering to receive the one day rate.

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
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Starts: 3/8/2017 8:00 AM
Session: 1
Credits: 6 Contact Hours
Pricing:
Location:
Click to Register
This course is currently only open to members of the EDCO Collaborative.  If additional seats are available after March 3rd, registration will be open non-members.

Capstone Presentations from 4:30 p.m. - 8:30 p.m.*:

June 7 and 8, 2017 

Additional make-up dates in case of inclement weather:

June 15, 22 and 29, 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.

Audience:  K  - 12  educators


Graduate Credit:  At the first class, participants may choose to register for 3 optional graduate credits through Worcester State University for an additional fee of $225 payable to WSU.
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Starts: 3/9/2017 4:30 PM
Sessions: 12
Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing:
Location:
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Artist and educator Fritz Horstman will lead a day-long workshop in deCordova’s Sculpture Park and in the studio moving through three themes: color, drawing, and movement. As education coordinator at the Josef and Anni Albers Foundation, Horstman has spent years developing ways to bring Josef Albers's color lessons to both youth and adults. After color, we will move through drawing exercises developed by artists across the last few centuries, such as John Ruskin and John Baldessari, experimenting with materials and methods that are starting points for creative thought. Finally, we will explore movement inspired by the pathways in Horstman's large outdoor sculpture, Formwork for a Spiral Movement. Using a method derived from multidisciplinary dancer Wayne MacGregor, we will visualize forms and develop them into simple movements, which will form the basis of a short dance. No art, dance, or choreography expertise is required, with all levels being integrated into the day and its applications for the K-12 classroom. Participants will leave with new approaches to fostering creativity through new understandings of color, drawing, and movement.

Target Audience: Primarily K - 12 art teachers, but all are welcome.
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Starts: 3/10/2017 8:30 AM
Session: 1
Credits: 6 Contact Hours
Pricing:
Location:
Click to Register
This course will begin online the week of February 27, 2017. Additional weekly online sessions are required during the weeks of March 13th and March 27th.

This course will support participants in understanding the Foundations of Reading Development including the principles of phonological awareness, phonemic awareness, concepts of print, the alphabetic principle, phonics and word analysis skills and strategies. In addition, we will address principles of reading comprehension, including vocabulary development, application of comprehension skills and strategies for literary and nonfiction/expository texts.
Participants will understand the principles and practices of reading assessment and instruction, including formal and informal methods of assessing reading development, knowledge of multiple approaches to reading instruction, and strategies and resources for supporting individual students.

Target Audience: Educators preparing to take the Foundations of Reading MTEL
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Starts: 3/11/2017 8:00 AM
Sessions: 3
Credits: 12 Contact Hours
Pricing:
Location:
Click to Register
This course is an IDEAS sponsored event.  IDEAS members must register through the Office of Curriculum and Instruction in their district.  Non-members can register by contacting jbagni@edcollab.org.  A complete listing of IDEAS member districts is included below.


Snow Date: May 6, 2017


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.

Cost: Member districts are entitled to a number of course slots dependent on their level of membership. Districts determine how to distribute these slots. When they are used up, member participants pay $420. The non-member rate is $520. Course reimbursement may be available from districts.

IDEAS member districts:  Arlington, Bedford, Burlington, Canton, Concord/Concord-Carlisle, Lexington, Lincoln, Lincoln-Sudbury, Needham,Newton, Wayland, Wellesley and Weston.

Deadline for Registration:  February 15, 2017.
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Starts: 3/11/2017 8:30 AM
Sessions: 4
Credits: 25 Contact Hours and 2 Grad Credit
Pricing:
Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course requires an access code.  Please email mcswineyctr@edcollab.org for more information.

This course will include 6 additional hours online in between face-to-face sessions.



This 15-hour course will satisfy the requirement that all educators must have 15 hours of professional development in teaching English Learners (ELs).



Our multilingual students bring important understandings of language yet struggle to communicate in some academic, “school-based” forms. A common instructional technique is to use sentence and paragraph frames to help multilingual writers. While appropriate for students with emerging English proficiency, teachers must understand when and where to use these formulaic scaffolds, and importantly, how to move students beyond these initial scaffolds to become more flexible, nuanced writers. Students’ grade level and language proficiency as well as the writing standards all need to be considered as teachers consider the best ways to scaffold and to build autonomy in multilingual student writers.



