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IDEAS (MultiCultural)
Fall 2016
Sort by: Default | Course name | Course start | Location | Course time | Course date
One of the essential tasks of leadership is to provide feedback. The challenge is to provide feedback that can meet many goals: supports growth; meets the mission of the organization; takes into account individual needs; is clear about areas that require change; helps build a climate of reflection, trust, and effective practice. Even the most veteran leader can be daunted by the challenge of meeting so many goals. This workshop will provide concepts, specific tools, and role plays that expand your capacity to provide feedback that enhances skills and relationships. 

Topics to be covered during this session will include: 
  • how to deliver feedback that will be heard and acted upon 
  • arriving at agreed upon next steps 
  • adjusting feedback to the individual based on her/his personality 
  • how to create a climate for productive dialog on difficult issues role-plays of representative situations

Note: If there is sufficient interest among the participants, a follow-up workshop would be scheduled to allow participants to discuss successes/challenges after they try out some of the techniques in their schools.

Target audience: Evaluators, including Asst. Supts., Principals, Department Heads and Directors; teacher leaders would be welcome as well.

Please note that if there is a large enough group, Rachel Poliner will be added as a second instructor.
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Starts: 1/18/2017 7:30 AM
Session: 1
Credits: 3 Contact Hours
Pricing:
Location:
Closed Enrollment
This course will require (5) additional hours online.

Designed specifically for Music teachers, this 15-hour course will satisfy the requirement that all educators, including Music teachers, must have 15 hours of professional development in teaching English Learners (ELs).

This course will focus on helping teachers truly integrate ELs into Music classroom activities by ensuring that they understand directions and can effectively communicate with other students in the class. The course will give participating Music teachers an overview of Universal Design for Learning (UDL) with specific reference to designing Music lessons that are inclusive and meet the needs of ELs.



Using this UDL approach, teachers will look at how to incorporate these principles into lessons that they have already been teaching. Through peer sharing and reading they will learn new activities that lend themselves well to an inclusive classroom. 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.

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 Music Teachers

Graduate Credit: Participants may choose to apply for one optional graduate credit through Worcester State University for an additional fee of $125 payable to WSU. Registration forms will be available at the first class.
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Starts: 1/21/2017 9:00 AM
Sessions: 2
Credits: 15 Contact Hours and 1 Grad Credit
Pricing:
Location:
Click to Register
Back by popular demand, this workshop will provide educators with practical tools for dealing with the growing challenges with and from parents. The workshop will build upon the information that was shared in January, 2016, through the use of role plays and small group discussions. Educators who attended last January and those attending for the first time will learn valuable new skills.

Increasingly, parents are anxious about their children’s success, expect the school to fulfill basic parenting functions, and are demanding and critical of teachers and of the school. Drawing on his book, Family Matters: How Schools Can Cope with The Crisis in Childrearing, psychologist Rob Evans will outline key dilemmas facing educators and outline ways to both restructure the school’s partnership with parents and cope with the most challenging situations. The workshop is organized in two sessions so that educators can learn some new strategies, try them out back in their schools, and return to discuss successes and challenges in using the new approaches.

Cost:  The cost per session is $75 for EDCO members or $90 for non-members. Educators may sign up for one or both of the sessions. Participants who choose to register for one day only will need to email mcswineyctr@edcollab.org for a discount code before registering.

Target Audience: K - 12 administrators, teachers and specialists
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Starts: 1/25/2017 8:00 AM
Sessions: 2
Credits: 6 Contact Hours
Pricing:
Location:
Click to Register
Five additional dates for Snow dates/Capstone Presentations*:

March 22, March 29, April 12, May 4 and May 11, 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.  Participants 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 WSU.  Additional information will be made available on or before the first class.

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Starts: 1/26/2017 4:00 PM
Sessions: 12
Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing:
Location:
Wait space available
This course will meet face-to-face on two Saturdays, January 28 and March 25, 2017 from 9:00 a.m. - 12:00 p.m.  Weekly online sessions will run between January 28 - March 25, 2017.  There are no sessions over February break.


Snow Dates: February 4 and April 1, 2017.


