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This course is supported by the Lowell Public Schools and is only open to Lowell Public School employees. An access code is required.


Additional Dates for MakeUp Dates/Capstone Presentations*:

May 29 and 31,2018

June 4 and 6, 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.  The Capstone sessions will run from 4:00 p.m. - 8:00 p.m.

Audience:  K  - 12  educators

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Starts Starts: 2/26/2018 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
Access Code Required
Wait space available
This course is co-sponsored with MassCUE.  MassCUE members should register directly through MassCUE to ensure that they receive the member rate.

In this workshop you will learn how to incorporate a few fun and engaging tools that will help you gather information on your students as they work towards their learning goals in your classroom. Web 2.0 tools like Kahoot, Socrative, Playposit and Plickers, among others, will be examined. Some of these tools allow you 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. You 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.

Session 1: Activate Prior Knowledge

Objective: Help students make connections to the new information they will be learning by tapping into what they already know. Use simple web 2.0 tools to quickly assess student’s prior understanding of a topic.

Session 2: Formative or Summative Assessment

Objective: Experience tools like Playposit, Plickers, Kahoot, Socrative and others to design assessments that can be used as a dipstick or as a more formal assessment tool to gather data on your students’ understanding at any given point.

Session 3: Self Assessment

Objective: Learn how QR codes can help your students become more independent learners in your classroom. Using QR codes can also help with classroom management.

Session 4: Tickets to Leave

Objective: Use tools like Exit Ticket, Padlet, Poll Everywhere and others to find out if there are any ideas, concepts or skills they are still unsure of or have misconceptions about before you move forward with the content.

Graduate Credit: 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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Dates Dates: Online 2/26 - 3/26/18; Approximately 3 hours per week - No set times
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
Five additional dates for Snow dates/Capstone Presentations*:

June 5, 12, 19 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.
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Starts Starts: 2/27/2018 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
Wait space available
This course is only for administrators who will be evaluating teachers with English language learners in their classrooms. Administrators who successfully complete this course will fulfill the requirement that all administrators who supervise teachers with ELLs in their classroom must earn the SEI Endorsement. Participants must attend all sessions to be eligible for the endorsement.

The SEI Administrator Endorsement course is designed to promote continuous improvement in educator practice, and to build administrators’ confidence and familiarity with procedures and strategies for supporting teachers in developing research-proven practices for working with ELLs. Throughout the course, effective methods of examining data, observing teaching practice, and providing support to teachers will be explored.


Assignments are designed to engage administrators in conducting research within their school buildings. Assignments include careful analysis of school, district, and state data pertaining to English language learners, as well as data collection on the classroom practice of SEI teachers. Administrators will learn about the elements to look for in teachers’ lesson plans, as well as the SEI strategies to look for during classroom observations. Throughout, administrators will be asked to reflect upon the implications of the course material and their findings on their responsibilities as school leaders.


Audience: K – 12 administrators who will be evaluating teachers with English language learners in their classrooms


Credit Option: At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $75. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.

Additional Snow Dates: 4/26, 5/2, 5/3/18

Deadline for Registration: February 1, 2018
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Starts Starts: 2/28/2018 4:00 PM
Sessions Sessions: 5
Credits Credits: 15 Contact Hours and 1 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.
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Starts Starts: 3/3/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
This course is currently only open to EDCO members and requires an access code.  Please contact EDCO via email at mcswineyctr@edcollab.org before registering.  

This course will include two face-to-face sessions on March 3rd and 24th with 4 - 6 hours online.  A snow date is scheduled for March 10th.

This hybrid course is designed to increase teachers’ understanding about the shifts in the 2016 Massachusetts Science and Technology/Engineering Standards, particularly the integration of the Science and Engineering Practices with Science content. During this interactive institute teachers will collaborate, discuss, and engage with learning experiences that promote the vision of the 2016 STE framework. Teachers will leave the institute feeling more confident to integrate instructional strategies that address the rigor and relevance of the 2016 STE standards.

The institute will include:
  • Classroom activities, videos and readings to help teachers visualize what the science practices look like in action 
  • Strategies to prompt teachers to think about which practices are currently being addressed in their districts, and which ones will need more development 
  • Science learning experiences related to specific core ideas that build in a progression across grade levels and that encourage teachers to think deeply about how their own science instruction can help students to own the practices 
  • An opportunity to examine formative assessment tools that teachers can use to assess student learning
  • The opportunity to apply new ideas in the classroom by redesigning and carrying out a lesson aligned with the new framework 
  • Reflection time for processing what you have learned 
There will be time during the institute to work in grade span teams with teachers from other districts, and to work in district-only teams to discuss the transition and implementation of the 2016 STE standards across grade levels.

Audience: K-8 teams of teachers and specialists

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.

Cost: No cost – This workshop is supported with funding from DESE. A $75 stipend will be awarded to each participant upon successful completion of the training.
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Starts Starts: 3/3/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Access Code Required
Wait space available
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.

Additional snow date scheduled for April 11, 2018.

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.


Deadline for Registration:  February 1, 2018
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: 3/7/2018 8:30 AM
Sessions Sessions: 3
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course is only for administrators who will be evaluating teachers with English language learners in their classrooms. Administrators who successfully complete this course will fulfill the requirement that all administrators who supervise teachers with ELLs in their classroom must earn the SEI Endorsement. Participants must attend all sessions to be eligible for the endorsement.

