Welcome to EDCO's new professional learning registration site. The EDCO Collaborative has 17 member school districts. Educators from those districts are automatically members of EDCO. Non-members are also welcome to sign up for most of EDCO's professional learning programs. Please read the registration guidelines below.
EDCO members: EDCO members should not register for any course without contacting the Office of Curriculum and Instruction in their district. Each EDCO district has a unique policy regarding approval and payment for EDCO workshops. Districts may cancel registrations completed outside of their guidelines and will not honor payment requests without prior approval. EDCO members may choose to pay for courses themselves, but they should still register through the Office of Curriculum and Instruction to get the member price.
Non-members: EDCO welcomes non-members to sign up for our courses. If you have not taken an EDCO course before, please click Create Account at the top of this page. If you have taken an EDCO course in the past 6 years, please select the Login link at the top of this page. Your username is either your school or home email address - whichever you gave EDCO when you first signed up. You will need to create a password, so click "Forgot your username or password" to create one.
If you experience problems trying to create your account, please email email@example.com
For step-by-step registration instructions, CLICK HERE
Sort by: Default | Course name | Course start | Location | Course time | Course date
Co-sponsored with MassCUE. MassCUE members should register directly through MassCUE.
This workshop directly fulfills the new DESE Individual Professional Development plan requirement of 15 PDPs in the area of training related to strategies for effective schools for students with disabilities and instruction of students with diverse learning styles.
Each session will include a short reading, and an exploration of two or more Google Tools. Also, as part of each session, participants will be asked to contribute to a comprehensive and collaborative collection of lesson plans and ideas that will be shared amongst the group. The goal is to create a resource to be used by all - both within the course and beyond.
Online Session 1: Google Tools for Executive Functioning
Learn how to use Google Tools within Drive and Docs to aid students with tasks that require planning, organization, memory and time management.
Online Session 2: Google Tools for Differentiated Instruction
Learn how to use Google Tools to create lesson plans that differentiate learning to encompass a variety of different learning styles and academic levels.
Online Session 3: Google Tools for Multiple Intelligences
Explore the multiple intelligences and learn how to use Google Tools such as Google Slides to diversify your teaching to encompass them.
Online Session 4: Google Tools for Students with Learning Disabilities
Use Google Tools to create an effective learning environment for students with learning disabilities. Explore a variety of Google Add-ons that can be used in conjunction with Docs, Sheets and forms to help students excel in their learning environment.
Prerequisites: Teachers must have a Google account and Chrome Browser set up prior to orientation. Basic knowledge of Google is helpful.
Target Audience: Regular and Special Education Teachers, Technology Specialists, Administrators
Credit Option: Participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125 payable to WSU. Additional details regarding graduate credit will be available before the course begins. More
Dates: Online: March 27 - May 1, 2017; No Sessions over April Break
Credits: 15 Contact Hours and 1 Grad Credit
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. More
Starts: 3/29/2017 8:30 AM
Credits: 15 Contact Hours and 1 Grad Credit
This workshop will give educators who are familiar with the IDEAS courses an opportunity to review and revise the curriculum to best meet the present day needs and expectations of our member districts. 3 PDPs awarded. There is no cost to attend.
Please RSVP to Jill Bagni if you are able to attend - firstname.lastname@example.org. More
Starts: 3/31/2017 8:30 AM
Credits: 3 Contact Hours
Please RSVP to email@example.com
Additional time online will be required between sessions.
This course is supported with Title III funds and is offered at no cost.
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.
At the face-to-face sessions, topics to be covered include:
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.
Starts: 4/1/2017 9:00 AM
Credits: 15 Contact Hours and 1 Grad Credit
There is an ever-increasing number of Dual Language Learners (DLLs) in our early childhood classrooms and their needs are unique. Participants in this course will first discuss characteristics of this diverse group and learn about unique aspects of dual language development.
Next, participants will explore classroom strategies that promote a supportive language learning environment for young Dual Language Learners and explore some of the WIDA resources. Among the topics to be explored are:
Target Audience: Teams of teachers at the PreK level
Cost: There is no cost to attend this workshop. Workshop is supported with Title III funding - member districts from the Title III consortia will receive priority seating. More
Starts: 4/7/2017 8:30 AM
Credits: 6 Contact Hours
Co-sponsored with CASE, EDCO and LABBB Collaboratives (CELC). Members of CASE and LABBB are eligible to receive the member rate and should email firstname.lastname@example.org for a discount code before registering.
This workshop will address relevant and timely issues in educating students with disabilities. Colby Brunt will lead the first session on the topic Legal Issues Update: Transportation and Joinder. Matthew MacAvoy will present Navigating the Team Process: Practical Does and Don'ts for the second session.
Target Audience: K - 12 Administrators of Special Education, Out of District
Coordinators, Team Chairpersons, Special Education Department Chairs,
Principals, and others involved in special education decisions.
Cost: $175 CASE, EDCO and LABBB members / $210 non-members
Cost includes lunch and a light breakfast. More
Starts: 4/28/2017 8:30 AM
Credits: 5 Contact Hours
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:
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. More
Starts: 5/13/2017 9:00 AM
Credits: 15 Contact Hours and 1 Grad Credit
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:
I Preparing Data & Creating PivotTables
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. More
Starts: 5/17/2017 9:00 AM
Credits: 6 Contact Hours
Participants can choose to attend the one day session on June 3, 2017 or attend June 3rd and participate online for one graduate credit. The pricing structure and online schedule can be found below.
For non-EDCO teachers: $65 for in-person session only, $195 for graduate credit ($95 paid to EDCO, $100 paid to Fitchburg State University).
For EDCO members: $50 for in-person session only, $175 for graduate credit ($75 paid to EDCO, $100 paid to Fitchburg State University).