In this combined face-to-face and online workshop, we will discuss principles and practices for increasing elementary ELs’ writing. Specific principles to guide writing instruction for ELs will be described with examples of successful implementation as well as instructional practices that help bridge students’ oral discourse into writing. Supports that have helped develop students’ writing stamina and voice will also be shared.



Target Audience: Teachers and specialists of grades 4 – 8



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



Fee: There is no fee to attend – this workshop is supported with Title III funding. Teachers from EDCO Title III Consortia Districts (Bedford, Concord, Lincoln, Sudbury, Weston) will receive priority seating.
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Starts: 3/14/2017 8:30 AM
Sessions: 2
Credits: 15 Contact Hours and 1 Grad Credit
Pricing:
Location:
Click to Register
This event is sponsored by Dremel 3D IDEA Builder- Dremel Corporation.

The Dremel 3D IDEA BUILDER program integrates 3D printing into the classroom with lesson plans and resources that are designed to nurture the confidence of educators and students as they explore hands-on applications in the classroom. The Dremel 3D IDEA BUILDER team will present how a K-12 teacher can implement lesson plans that incorporate 3D Printing technology and how the use of a 3D printer helps teach 21st century skills. This workshop will also provide an overview and links to free curriculum-based lesson plans are aligned with Common Core standards that incorporate 3D printing into the classroom.

The Dremel 3D IDEA BUILDER Team
Rafael Franca, Business Development Manager – Dremel 3D
George Velez, Education Sales Manager
Satish Subramanian, Marketing Manager Education
Jeremy Rubens, Engineer – Advanced Development Team

Target Audience: K-12 STEM educators and Central Office Administrators.

Cost: There is no cost to attend this event but registration is required. Lunch will be provided.

PDPs: Participants who attend will receive a certificate of completion for 4 hours to apply towards PDPs.
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Starts: 3/16/2017 9:00 AM
Session: 1
Credits: 4 Contact Hours
Pricing:
Location:
Click to Register
This course is an IDEAS sponsored event. IDEAS members must register through the Office of Curriculum and Instruction in their district. Non-members can register by contacting jbagni@edcollab.org. A complete listing of IDEAS member districts is included below.


This course is designed for educators who wish to integrate issues of identity and equity into a subject area through student-centered activities that are designed to promote social justice conversations. Participants will also develop an understanding of how multiple forms of oppression (poverty, LGBT, gender/sexism) overlap with their own unique characteristics. Participants will practice the skills necessary to encourage students to recognize differences, see inherent values, appropriately handle conflict and misunderstandings, and engage in conversations of equity in order to be prepared to navigate through a world that is increasingly more diverse. This course will provide educators with resources to develop lessons and apply research-based strategies to encourage students to work together to build caring, just, diverse classroom/school communities while growing in their personal identity, confidence, and courage. Activities and discussions from this course can also be integrated into specific "Race/Culture/Identity" courses, and/or be part of programs, such as, Advisory, Open Circle, Developmental Designs, Responsive Classroom, Steps to Respect.


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 1 graduate credits through Framingham State College for an additional charge of $75 payable to FSU.


Cost: Member districts are entitled to a number of course slots dependent on their level of membership. Districts determine how to distribute these slots. When they are used up, member participants pay $210. The non-member rate is $260. Course reimbursement may be available from districts.


IDEAS member districts: Arlington, Bedford, Burlington, Canton, Concord/Concord-Carlisle, Lexington, Lincoln, Lincoln-Sudbury, Needham,Newton, Wayland, Wellesley and Weston. 

Deadline for Registration: March 1, 2017.



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Starts: 3/23/2017 4:00 PM
Sessions: 3
Credits: 12 Contact Hours and 1 Grad Credit
Pricing:
Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course requires an access code. Please contact 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:
 K - 5 math teachers, specialists and coaches
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Starts: 3/24/2017 8:00 AM
Session: 1
Credits: 6 Contact Hours
Pricing:
Location:
Click to Register
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