This course satisfies one of the requirements that all educators must have 15 PDPs related to special education and English Language Learning when they re-certify after July 1, 2016.

The purpose of this blended course is to provide participants with an understanding of how to implement various tools and strategies to develop goals and intervention plans for struggling students, to monitor the effectiveness of those intervention plans by collecting data, and to assess the student’s progress towards the identified goal.


The course will be conducted in seminar format. Through readings and class discussion, participants will learn about various tools and strategies that can be used to identify and support struggling students within the general education setting. Participants will select one of their own students who is struggling, and will identify the key area of struggle for that student. The identified student may be struggling with acquiring English, with grade level academic achievement, or with behavioral difficulties. Participants will then develop a measurable, attainable goal for the student and an intervention plan for the student. They will implement the intervention plan, collect data to determine if the student is making progress towards the identified goal, make adjustments to the intervention plan as necessary, and then review the effectiveness of the intervention plan by determining the progress that the student made towards the identified goal. 

Audience:  K - 12 teachers of ELLs


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. 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: 1/28/2017 9:00 AM
Sessions: 2
Credits: 25 Contact Hours and 2 Grad Credit
Pricing:
Location:
Click to Register
This course is currently only open to Newton Public School employees.  Newton Public School employees should contact Anne Banks in the Office of Curriculum and Instruction to register.  Registration for all other participants will be open after January 13, 2017.

Additional dates for Capstone Presentations*:

May 15, 16, 17 and 18, 2017

4:30 p.m. - 6:30 p.m.

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

Tuesday, May 2, 2017
Wednesday, May 3, 2017
Thursday, May 4, 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.  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: 1/30/2017 4:00 PM
Sessions: 12
Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing:
Location:
Click to Register
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 16, 2017

May 18, 2017

May 23, 2017

May 30, 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: 1/31/2017 4:00 PM
Sessions: 12
Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing:
Location:
Click to Register
This workshop is a collaboration among CASE, EDCO and LABBB Collaboratives (CELC). CASE and LABBB members are eligible for the member rate and should email mcswineyctr@edcollab.org for a discount code before registering.



Snow Date: February 8, 2017



This hands-on session will focus on understanding current guidelines for SEL programming, and reviewing theories, terminology, evidence-based research and best practices to create kinder, more-relatable teaching practices. The presenters will lead an exciting session using theater games, reflection, and mindfulness as practical tools to develop student skills in identifying and interpreting non-verbal information, calming and self-centering, and building Positive Learning Communities in every school.



Target Audience: K-6 special education and general education teachers, Curriculum Coordinators, Therapists, Guidance staff, Behavioral Support Personnel, Paraprofessionals, Administrators and all staff involved in making decisions regarding curriculum, integration, and school climate
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Starts: 2/1/2017 8:30 AM
Session: 1
Credits: 3.5 Contact Hours
Pricing:
Location:
Click to Register
PLEASE NOTE THAT THE FIRST SESSION OF THIS EVENT WILL BE HELD AT EDCO COLLABORATIVE IN BEDFORD.   THE FOLLOWING SESSIONS WILL BE HELD AT LINCOLN-SUDBURY REGIONAL SCHOOL DISTRICT.

This course is an IDEAS sponsored event.  IDEAS members must register through the Office of Curriculum and Instruction in their district.  Non-members can register by contacting jbagni@edcollab.org.  A complete listing of IDEAS member districts is included below.

Snow Date: April 27, 2017



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.

Cost: The cost is included as part of the IDEAS membership. The non-member rate is $520.

IDEAS member districts:  Arlington, Bedford, Burlington, Canton, Concord/Concord-Carlisle, Lexington, Lincoln, Lincoln-Sudbury, Needham,Newton, Wayland, Wellesley and Weston.

Deadline for Registration:  January 15, 2017.
More
Starts: 2/1/2017 8:30 AM
Sessions: 6
Credits: 25 Contact Hours and 2 Grad Credit
Pricing:
Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
MSLA members are eligible to receive the EDCO member rate.  Please email mcswineyctr@edcollab.org for a discount code before registering.

This workshop will address the current copyright complexities that have evolved due to the increase in distance education, digitization and digital distribution of content, and online learning in the K-12 environment.

