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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 mcswineyctr@edcollab.org 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.
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Starts Starts: 6/26/2017 8:30 AM
Sessions Sessions: 6
Credits Credits: 36 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
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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.
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Dates Dates: Online June 26 - July 31, 2017
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Wait space available
This course will require approximately 3 hours per week with no set times. There will be no sessions the week of July 3rd.

This course will support you as you integrate 21st Century Digital Storytelling pedagogy into a curriculum unit of study. While digital storytelling is often thought of as a literacy activity, it should also be seen as a way to demonstrate understanding in any content area. As the Common Core focuses more on informational texts, digital storytelling allows students an accessible means to present their learning.

Students who participate in the creation of digital stories may develop enhanced communications skills by learning to organize their ideas, ask questions, express opinions, and construct narratives. It also can help students as they learn to create stories for an audience, and present their ideas and knowledge in an individual and meaningful way.”

http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27&sublinkid=30

Participants will reshape existing curriculum units, or build a new one, to include these tools to enhance their teaching and/or their students’ learning. Activities include readings and/or videos, with periods for discussion and reflection. Using Backwards Design theory and a Constructivist approach, participants will design a lesson that supports the curriculum by creating a digital storytelling project experience for students.

Audience: K - 12 Classroom teachers and technology specialists

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 payable to WSU. 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 June 26 - August 28, 2017
Credits Credits: 24 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
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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 is designed to help educators develop a better understanding of ways to address and respond to issues of race and racism on a personal and professional level. Participants will consider the experiences of students and families from ethnically or racially diverse backgrounds in predominantly white schools, and will examine both the barriers to/challenges of talking about race/racism/ethnicity and strategies for engaging in productive discussions.

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: 6/27/2017 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 will require 5 hours online in between face-to-face sessions.

This 15 hour course fulfills the requirement that all educators must have 15 PDPs in teaching ELs in order to re-certify after July 1, 2016.

With ELA shifts in the Common Core involving text complexity, text evidence, and nonfiction text, students greatly benefit from consistent use of graphic organizers. Together, we will work with two visual comprehension strategy tools, top-­down webs and two­-column notes, to help our students comprehend higher­ level concepts and to assist ELs to work at a higher level while still building their academic vocabulary. Course topics to be covered include discussion of top­-down web and two­-column notes structures and skill development, review of sample lessons, and unpacking of the standards and the ELA shifts. Participants will collaborate to share ideas and create activities and scaffolded lessons that they can implement in the classroom the next day.

Target Audience: The target audience is elementary teachers but many of the strategies can apply K - 12.

Graduate Credit Option: At the first class, participants may choose to register for one optional graduate credit through Worcester State University for an additional fee of $125 payable to WSU.
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Starts Starts: 6/29/2017 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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This course is a collaboration among the CASE, EDCO and LABBB Collaboratives. CASE and LABBB members are eligible to receive the EDCO member rate. Please contact mcswineyctr@edcollab.org for a discount code before registering.

This four-day course prepares teachers to help students develop phonemic awareness for reading and spelling using the Lindamood Phoneme Sequencing™(LIPS®) Program for reading, spelling, and speech methodology and materials.

Phonemic awareness, the ability to perceive and manipulate speech sounds within words, underlies decoding and spelling. In this course, participants will learn how speech sounds are articulated and will use this knowledge to identify and sequence sounds within single syllables. Gradually, students will apply this learning to multi-syllable words, contextual reading, and spelling. Participants will gain knowledge of current research in phonemic awareness and reading development and become familiar with assessment instruments, including the Lindamood® Auditory Conceptualization (LAC-3) Test.

Audience: K – 12 special educators, K – 3 general education teachers, reading specialists, EL teachers and speech and language pathologists.

Graduate Credit Option:
At the first class, participants may choose to apply for (2) optional graduate credits through Fitchburg State University for an additional fee of $245, payable to FSU. A short assignment will be required. Additional details will be available at the first class. All participants, regardless of graduate credit will receive a certificate for 36 hours upon completion of the program.

