Empty
Welcome Visitor
Browse Courses
  • Show All
  • +   15 Hour Courses
  • +   Administrators
  • +   All Educators
  • +   Art
  • +   Classroom Management
  • +   Counselors
  • +   Early Childhood
  • +   English Language Learning
  • +   Featured Programs
  • +   Health and Wellness
  • +   LIteracy/ELA
  • +   Music
  • +   Online/Blended Courses
  • +   Physical Education
  • +   SEI
  • +   Social Emotional Learning
  • +   Special Education
  • +   Supervision and Evaluation
Color Legend
All Levels
Middle/High School
Elementary School
Early Childhood, K-2
Summer
IDEAS (MultiCultural)
Fall 2016
Refresh Data
Sort by: Default Ascending | Course name | Course start | Location | Course time | Course date
This course will include an additional third date in the fall, date TBD.

The newly released Leveled Literacy Intervention (LLI) Red, Gold, and Purple systems are designed for students in grades 3, 4 and 5 who are reading below grade level. These systems may also be used to help students at higher grade levels who are reading below level W. Designed to bring students up to grade-level performance in as little as 18-24 weeks, LLI Intermediate Systems deliver powerful, research-based intervention geared specifically for intermediate students who are lagging behind their peers in literacy learning. The intervention is designed to take place in addition to classroom literacy instruction.

In this seminar, participants will receive three-days of intensive training (two days of start-up training and one follow-up day) on the LLI Red, Gold, and Purple systems and will learn specific strategies to address the needs of struggling older readers. In addition to an overview of the components and implementation of new LLI Red, Gold, and Purple systems, professional development for these system delves in to the advanced routines needed
for intermediate students. These routines include a focus on comprehension, vocabulary development, and fluency as well as phonics and word study principles, book discussion formats, writing about reading routines, novel study units, test taking study, and silent reading.

This three-day training includes:
  • An introduction to the LLI Red, Gold, and Purple systems with special attention on what the research has shown to be effective instruction for older, struggling readers
  • Clear rationales for the instructional procedures in the LLI Red, Gold, and Purple systems–comprehension, vocabulary development, fluency, phonics/word study, and writing about reading–and how they all contribute to the reader's development of an effective processing system
  • Opportunities to observe, discuss, and practice using the lesson frameworks, instructional procedures, and resources in the LLI Red, Gold, and Purple systems
  • A focus on supporting students to develop strategic actions for processing text using a gradient of high quality fiction and nonfiction texts, written explicitly for the LLI Red, Gold, and Purple systems
  • Specific instruction on the assessment and record keeping in the LLI Red, Gold, and Purple systems that is crucial to inform teaching decisions and maximize effectiveness
  • An introduction to the Online Resources website for accessing materials and the LLI Data
  • Management Website for recording, collecting, and analyzing data on student progress
Target Audience:  Literacy Specialists and classroom teachers of grades 3 - 5
More
Starts Starts: 8/21/2017 8:30 AM
Sessions Sessions: 2
Credits Credits: 18 Contact Hours
Pricing Pricing:
Location Location:
Click to Register
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 and access code before registering.  

The Level I Certifcation course is designed to prepare teachers to implement Wilson Reading System Steps 1-6 with students reading and spelling below grade level and those diagnosed with a language-based learning disability. Participants will demonstrate mastery of the Wilson lesson plan, including multi-sensory techniques and effective strategies in a 1:1 setting.

Wilson Level 1 Certification involves online and Wilson Training seminar instruction, and at a minimum, a 60-lesson practicum with a student who falls between the 5th to the 30th percentile with a minimum total reading score of 2.0. The Start-Up seminar conducted by a Wilson Trainer will provide direction in student pre-testing and selection, a demonstration lesson and instruction in a computer lab introducing the WRS Steps 1-6 Course.

The trainer will meet with the training group for five implementation meetings that will be scheduled after school throughout the school year. In addition, a Wilson Trainer will visit each teacher/student pair five times during the school year, and provide demonstrations and observations with written and verbal feedback.

