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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: 12/9/2017 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
An Act Relative to Gender Identity, which became effective in 2012, protects students from discrimination based on gender identity, as well as sexual orientation. This session will review the laws, policies, resources, and best practices for supporting lesbian, gay, bisexual, transgender, queer and questioning students. This workshop will include the following:
  • information about the Safe Schools Program, a joint initiative of the Massachusetts Commission on LGBTQ Youth and the Massachusetts Department of Elementary and Secondary Education 
  • definitions – creating a baseline understanding of content related to biological sex, gender identity, gender expression and sexual orientation 
  • understanding LGBTQ student experiences and best practices 
  • DESE Guidance on Gender Identity – protections and best practices for transgender and gender nonconforming students 
  • questions about specific student identities and unique concerns of the school/district 
By the end of this workshop, participants will:
  • be able to articulate and use correct LGBTQ terms and definitions 
  • understand the experiences of LGBTQ students and families 
  • have reviewed ESE policy guidance as it relates to students, families and staff 
  • be aware of the factors that promote resilience and positive outcomes for LGBTQ students 
Target Audience: Counselors, school psychologists, administrators, health/wellness teachers, and any educator wishing to learn more about the topic 

This workshop is supported by the MA DESE - there is no cost to attend but registration is required.

Registration Deadline: November 29, 2017
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Starts Starts: 12/13/2017 12:00 PM
Sessions Session: 1
Credits Credits: 3 Contact Hours
Pricing Pricing:
Location Location:
Click to Register
This course is co-sponsored with MassCUE.  MassCUE members should register directly through MassCUE to ensure that they receive the member rate.

This workshop directly fulfills the new DESE Individual Professional Development plan requirement of 15 PDPs in the area of training related to strategies for effective schools for students with disabilities and instruction of students with diverse learning styles. 

Pick a curriculum unit….any unit. Now, “googlify” it by spending the next 4 weeks transforming this existing unit of study into a digitally dynamic, interactive and collaborative learning experience for your students based upon the integration of a variety of Google tools. Explore apps, extensions and basic Google resources that can be combined with your existing curriculum material to create a unit of study that will be interesting, fun, and accessible to all students.

Each session will include a short reading, collaborative discussion and an exploration of two or more Google tools that will be applied to a facet of your unit of study. Also, as part of each session, participants will be asked to contribute to a comprehensive and collaborative collection of lesson plans and ideas that will be shared amongst the group.

Graduate Credit Option:  Participants may choose to apply for one graduate credit through Worcester State University for an additional fee of $125 payable to WSU.  A registration form will be available before the start of the class.
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Dates Dates: This course will run online 1/8 - 2/8/18 with no set times.
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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During this course, participants will develop a basic understanding of the process of Guided Inquiry Design. Participants will learn about the framework for inquiry and the concepts that are at the foundation. Participants will develop curriculum using the Guided Inquiry Design Process to deepen student learning outcomes using a current project/activity or by creating something new. Teachers will learn about inquiry tools and inquiry based project design.

The Guided Inquiry Design Process is a valuable thinking process that is extremely relevant in education as engineering/design/critical thinking are continually linked to current standards in all disciplines.

Inquiry requires a shift to deeper, process-based learning; differing from the typical compilation based research projects. It requires a shift from predetermined questions and fact finding - to an inquiry approach which typically contains:
  • Student connection to self, previous knowledge, gain background knowledge 
  • Student construction of new understandings - thinking deeply 
  • Student reflection on own learning - ask new questions 
  • Student sharing/expression of new learning 

“Learning is tied to emotions and the phases of Guided Inquiry Design® help teachers to design learning experiences that build on the positive emotional states of learners as well as provide supports for students in the more challenging phases. The process intentionally takes the shape of the bumpy emotional journey of learning through inquiry.” Guided Inquiry Design website 

This course will focus on the concepts of Guided Inquiry Design along with inquiry tools and resources that enhance outcomes with student projects, assignments and class activities.

Target Audience: K – 12 teachers and librarians

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 made available before the first class.
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Dates Dates: Online January 8th - February 16th; 2 hours per week - No set times
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
This course is currently only open to Concord/Concord-Carlisle Public School employees. An access code is required. The course will be open to all educators after December 15th if additional seats are available.

Additional Dates for MakeUp Dates/Capstone Presentations*:


March 29, May 1, May 8 and May 15, 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 seeking SEI endorsement

Graduate Credit:  At this first class, participants will have the option of registering for 3 optional graduate credits through Worcester State University for an additional fee of $225, payable to WSU.
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Starts Starts: 1/16/2018 3:45 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
Access Code Required
Wait space available
Additional snow date scheduled for March 3, 2017 if needed.

This course satisfies the requirement that all educators must have 15 PDPs related to teaching English learners when they re-certify after July 1, 2016.