Cost: $780 for CASE, EDCO and LABBB members; $940 non-members
The cost includes a LiPS® manual and handouts.

The Commonwealth Learning Center is an independent, non-profit teaching facility and is not affiliated with the Lindamood-Bell Learning Processes, Pat Lindamood, Phyllis Lindamood or Nanci Bell.

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Starts Starts: 7/10/2017 8:30 AM
Sessions Sessions: 4
Credits Credits: 36 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
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This course will include a face-to-face session on August 22, 2017 from 2:00 p.m. - 3:30 p.m.

Film can be an effective tool for helping students to learn some important regional distinctions in the Spanish language. An understanding of these differences is critical for students to be able to use and understand the language in real life situations.

This online course will focus on identifying and sharing films that help to highlight regional characteristics of the language. 


Participants will research and identify a film to be used in their own classrooms. They will create supporting materials for students including relevant cultural and/or historical background summaries and vocabulary lists that are specific to the region.  Prior to the class start date, participants must submit a list of 3 movies (in order of preference) that they would like to study in this course. Participants will be notified of their movie of study before the start of the course. It is the participants' responsibility to obtain the film they will study. The movie must be an authentic film/movie in Spanish.

In addition to the supporting materials listed above, participants will also choose a theme that can be identified in the movie and create an activity for students based on that theme. Or, participants may choose to focus their activity on the 3 P's - Product, Practice and Perspective, instead. If participants choose this option they must have a suitable understanding of what Product, Practice and Perspective is and its cultural significance in the classroom. 

Participants will also transcribe a challenging scene (portion of a scene) from the film and create an assessment that focuses on the regional aspects of how the language is spoken which may include pronunciation, enunciation, or vocabulary. The goal is understanding and tackling difficult words or expressions. Each participant will create a Teacher Tips page for the film that s/he chooses, with tips for other teachers who might want to use the film, identifying issues such as inappropriate scenes, flashbacks that might be confusing, or references to historical or political figures that students might not know.

Participants will participate in discussion boards on a weekly basis and at the end of the course there will be an on-site tertulia at which participants will partner with another member of the class to discuss in detail the themes of both of their movies, and to share as a class the regional characteristics that were highlighted in all of the films. By the end of the course, participants will have developed a rich series of activities to use with the film of their choice, and will have at their disposal a list of other films and associated activities from the other participants in the class.

Target Audience: Spanish teachers of Grades 5 - 12

Credit Option: Participants may choose to apply for one optional graduate credit through Worcester State University for an additional fee of $125 payable to WSU.
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Dates Dates: Online July 10 - August 21, 2017; F2F Session August 23rd 2:00 p.m. - 3:30 p.m.
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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This course is designed for classroom teachers and other educational professionals to better understand the benefits of movement as the central component in the learning process. Teaching with movement as a major player in the learning process increases the students academic abilities, memory retrieval, and other cognitive abilities. Topics to be covered include:
  • Discovering the link between movement and how the brain learns;
  • How our students have changed over the last 20 years;
  • Importance of recess;
  • Movement experiences within the classroom;
  • Using movement in interdisciplinary teachings of the sciences and math. 

Target Audience: K - 12 educators

Graduate Credit: At the first class, participants can choose to apply for one optional graduate credit through Worcester State University for an additional fee of $125, payable to WSU.
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Starts Starts: 7/10/2017 9:00 AM
Sessions Sessions: 3
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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Over three days of research, discussion, and lesson development, middle school and high school history teachers will access the exhibits and selected archives of the Museum of World War II Boston in order to develop new lessons and refreshed pieces of curricula related to any aspect of World War II. Additionally, distinguished scholars will present, lead discussion, and link their expertise to the Museum’s collection.  One of the scholars, Nina Tumarkin, will offer a wide ranging presentation that captures the highlights of the Eastern Front in World War II which—with the exception of some US military engagement in Italy in 1943—was the only European theater of war for three years, from June 1941-June 1944. She will also explore the “historical politics” of World War II memory in Russia, Japan and the US, considering the ways in which victors and vanquished, victims and perpetrators, have grappled with the war’s legacy.