Participants will learn the basics of copyright law including an overview of intellectual property and U.S. copyright law, and topics covered will include:
  • Copyright ownership 
  • Copyright protection 
  • Transfer of copyright 
  • Registration & notice 
  • Public Domain 
  • Fair Use 
  • Academic limitations and exceptions 
In addition, the presenter will provide scenarios for group discussion relative to K-12 environment and allot time for specific questions and answers.

Target Audience: K – 12 Librarians, Technology Integration Specialists, Administrators and Teachers
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Starts: 2/2/2017 12:00 PM
Session: 1
Credits: 3 Contact Hours
Pricing:
Location:
Click to Register
This workshop is a collaboration among the CASE, EDCO and LABBB Collaboratives (CELC).  Members of CASE and LABBB are eligible to receive the member rate and should email mcswineyctr@edcollab.org for the discount code before registering.

This course will include an additional 5 hours online.

Snow Date: March 3, 2017



This two-day course provides teachers of struggling readers, writers and talkers with a “Toolbox of Interventions” to use in two specific areas:



1. Phonemic and Phonological Awareness to assist with foundational skills

2. Morphological Awareness to assist with vocabulary building and word awareness.



Phonemic Awareness is a critical underpinning of phonics that is often missing or weak in struggling readers, young and old. Early screening can predict who may have difficulty with this critical skill that, when targeted properly, can become solid.



Morphological Awareness helps struggling readers access vocabulary by building awareness of the morphemes (roots, base words, prefixes, suffixes, word parts). Since 90% of words with two or more syllables have Latin and Greek roots, knowledge of these roots empowers struggling readers.



Day one will consist of hands-on activities in the areas of phonological awareness and phonemic awareness to “use tomorrow” with take home kits and resources. The presentation will include an overview of the developmental sequence of phonological awareness and will focus on how to:

  • Choose phonological awareness games and activities that are most appropriate for preschoolers as well as older struggling students 
  • Differentiate instruction in phonological awareness for the four kinds of readers who enter grade one 
  • Effectively use a phonemic awareness curricula with the spectrum of learners, including English learners 
  • Use screening and assessment tools for listening games that enhance phonemic awareness and spelling 
Day two will focus on hands-on activities and resources for using morphemes as important keys to help struggling readers access word meaning. Topics will include:

  • Available resources for the development of morphological awareness 
  • Special interventions for English learners and Academic language learners 
  • The most common Latin and Greek roots that “open the door” for understanding vocabulary 
  • Appropriate activities for each kind of struggler on the spectrum of learners 
  • The connection between morphological awareness and comprehension 
Graduate Credit: At the first class, participants may choose to apply for one graduate credit through Bay Path University for an additional fee of $85 payable to Bay Path University.


Target Audience: Special education and general teachers, assistants, reading specialists and administrators in PreK - 5.
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Starts: 2/3/2017 9:00 AM
Sessions: 2
Credits: 15 Contact Hours and 1 Grad Credit
Pricing:
Location:
Click to Register
This course is an IDEAS sponsored event. IDEAS members must register through the Office of Curriculum and Instruction in their district. Non-members can register by contacting jbagni@edcollab.org. A complete listing of IDEAS member districts is included below.

The purpose of this course is to deepen knowledge and raise awareness of issues that are particularly salient for biracial/multiracial students. This course provides information, resources and strategies for educators, student support personnel, and administrators to effectively respond to this student group.

Goals:
  • Identify resources, research and other pertinent information regarding multiracial students 
  • Address challenges that exist when working with multiracial students 
  • Brainstorm new ways to serve multiracial students more effectively
Please note that this course may be canceled if there are fewer than 12 participants.

Target Audience: K - 12 Educators

Cost: The cost is included as part of the IDEAS membership. A non-member rate will apply.

IDEAS member districts: Arlington, Bedford, Burlington, Canton, Concord/Concord-Carlisle, Lexington, Lincoln, Lincoln-Sudbury, Needham,Newton, Wayland, Wellesley and Weston.

Deadline for Registration: January 15, 2017.
More
Starts: 2/4/2017 9:00 AM
Session: 1
Credits: 5 Contact Hours
Pricing:
Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
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