Whether you are a new or experienced teacher, working with English learners (ELs) can be both incredibly rewarding and extremely challenging. The goal of this workshop is to help teachers answer the question, “What can I do to meet my ELs’ academic needs and support them in adjusting to a new culture?”

Art teachers are in a unique position in working with ELs. The art classroom provides a welcoming and safe environment for EL students to be able to express themselves, and the creation of art can prompt important oral language skills. Additionally, as art teachers often work with students over multiple years, they can be a source of support to EL students as they adjust to new classes from year to year. This workshop will allow us to explore how we can take advantage of hands-on strategies and activities specific to the art classroom that are effective with ELs.

Topics to be covered include:
  • connections between language and culture
  • WIDA Can-Do Descriptors - how to use the WIDA to focus on what the ELs are capable of doing
  • art projects that are easily adapted for use with ELs
To process our learning, this workshop will include 2D and 3D art making such as collage, assemblage and book arts. We will also discuss simple strategies to adapt what you already do with your students to make your lessons more “EL friendly.” Materials for art-making will be provided, though participants are welcome to bring their own favorite materials.

Participants will leave with a deeper understanding of effective methods for working with ELs, an assortment of activities to use in their classrooms, and examples of art works they may use in their classroom.

Target Audience: K - 12 Art teachers

Credit Option: At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.


Deadline for Registration:  January 5, 2018
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Starts Starts: 1/20/2018 9:00 AM
Sessions Sessions: 3
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register

Additional Snow Date: February 10, 2018


If you are busy and want to pare down your writing process instruction to teach the most effective, efficient, and enjoyable tools available for helping students with text-based writing (especially the kind Next Gen MCAS requires), this course is for you. Not a program, you will receive a fully evidence-based and comprehensive tool kit for meeting the New Generation Standards’ broad vision of the role of process writing in lifting overall literacy development, particularly in advancing reading comprehension, content learning and critical thinking. These tools can be woven into any literacy program from balanced literacy to core programs. 

Over 100 empirical studies show the effectiveness of the tools featured in this course. 
Self-Regulated Strategy Development (SRSD) is designed to improve students’ academic skills through a six-step process that teaches specific academic strategies and self-regulation skills. This method is based on research-based writing practices using Teachers College Units of Study and Nancie Atwell’s Lessons.  With a goal of making the tools or strategies the students’ own, the instructors model strategies and explicitly teach while students are immersed in writing. The elements of SRSD include a the following process:  activate prior knowledge, discuss, model, make it your own, support it, and independent performance.  Revising and editing are reinforced in a positive and fun manner. Many districts across Massachusetts have adopted this program and it was recently incorporated by the NYC school system. The Institute of Education Sciences (IES) released a report in November, 2017, finding that the SRSD method provided strong evidence of a positive effect with no overriding contrary evidence. 

Overall, enable students to find their voices, to use their voices to pursue social justice and to cultivate the kind of self-regulation expert writers possess, all while strengthening their ability to engage in Common Core aligned text-based writing. 

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

Deadline for Registration:  January 5, 2018

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Starts Starts: 1/20/2018 8:30 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
This course will meet face-to-face on two Saturdays, January 20 and March 17, 2018 from 9:00 a.m. - 12:00 p.m.  Weekly online sessions will run between January 20 - March 17, 2018. The online commitment will be approximately 19 hours, with no set times. There are no sessions over February break.  A final project is due April 7th.

Snow Dates: January 27 and March 24, 2018.

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 

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.

Deadline for Registration:  January 5, 2018
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Starts Starts: 1/20/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 25 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location 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 7/2018

May 10/2018

May 14/2018

May 16/2018


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: 1/22/2018 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
This course is supported by the Acton-Public Schools and is only open to Acton-Boxborough Public School employees. An access code is required.


Additional Dates for Capstone Presentations*:


May 15 & 16, 2018

Make-up Sessions:

3/20, 5/8 and 5/9, 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: 1/23/2018 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
Additional dates for Capstone Presentations*:

May 22 and 29, 2018

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

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

June 5, 12 and 19, 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.
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Starts Starts: 1/23/2018 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
Click to Register
Space is limited - sign up early to reserve your spot!

This course builds upon the knowledge presented in the Microsoft® Office Excel® 2016 Course for Beginners and helps start participants down the road to creating advanced workbooks and worksheets that can help deepen their understanding.

Upon successful completion of this course, you will be able to leverage the power of data analysis and presentation in order to make informed, intelligent organizational decisions. Topics covered will include:
  • Working with Functions 
  • Working with Lists 
  • Analyzing Data 
  • Visualizing Data with Charts 
  • Creating advanced formulas 
  • Analyzing Data with PivotTables and PivotCharts 
Course Prerequisites: EXCEL 16 for Beginners or basic knowledge of Excel.

Target Audience: Administrators, clerical staff, data managers, technology staff and any other educator seeking Excel knowledge at the intermediate level.
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Starts Starts: 1/24/2018 9:00 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
Click to Register
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