The curricula developed may either be free-standing for the classroom, or utilized in conjunction with student field visits at the Museum in 2017-18. Teachers will have broad discretion in their topic selection, and will develop lessons based on their specific course assignments and interests, as well as their district’s and school’s priorities.

Course participants will practice and hone skills in the close examination and evaluation of artifacts and documents that represent the global history of the war, and in the effective use of such primary sources with students. Additionally, participants will refresh and expand their own knowledge of World War II, including factual knowledge bases and a deepened conceptual understanding of the causes and consequences of the war. Finally, they will form an informal cohort of colleagues with similar teaching responsibilities across districts, and share the curriculum they’ve developed. 


Course materials will be distributed on-site and will include historical writing on World War II, quality reproductions of Museum collection highlights for classroom use, and readings on material culture as well as teaching with primary sources.

Target Audience:  Middle and high school history/social studies teachers and coordinators

Credit Option: Participants may choose to register for one graduate credit through Worcester State University for an additional fee of $125.  Registrations forms will be available on or before the first day of class.

Additional information:  This workshop is generously supported by grant funding. There is no cost to attend.  
In addition, participants will receive a complimentary copy of The Power of Anti-Semitism: The March to the Holocaust, 1919-1939 and Politics, War, and Personality: Fifty Iconic World War II Documents That Changed the World.  Seating is limited.
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Starts Starts: 7/11/2017 8:30 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: 7/11/2017 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 course satisfies the requirement that all educators must have 15 PDPs related to teaching English learners when they recertify after July 1, 2016.

Whether you are a new or experienced teacher, working with English language learners is both rewarding and challenging. The goal of this workshop is to help educators answer the question: “What can I do to meet my ELLs’ academic needs and also understand their experience?”

We begin the course by reflecting on our own cultures and experiences as language learners. We will examine the heterogeneity of ELLs as a group- one size does not fit all! We will learn the basics of second language acquisition and discuss sociocultural factors and the challenge of connecting with families. The overall goal is to build an empathetic, informed approach to working with ELLs that will help them become active participants in their school communities. Among the topics to be addressed are:
  • The role culture plays in our classrooms 
  • Second language acquisition and its stages 
  • Sociocultural characteristics of ELLs 
  • Language proficiency levels (WIDA Standards) 
  • Connecting with parents and families
Comment from a past participant:  "The most valuable aspect of this workshop was that I was provided with concrete, real-world examples of how ELLs function on a daily basis and why they may be reacting, interacting, etc. they way they are. I found myself wanting more time!

Audience:  K - 12 teachers, specialists, school psychologists, social workers and school nurses

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: 7/12/2017 9:00 AM
Sessions Sessions: 3
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Wait space available
This course will require participants to complete work online between the two sessions for approximately 3 - 4 hours with no set times.

This course satisfies the requirement that all educators must have 15 PDPs related to special education when they recertify after July 1, 2016.

Educating students with disabilities in an inclusive setting can be a challenging task. When inclusion is done well, research indicates that the benefits of inclusive education are numerous for both students with and without disabilities. Understanding the requirements of the complex mandates of special education can enhance the effectiveness of our day-to-day practices and increase the educators’ skills in meaningful participation in the Team Process. This blended course will include two face-to-face sessions with an online module in between. Participants who wish to take the course for credit will have an additional assignment after the final face-to-face.

During the 15 hours, participants will:
  • Review the history of special education law and how the law has evolved into the current implementation of state and federal regulations 
  • Engage in a thorough overview of special education eligibility and how general educators contribute to this process 
  • Review the components of the Response to Intervention (RTI) process and its link to special education 
  • Gain a general understanding of psychological reports in order to inform instruction and provide appropriate interventions 
  • Examine the issue of executive function and how it affects all aspects of a student’s educational experience, with emphasis on how the general educator can effectively support students in the classroom 

The course will provide content information through an instructional approach that combines lecture, small group activities, active discussion, and outside readings with required written reflections.

Target Audience: K - 12 classroom 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.
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Starts Starts: 7/17/2017 8:30 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
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