Please check the Wilson Language website for more details about the certification process at:

www.wilsonlanguage.com

This course will be taught be a Certified Wilson Trainer.

Prerequisite: Participants must have completed the Wilson Introductory program within the past 5 years or attend the sessions at EDCO on July 24 - 26, 2017.

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

Credit Option:  Participants have the option of earning up to 9 graduate credits.  More information will be available at the start up session.
More
Starts Starts: 8/29/2017 8:30 AM
Sessions Session: 1
Credits Credits: 9 Grad Credit
Pricing Pricing:
Location Location:
Access Code Required
Wait space available
Five additional dates for Snow dates/Capstone Presentations*:

November 29, 2017

November 30, 2017

December 6, 2017

December 13, 2017

December 20, 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 Option:  At the first class, participants may choose to register for 3 graduate credits through Worcester State University for an additional fee of $225. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.
More
Starts Starts: 8/30/2017 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
Additional dates for Capstone Presentations*:

December 11 and 18, 2017

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

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

December 18, 2017, January 8 and 22, 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.
More
Starts Starts: 9/11/2017 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 Public Schools and is only open to Acton-Boxborough Public School employees. An access code is required.


Additional Dates for Capstone Presentations*:

May 30 and May 31, 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.  The Capstone sessions will run from 4:00 p.m. - 8:00 p.m.

Audience:  K  - 12  educators

More
Starts Starts: 9/12/2017 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
The course will include two on-site individual consultations in November and January - the specific dates and times will be arranged with participants.
 

Make the Massachusetts educator evaluation system meaningful and manageable! In a collaborative group of administrators, we will navigate the phases of the supervision and evaluation process with a focus on teacher and student learning. Using readings, discussions, video clips, and examples of observation scripts and feedback, you will enhance your skill as an evaluator. We will dig into questions such as:

  • How can our commitment to student learning guide the use of this evaluation system?
  • In what ways can we give feedback that really makes a difference to a teacher’s focus on student learning?
  • How can the Massachusetts rubric for Professional Practice be used to make strong connections between teacher practice and student learning? New in 2017-18: The Student Learning Indicator
  • In what ways can we supervise and evaluate to focus on teacher growth?

We will connect in several group sessions, on-line, and in one-to-one visits. Our focus will be both strategic and practical to refine your skill with supervision and evaluation.  

Please note that this workshop will be limited to 14 participants - sign up early to reserve your space!

Target Audience: 
District and Program Administrators, Principals, Assistant Principals, Department Chairs 
More
Starts Starts: 9/14/2017 7:30 AM
Sessions Sessions: 6
Credits Credits: 15 Contact Hours
Pricing Pricing:
Location Location:
Access Code Required
Wait space available
Additional dates for Capstone Presentations*:

January 8 and January 22, 2018

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

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

December 18, 2017, January 29 and February 5, 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.
More
Starts Starts: 9/18/2017 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
Participants can choose to attend the one day session on September 23rd or participate in the two online sessions in addition to the face-to-face session and earn one graduate credit. The online schedule and costs are outlined below. Participants who are only attending the one day session will need to email mcswineyctr@edcollab.org before registering in order to receive a discount code.

On-line Session, Part 1: September 15th - 22nd
On-line Session, Part 2: September 24th - October 20th

Cost:
EDCO members - One Day Only: $125*
Non-EDCO members - One Day Only: $150*
EDCO members with one credit option: $220* (plus additional $125 payable to Worcester State University)
Non-EDCO members with one credit option : $260* (plus additional $125 payable to Worcester State University)
*Each option includes the price of the ticket to the performance of Nature ($25)