The SEI Administrator Endorsement course is designed to promote continuous improvement in educator practice, and to build administrators’ confidence and familiarity with procedures and strategies for supporting teachers in developing research-proven practices for working with ELLs. Throughout the course, effective methods of examining data, observing teaching practice, and providing support to teachers will be explored.


Assignments are designed to engage administrators in conducting research within their school buildings. Assignments include careful analysis of school, district, and state data pertaining to English language learners, as well as data collection on the classroom practice of SEI teachers. Administrators will learn about the elements to look for in teachers’ lesson plans, as well as the SEI strategies to look for during classroom observations. Throughout, administrators will be asked to reflect upon the implications of the course material and their findings on their responsibilities as school leaders.


Audience: K – 12 administrators who will be evaluating teachers with English language learners in their classrooms


Credit Option: At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $75. 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: 3/8/2018 4:00 PM
Sessions Sessions: 5
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
Snow Date: March 29, 2018

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.

Deadline for Registration: February 1, 2018
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Starts Starts: 3/8/2018 3:45 PM
Sessions Sessions: 3
Credits Credits: 12.5 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course will require approximately 5 hours online in between face-to-face sessions.

This course satisfies the requirement that all educators must have 15 PDPs related to special education.

Physical Educators typically teach the entire student population within a school. With this in mind, they are teaching hundreds of children throughout each school year. It's critical for Physical Educators to understand the components of Special Education, support students on IEP's and 504 plans, and provide differentiated instruction for all learners. This course will include two face-to-face meeting times and an online portion in between.

In this course, participants will:
  • Discuss the history of the Special Education Law, including the state and federal regulations 
  • Review the components of an IEP and 504 plan 
  • Gain an understanding of the process of eligibility (special education services and adapted physical education) 
  • Explore a variety of Adapted Physical Education objectives 
  • Experience adaptations and modifications used for different abilities
  • Discuss the role of anxiety and how it effects children school, but specifically in PE 
This will be an interactive course consisting of small group discussions and activities, movement activities, whole class lecture and outside readings and reflections.

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

Target Audience: K – 12 Physical Education and Health and Wellness teachers.
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Starts Starts: 3/10/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
In this course, you will learn a range of strategies that you can implement in your classroom to maximize the possibility that you build positive relationships with all students, that all students have the opportunity to learn, and that interactions that result in students being removed from the classroom and missing instruction are reduced. The course will review research on effective behavior management practices within the context of an equity framework that addresses how educator responses to race and class are critical to student growth and success. Participants will leave this course with a wealth of practical tools, and a theoretical framework for using them effectively, consistent with exemplary practice under Standard II of DESE’s Supervision and Evaluation system.

Target Audience: K - 12 teachers


Graduate Credit: At the first class, participants may choose to apply for one optional graduate credit for an additional fee of $125 payable to Worcester State University.
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Starts Starts: 3/10/2018 9:00 AM
Sessions Sessions: 3
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
Keys to Vocabuary for Sheltered English Immersion and English Learners
This workshop contains content needed to fulfill the DESE Individual Professional Development plan requirement of at least 15 PDPs in the area of training related to SEI or English as a Second Language (for renewal of licensure). There will be some additional time online in between sessions.

This version of The Key Vocabulary Routine emphasizes the unique needs that English language learners (ELLs) have related to vocabulary. This instructional routine teaches students vocabulary and vocabulary learning strategies in any subject areas. During professional development, educators learn how to teach vocabulary in an SEI (Sheltered English Immersion) classroom using existing content reading and instructional materials. They also learn how to use Key Vocabulary strategies to consolidate content to make it more accessible to ELLs, and to create opportunities for elaborated talk about content between ELLs and fluent English peers. Adoption of The Key Vocabulary Routine across multiple grade levels in a school or district provides students a consistent approach to comprehension instruction as they move from grade to grade and subject to subject. The routine incorporates a combination of direct and indirect instructional practices that have been identified consistently in the research as most effective for growing student vocabulary, including ELLs, and are highly aligned with Common Core literacy standards.

Instructional practices in Keys to Vocabulary for SEI and English as a Second Language address these topics, strategies and skills:
  • ELLs and the five components of reading: how difficulty with basic reading skills affects the vocabulary of ELLs 
  • Differentiation and scaffolds for ELLs: how to provide support to ELLs who bring a wide variety of educational and cultural experiences to the classroom 
  • Activities for previewing vocabulary before reading 
  • Four activities for teaching words by relating them to background knowledge and related words (categorizing, semantic mapping, semantic feature analysis, scaling) 
  • Selecting specific words from content to teach in-depth 
  • Using vocabulary templates to learn everything about a word (Frayer, Concept Definition Map, two-column notes) 
  • Generating user-friendly definitions 
  • Teaching use of context determine the meaning of unfamiliar words 
  • Using word parts (roots, prefixes, suffixes) to determine the meaning of unfamiliar words 
  • Promoting word consciousness in the classroom 
Target Audience: Grades K-5 elementary teachers, grades 6-12 content classroom teachers, educators who provide support to struggling readers, literacy specialists and coaches, and grades 2-12 administrators for these teachers.
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Starts Starts: 3/12/2018 8:30 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours
Pricing Pricing:
Location Location:
Click to Register
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