Participants who are only attending the one-day session will need to contact EDCO for a discount code via email before registering. Please contact email@example.com.
Optional Online Sessions for Graduate Credit
Part I: May 30 – June 2, 2017
Part II: June 4 – June 30, 2017
This workshop introduces the connections between Thoreau’s writings and philosophy and present-day mindfulness concepts. During the workshop you will: spend time with the Walden Woods Project’s resident Thoreau scholar, Jeffery S. Cramer; practice mindfulness outside, in the midst of Walden Woods; and learn how to bring mindfulness to your own classroom, workplace, or home.
Important Notes: Dress for the weather and walking. You will need to bring a lunch (refrigerator and microwave available).
Audience: K - 12 Teachers
Graduate Credit Option: Participants may choose to register for 1 graduate credit through Fitchburg State University. Registration forms will be available on or before the June 3rd session.
Participation in the online sessions and the in-person session is required to receive the graduate credit. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of hours attended at the in-person session. More
Starts: 6/3/2017 9:00 AM
Credits: 6.5 Contact Hours and 1 Grad Credit
This is a year long program. The Seminar and Field Experiences will run January - May 2018.
Designed to improve educator knowledge and elevate expertise in teaching autistic students in PK- 22 settings, this 15-credit graduate program is based on current research and philosophy about autism and neurodiversity. The program is designed to align with the Massachusetts Department of Elementary and Secondary Education’s Autism Endorsement. Participants complete 5 graduate courses (15 credits), including a field experience and seminar. The program can be completed in approximately one calendar year. Students have a range of opportunities during the program, such as observing and participating at partner sites, participating in the program’s annual autism symposium and art exhibit, and interacting with leaders in the field.
Please note: identity first language is used here per the recommendation of the Autistic Self-Advocacy Network
Application Information: Successful candidates hold a Bachelor’s degree from a regionally accredited college or university. Those seeking a Massachusetts Autism Endorsement must hold a MA Initial or Professional license as: Teacher of Students with Moderate Disabilities; Teacher of Students with Severe Disabilities; Teacher of the Deaf and Hard of Hearing; or Teacher of the Visually Impaired. Applicants who do not hold one of the required licenses may apply, depending on background.
· Complete application (available online)
· Copy of Massachusetts license (if applicable)
· 1-2 page written statement
· Official undergraduate transcripts
· Professional recommendation (optional)
Course Schedule (3 credits each):
ESPED 6018 Physiology and Foundations: Autism Spectrum Disorder
June 17 and 18, 2017; July 22 and 23, 2017
ESPED 6016 Understanding Complex Behavior: Autism Spectrum Disorder
August 5 and 6, 2017; August 19 and 20, 2017
ESPED 6017 Social Interaction and Communication Supports: Autism Spectrum Disorder
September 9 and 10, 2017; October 7 and 8, 2017
ESPED 6015 Collaboration, Advocacy, and Ethics: Autism Spectrum Disorder
November 4 and 5, 2017; December 2 and 3, 2017
ESPED 6010 Assessment and Curriculum Planning: Seminar and Field Experiences
January - May 2018More
Starts: 6/17/2017 8:00 AM
Credits: 15 Grad Credit
To apply, please contact Lesley University at firstname.lastname@example.org.
This is a co-sponsored workshop with TEC. TEC members should register directly through TEC.
Ballroom dancing is not a lost art! Acquire the skills to perform and teach six foundation step patterns in each of the following dances: Foxtrot, Waltz, Tango, Merengue, and Swing. The focus of this course is to prepare K-12 Physical Educators to teach both the Leader and Follower positions at a social level of ballroom dancing. But, all interested educators are invited to join the fun! The course explores the background and history of each dance and how connections can be made across the curriculum. Successful teaching strategies and ideas for curriculum implementation will be shared.
Please wear comfortable clothing and sneakers. Bring water, sports drinks, snacks and lunch to keep you hydrated and energized throughout the day. Please bring a personal device if possible.
The two-credit option meets June 26th -29th and explores only four of the dances.
$360 TEC/EDCO Members / $410 Non-Members
Credit Option: Additional payment in the amount of $250 payable to Worcester State University.
Participants who wish to register for this option must email email@example.com for a discount code before registering.
The three-credit option meets June 26th – 29th plus July 6th & 7th and explores all dances.
$430 TEC/EDCO Members / $480 Non-Members
Credit Option: Additional payment in the amount of $375 payable to Worcester State University.
Target Audience: K - 12 Physical Education teachers and anyone else interested in Ballroom Dance.
MA Educator Evaluation Strand and Indicator addressed by this workshop: Indicator I-A – Knows the subject matter … designs rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes. More
Starts: 6/26/2017 8:30 AM
Credits: 36 Contact Hours and 3 Grad Credit
This course will require approximately 3 hours on line per week with no set times. The course will not be in session the week of July 3rd.
In this workshop participants will learn how to incorporate a few fun and engaging tools that will help you gather information on students as they work towards their learning goals in the classroom. Web 2.0 tools like Kahoot, Socrative, Educanon, Exit Ticket and Plickers will be examined. Some of these tools allow teachers to enter students as well as collect and analyze the data. Some of these tools can be a quick and easy way to dipstick, activate prior knowledge or act as a ticket to leave. Other tools can be a more robust, more comprehensive testing tool/student response system.
Participants will walk away with a toolbox of resources that are easy to use in your classroom to help you better understand what your students understand.
Target Audience: K - 12 teachers and specialists
Graduate Credit: Participants may choose to apply for one graduate credit through Worcester State University for an additional fee of $125 payable to WSU. More
Dates: Online June 26 - July 31, 2017
Credits: 12 Contact Hours and 1 Grad Credit