Workshop/Course Description:
This course will explore the role of Nature in creativity, art and personal expression. Drawing on the works and ideas of Henry David Thoreau and Ralph Waldo Emerson, participants will be guided through expressive exercises that help them understand their own relationship with nature and how that informs their sense of creativity and self-expression. Techniques practiced throughout the day will be transferable to teaching in a number of settings and for a wide range of ages. On the morning of the workshop, participants will be invited to connect with nature in creative and inspired new ways. Through nature walks, theatrical play, and reflective journaling, we will share in the experience of rediscovering our connection to the beautiful world around us. This workshop will take place along Thoreau’s Path on Brister’s Hill (Concord, MA), which will provide the opportunity to investigate the natural and social history of Walden Woods—and the ways in which that landscape inspired Thoreau, Emerson and others. In the afternoon, participants will attend the matinee performance of Nature. Performed outdoors, as a “walking play,” Nature is the mythic telling of Emerson and Thoreau’s mutual love of the natural world. Grounded in the story of their friendship, this virtuosic production offers a perspective on their lives that is strikingly relevant, richly complex, and yet utterly simple. 

Following the play, we will participate in the post-show Q & A, where participants are encouraged to ask questions based on their readings and experiences of the day. The day will conclude with a brief group reflection and closing exercise with the cast of the play.

Jeffrey S. Cramer, Curator of Collections at the Walden Woods Project’s Thoreau Institute Library, will also be presenting in addition to the others.

Location: Starting at Hapgood Wright Town Forest in Concord, MA; Ending at The Old Manse in Concord, MA

Audience: K - 12 educators 
More
Starts Starts: 9/23/2017 8:30 AM
Sessions Session: 1
Credits Credits: 1 Contact Hours and 15 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
This course will focus on PreK and K classrooms.

Capstones Presentations:
March 20 and 27, 2018 from 4:00 PM - 8:00 PM*


Snow dates:
February 6, March 6 and April 3, 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.

Credit Option: At the first class, participants may choose to register for 3 graduate credits through Worcester State University for an additional fee of $225. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.


More
Starts Starts: 9/26/2017 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 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:
  • understanding the different levels and abilities of ELs 
  • using multiple modalities for introducing materials and concepts, so that students understand and are engaged in the lesson and its goals 
  • employing communication strategies for ELs 
  • designing lessons using UDL principles, which offer a wide range of ways in students can participate and meet the lesson's goals 
  • creative ways to meet state and federal standards which can apply to all learners 
Audience: K - 12 P.E. and Health/Wellness teachers

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 Starts: 9/30/2017 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
Five additional dates for Snow dates/Capstone Presentations*:

January 22 and 29, 2018

February 5, 12 and 26, 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.

Audience:  K  - 12  educators

Graduate Credit Option:  At the first class, participants may choose to register for 3 graduate credits through Worcester State University for an additional fee of $225. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.
More
Starts Starts: 10/2/2017 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
Additional snow date scheduled for February 13th.

This is “Part II” for administrators who have already participated in one of Mary Sterling’s courses on the Massachusetts educator evaluation system with an emphasis on student learning. In a seminar format, we will focus more deeply on the impact of teacher practice on student learning. The lens of student learning will guide our efforts and our commitment to teacher growth.

Case Consultation:
Each of the 4 sessions will feature specific problems of practice. Participants will present a case and we will use a protocol to understand the issues, provide perspectives, and offer suggestions.

Each session will have a specific topic that is timely in the evaluation cycle:
  • October 3rd: The new Student Learning Indicator – integrating it into the process 
  • December 5th: Non-professional status teachers – coaching for growth 
  • February 6th: Concerns about teaching and learning – addressing the needs 
  • March 20th: Topic will be decided by participants 

We will connect through our 4 group sessions and on-line. An essential resource book will be: Strengthening Teacher Evaluation, by A. Platt & C. Tripp, 2014, Ready About Press (at RBT)

Please note that this workshop will be limited to 16 participants. 

Audience: District and Program Administrators, Principals, Assistant Principals, Department Chairs who have previously participated in Mary Sterling’s course on the Massachusetts evaluation process.
More
Starts Starts: 10/3/2017 7:30 AM
Sessions Sessions: 4
Credits Credits: 8 Contact Hours
Pricing Pricing:
Location Location:
Click to Register
<< Previous of 3 Next >> Total: 25 Page size: