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IDEAS (MultiCultural)
Fall 2016
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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 considers the importance of understanding the interconnection of race, ethnicity, and oppression (i.e. stereotypes, prejudice, discrimination) on academic achievement and student engagement. Participants have the opportunity to explore concepts of racial identity development, micro-aggressions, and colorblindness. Research by Derald W. Sue, Ron Ferguson, and others is highlighted. Participants will develop culturally proficient skills and adapt identified successful strategies to promote excellence and equity in the educational environment.

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 credit through Framingham State College for an additional charge of $75 payable to FSU.
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Starts Starts: 7/24/2017 8:30 AM
Sessions Sessions: 2
Credits Credits: 12.5 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
To register, contact your district IDEAS rep or Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course part of a collaboration among CASE, EDCO and LABBB Collaboratives (CELC).  CASE and LABBB members qualify for the EDCO member rate and should email mcswineyctr@edcollab.org for a discount code before registering.

This 15-hour workshop presents multi-sensory structured language principles and techniques of the WRS program. It provides hands-on and practical training for teachers implementing the WRS Intervention Model. The training includes:
  • Reading research 
  • Principles of language structure 
  • How to teach language with direct, multi-sensory methods 
  • Program implementation 
  • Student placement, progress monitoring, and scheduling 
  • Five areas of reading: phonemic awareness, phonics, vocabulary, ?uency and comprehension 
  • How the WRS addresses the ?ve areas of reading 
  • Creating a successful classroom environment 
  • WRS lesson planning and procedures 
  • Lesson plan writing and practice 
This course will be taught be a Certified Wilson Trainer.

Audience: Elementary and Secondary Reading and Special Education Teachers and Specialists

Credit Option: At the first class, participants may choose to apply for one graduate credit through Fitchburg State University for an additional fee.
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Starts Starts: 7/24/2017 8:30 AM
Sessions Sessions: 3
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Wait space available
This workshop is co-sponsored with The Education Cooperative (TEC). TEC members must register through TEC to receive the member rate.

This course will include an additional follow-up date on November 9th from 4:00 p.m. - 6:00 p.m.

Nature School for Teachers is a chance to become immersed in our local habitat, become (re)excited about science, and become familiar with the science practices embedded in the new Massachusetts science standards. The week will combine habitat exploration, hands-on fieldwork, and classroom seminars taught by Mass Audubon educators and scientists. Participating teachers will practice field science and inquiry-based learning methods by studying local habitats, conducting field research, and designing investigations and field experiences that will have direct applicability to their classroom. The course will introduce principles of ecology (ecosystems, habitats, adaptation, food webs, cycles and systems, energy flow), and highlight their connections to the earth, life and physical science standards.


Presenters will suggest methods and resources for helping students learn and practice science through the exploration of their schoolyards and neighborhoods, and will model practical ways to teach in an outdoor environment.

Participants will reflect on their experiences by keeping a field journal and, as a final project, will create a field experience and study tools to be used by their students.

Target Audience:  K - 8 teachers

Graduate Credit Option:  Participants may choose to apply for two graduate credits through Framingham State University for an additional fee of $150 payable to FSU.  All participants, even those who do not opt for the graduate credit,  will receive a certificate of attendance for the number of hours attended upon completion of the course. 

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Starts Starts: 7/31/2017 9:00 AM
Sessions Sessions: 5
Credits Credits: 25 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
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This course satisfies the requirement that all educators must have 15 PDPs related to special education when they recertify after July 1, 2016.

This workshop will address the many challenges which present themselves when designing art classes which include children and young people with special learning needs or disabilities. The emphasis will be on practical strategies and ways to problem-solve situations where there are barriers to successful participation by students.

This workshop will be very hands-on, using art activities, tools and processes useful in both elementary and secondary school art classes. In the many activities we do, we will always be looking at adaptive strategies that make the art experience accessible for all, including for students with developmental, neurological and behavioral involvements.

There will also be plenty of opportunity for questions, discussions, and practice in practical problem solving for the situations which often present themselves in the arts classroom. Participants will share their experiences, reflecting on what has worked well and what strategies they have developed to meet a variety of needs.

This workshop is based on Universal Design for Learning (UDL). This approach offers a way to structure classes which both meet the needs of students with special considerations and also provides rich and rewarding experiences for the typical and gifted learners.

Target Audience: Fine Arts teachers in grades K - 12

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.

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Starts Starts: 7/31/2017 9:00 AM
Sessions Sessions: 3
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
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.

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Starts Starts: 8/1/2017 8:30 AM
Sessions Sessions: 4
Credits Credits: 25 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
To register, contact your district IDEAS rep or Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This workshop is co-sponsored with MassCUE; MassCUE members should register directly with MassCUE to get the member rate.

This face-to-face workshop will allow participants to explore and apply the many uses of Google Drive and Google Documents as a tool for creation, collaboration, organization, and storage tool. Participants will learn the basics of Google Drive and Google Documents including how to create, share, organize, and collaborate on documents. 

This is a beginner to intermediate level course. 

Target Audience: Support Staff, Teachers, Technology Specialists and Administrators
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Starts Starts: 8/2/2017 9:00 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
Click to Register
This course is co-sponsored among the CASE, EDCO and LABBB collaboratives (CELC). CASE and LABBB members are eligible for the member rate. Please contact mcswineyctr@edcollab.org for a discount code before registering.

This course will review what makes up a comprehensive academic evaluation, how to choose which measures to use, and how to analyze and write up a report based on the information gained. We will also discuss testing tools for each academic area, how to incorporate non-standardized assessments or data into a report, and how to develop recommendations and IEP goals/objectives based upon behavioral observations and data obtained during testing. Testing questions around initial eligibility determination, 3 year re-evaluations, and annual progress monitoring will also be discussed.

Audience: New K - 12 special education teachers or those wishing to "brush up" or extend their knowledge of assessments and writing evaluation reports.

Lunch is included with the registration fee.
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Starts Starts: 8/4/2017 8:30 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
Click to Register
All educators of core academic subjects in Massachusetts need to get the SEI Endorsement. This August, study together with a group of supportive colleagues and a skilled facilitator. This two-day workshop will help prepare teachers for the SEI MTEL. Testing dates are available in August. All participants will receive a handbook with materials designed specifically for this workshop. Additionally, you will be inspired to implement effective practices for English language Learners (ELLs). By the end of this workshop, participants will be able to meet these objectives for the SEI MTEL:
  • Describe relevant federal and state laws pertaining to ELLs. 
  • Apply knowledge of school policies related to ELLs, including initial identification and required data, assessment, and support systems for current and former ELLs. 
  • Apply knowledge of diversity within ELL populations and recognize the nature of culture and cultural adaptation. 
  • Apply understanding of the role of families as cultural and heritage language resources. 
  • Examine the role of language and linguistics in instructing English language learners, including knowledge of the units of language. 
  • Apply knowledge of second-language acquisition and the contributing factors in the SEI classroom. 
  • Apply knowledge of a range of oral communication and interpersonal skills, as well as vocabulary skills, as described in the WIDA ELD Standards. 
  • Apply understanding of the key features and goals of SEI, including types of SEI programming models, variations in SEI protocols and differences between English as a Second Language (ESL) and SEI. 
  • Apply knowledge of the characteristic features of academic language at the word/phrase level, the sentence level, and the discourse level in the content areas of language arts, mathematics, science, and social studies. 
  • Apply knowledge of types and purposes of standardized assessments used with English language learners, including the WIDA Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS). 
  • Analyze strategies for teaching reading and writing in the SEI classroom. 
  • Apply knowledge of how to plan content instruction guided by both language and content objectives. 
Target Audience: K - 12 educators seeking SEI Endorsement
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Starts Starts: 8/7/2017 9:00 AM
Sessions Sessions: 2
Credits Credits: 10 Contact Hours
Pricing Pricing:
Location Location:
Click to Register
This course is supported with Title III funding.   Members of the Title III Consortia Districts (Bedford, Concord, Lincoln, Sudbury and Weston) are eligible to take this course at no cost.  A discount code will be available through your district.

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.

In this multi-day Professional Learning workshop, teachers will develop a deep understanding of the three math avenues of thinking championed in the Standards for Mathematical Practice (SMPs) by engaging in a series of instructional routines. They will learn how the instructional routines are designed to develop these avenues of math thinking in students; and how research-based supports for ELs and SWLDs are an intentional part of the routine design ensuring that all students develop these powerful math thinking habits. During the PD teachers will:

  • Learn the three avenues of thinking by engaging in instructional routines as math doers 
  • Unpack the instructional routines, articulating the flow and component parts 
  • Identify the research-based supports built into the routines for ELLs and SWLDs
  • Plan to enact an instructional routine, paying particular attention to supports for special populations 
  • Rehearse the routines with colleagues and coaching support 
  • Plan for the implementation of the instructional routines during the first five days of school 
Participants will leave the PD ready to implement (and charged with implementing) at least one instructional routine at the start of the school year. All participants will receive a copy of Routines for Reasoning Fostering Mathematical Practices in All Students that will be used as a base text for the course. 

During the fall follow up, teachers will reflect on and refine their initial work with instructional routines, and take up a new routine. In particular, teachers will:

  • Share and analyze artifacts from the routines they implemented in their classroom 
  • Reflect on learnings and refine their use of instructional routines
  • Learn a new instructional routine, i.e. experience it as a math doer, articulate the flow and components, and debrief the research-based supports for special populations) 
  • Integrate instructional routines into upcoming units of study 
  • Plan to enact the routine 
  • Rehearse the routine with colleagues and coaching support 


Audience: EL, Math and Special Education teachers of grades 4 - 8


Graduate Credit: At the first class, participants can choose to apply for 1 optional graduate credit from Worcester State University for an additional fee of $125.
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Starts Starts: 8/8/2017 9:00 AM
Sessions Sessions: 4
Credits Credits: 18 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
This course is co-sponsored with The Education Cooperative (TEC). TEC members should register directly through TEC to qualify for the member rate.

Research shows that early childhood is a key period for self-regulation development with profound and lasting impact on children’s development throughout the lifespan. Self-regulation impacts a child’s ability to manage emotions and behavior, engage in social interactions, and learn. In this interactive course, educators will learn 7 teaching practices they can use to support the development of self-regulation in the children they serve. We’ll review the neuroscience and research on self-regulation and executive functions; learn how self-regulation develops, and how to understand behavioral issues and classroom ‘hot spots’ through a lens of self-regulation. Then we’ll dig into teaching practices that support self-regulation development, including the design of the classroom environment and schedule, rules and routines, attention focusing and refocusing strategies, intentional use of participation styles for self-regulation, the use of external mediation, how to create a culture of peer-regulation, and the role of make-believe play and playful learning in supporting self-regulation development. We will view video, engage in hands-on practice, and leave with resources and an action plan for implementing these practices back in the classroom.

Audience: PreK & K Educators and Administrators and others from the mixed delivery system (public, private, preschools, child care centers, nursery schools, Head Start programs, family child care educators)

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.
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Starts Starts: 8/8/2017 8:30 AM
Sessions Sessions: 3
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
This class can be taken for 1 or 2 graduate credits. Participants who opt for (2) graduate credits will need to complete some work online and create a lesson to be presented on August 21, 2017. Participants who do not opt for the (2) graduate credits do not have to attend the August 21st session. The cost of the class is $195 for EDCO members/$245 non-members who attend the first 3 sessions and/or opt for (1) graduate credit. The cost is $295 for EDCO members/$355 non-members who attend the additional session for additional credit. Please email mcswineyctr@edcollab.org for a discount code if you are not opting for the additional credit before registering.

Become a better and more precise speaker of Spanish and more equipped to answer your students' questions and/or correct their work. This course is for Spanish teachers of all levels, who would like to hone their skills regarding information that does not come up in their textbooks (let’s face it, teachers have seen a lot of textbooks!)

For example:
  • Is 'Roberto' el or la v?ctima? Can we say la tiburona?
  • Is me recuerdo incorrect?
  • Why can’t I use the rule “le and les for people, lo and los for things”?
  • Why can't "deber de" be used to express obligation?
  • Why shouldn't we use the word "t?pico" to mean topic?
  • Why isn't "Me gustan leer y escibir" correct?
  • What? The imperfect tense is not always used with its spanish counterpart, "siempre"?
All of these questions and more will be topics of discussion, learning/reviewing and most importantly, speaking. Apart from conversation activities, muscle memory practice will also be a key component to making some of these more abstract and difficult concepts stick. The instructor is happy to take requests for grammar review items in advance - registrants will be provided with her email address.

This course can be taken for one or two credits. Participants who wish to take the course for 2 credits will create a lesson based on a chosen distinctive accent of a Spanish-speaking region. For example, Spanish in Argentina sounds different than Spanish in Spain. Students will research a region, provide a description of the speech characteristics in layman’s terms, and practice activities and review. Students will present their lesson to the other 2-credit participants. The second credit is granted upon completing and presenting the lesson, as well as taking part in the other participants’ presentations.

Comments from past participants:
"...en esas peque?as grandes cuestiones gramaticales y ortogr?ficas, sino que lo ve desde el otro punto de vista tambi?n, el de la persona que aprende espa?ol como segunda lengua. El conocimiento de Taub es sumamente elevado, pero afortunadamente no por eso sobrepasa su entusiasmo en la materia. Imperdible para todos los maestros, sin importar el nivel que ense?en o manejen.

"Each lesson had an element of student interaction, teacher-directed activities and group sharing. These are essential pieces of a course with such a high level of Spanish, because as teachers we sometimes doubt a complicated concept that we teach and and need the help of our peers on how to better help our own students to understand the language."

Target Audience: Teachers of Spanish in grades 6 - 12

Credit Option: Participants can choose to apply for (1) or (2) optional graduates credit through Worcester State University for an additional fee payable to WSU of $125 or $250 respectively. Registration forms will be available at the first class.
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Starts Starts: 8/9/2017 9:00 AM
Sessions Sessions: 4
Pricing Pricing:
Location Location:
Click to Register
English language learners (ELLs) is a fast growing group of diverse students in the state of Massachusetts. Many teachers are interested in obtaining certification as an English as a Second Language (ESL) teacher to be able to skillfully instruct this population. This two-day workshop will help prepare teachers for the ESL MTEL. Participants will study together with a group of supportive colleagues and an experienced facilitator. All participants will receive a handbook with materials designed specifically for this workshop. By the end of this workshop, participants will be able to meet these objectives for the ESL MTEL:
  • Apply knowledge of basic linguistic and sociolinguistic concepts related to instruction for English language learners. 
  • Apply knowledge of processes and stages of second language acquisition. 
  • Evaluate and apply knowledge of ESL instructional approaches and best practices for promoting English language learners' English language development. 
  • Apply knowledge of factors, including socio-emotional and sociocultural considerations, that influence the teaching and learning of English language learners. 
  • Apply knowledge of aural and oral language instruction and assessment for English language learners. 
  • Apply knowledge of theory, research, and practice related to developing reading skills and reading comprehension in English as a first language. 
  • Apply knowledge of reading and writing instruction and assessment for English language learners. 
  • Apply knowledge of instruction and assessment related to the development of English language learners' social and academic language proficiency and content-area learning. 
  • Prepare an organized, developed analysis related to one or more of the following: foundations of second-language instruction; second-language and content learning. 
Note: In accordance with MADESE procedures, candidates for the ESL license must complete an ESL Internship of at least 150 hours.

Target Audience: K - 12 educators seeking ESL licensing.
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Starts Starts: 8/9/2017 9:00 AM
Sessions Sessions: 2
Credits Credits: 10 Contact Hours
Pricing Pricing:
Location Location:
Click to Register
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