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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.
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Starts Starts: 9/25/2018 4:00 PM
Sessions Sessions: 5
Credits Credits: 22.5 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Closed Enrollment
Cultivating moment to moment awareness of your thoughts, feelings, and surroundings is an incredibly useful skill for anyone, teachers and school-based professionals included. When teachers train their minds to become more aware of their inner and outer experience and learn to manage their emotions, they are able to do their job with more ease and be more fully present for their students. Practicing mindfulness can help with all aspects of teaching, from communicating with colleagues, students, and parents to building community, using time effectively, and managing students who at times you might find challenging.

Topics to be Covered:
  • A review of the newest research regarding meditation and yoga in schools. 
  • How to work with a mantra or affirmation in your own practice. 
  • How to teach your students to work with a mantra or affirmation. 
  • The research behind habit formation and how to apply it to create sustainable healthy habits. 
  • How to conduct simple breathing exercises with students. 
  • How to play mindful games with students. 
  • The research behind gratitude and its potential benefits. 
  • How to sit with uncomfortable emotions and how to teach your students to do the same. 
  • Practicing nonjudgmental awareness. 
Comments from a past participant of Mindfulness in the Classroom: “It was great that we had frequent opportunities to practice mindfulness exercises during the workshop to fully understand the experience and benefits rather than just talking or reading about it. Also, I appreciated the multiple opportunities to reflect, discuss, and make connections to our lives and teaching. Thank you for an excellent workshop that offered many insights for our teaching and our lives!” 

Prerequisite: Mindfulness in the Classroom (EDCO course) or similar. Email tracyaffonso@yahoo.com 
if you are uncertain of your qualifications.

Target Audience: K - 8 classroom teachers, specialists, learning center teachers;  many of the concepts can be adapted to 9 - 12 and the instructor will customize based on the make up of the class

Graduate Credit Option: At the first class, participants may choose to apply for one optional graduate credit through Worcester State University for an additional fee of $125, payable to Worcester.
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Starts Starts: 9/29/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course is an IDEAS sponsored event. To register, please contact jbagni@edcollab.org.

Please note that the IDEAS member rate applies after all course slots have been used.


This course is designed to introduce educators to the complex issues raised by race and racism and their impact on student engagement and achievement. This course will provide educators with an understanding of racial identity and the importance of building authentic student teacher relationships. This course will also help educators increase their skills of cultural proficiency.

Please note that this course may be canceled if there are fewer than 12 participants.

Target Audience: K - 12 Educators

Credit Option: Participants may choose to register for 2 graduate credits through Framingham State College for an additional charge of $150 payable to FSU.


Deadline for Registration: September 15, 2018
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Starts Starts: 9/29/2018 8:30 AM
Sessions Sessions: 6
Credits Credits: 25 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course is an IDEAS sponsored event. To register, please contact jbagni@edcollab.orgPlease note that the IDEAS member rate applies after all course slots have been used.

This course is designed to introduce educators to the complex issues raised by race and racism and their impact on student engagement and achievement. This course will provide educators with an understanding of racial identity and the importance of building authentic student teacher relationships. This course will also help educators increase their skills of cultural proficiency.

Please note that this course may be canceled if there are fewer than 12 participants.

Target Audience: K - 12 Educators

Credit Option: Participants may choose to register for 2 graduate credits through Framingham State College for an additional charge of $150 payable to FSU.


Deadline for Registration: September 15, 2018
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Starts Starts: 10/13/2018 8:30 AM
Sessions Sessions: 6
Credits Credits: 25 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
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 Dates:  March 5 and April 9, 2019 (4:00 p.m - 7:00 p.m.)

This 25-hour course is designed to build upon the foundational theories and complex issues studied in IDEAS 1: Anti-Racist School Practices to Support the Success of All Students. Participants will study systemic change models and develop, enact, and evaluate a project to effect change in their educational setting, whether that setting is working with a small group of students, a classroom, a grade level, a school, or an entire district.

Please note that this course may be canceled if there are fewer than 12 participants.

Prerequisite: Successful completion of IDEAS 1.

Target Audience: K - 12 Educators who have completed IDEAS 1.

Credit Option: Participants may choose to register for 2 graduate credits through Framingham State College for an additional charge of $150 payable to FSU.

Deadline for Registration: September 15, 2018
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Starts Starts: 10/13/2018 8:30 AM
Sessions Sessions: 6
Credits Credits: 25 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course is co-sponsored with The Education Cooperative (TEC).  TEC members should register directly through TEC.

A major goal of many school districts is to document curriculum in a common format. The Understanding by Design (UbD) template is one of the most frequently adopted means of doing so. Although the concept of backward planning is useful, the UbD template is complex and many not be well suited for world language programs. In this workshop, participants will get an overview of a template designed for language teachers. They will examine a model unit and then work as a group to create a new unit. To conclude, participants will develop a unit of their own design. 


By the end of this course participants will:
  • know the elements of an effective world language unit plan based on backward design
  • be able to create one of their own
All sessions will be face-to-face, however Google Drive will be used to share work.

Session Outlines:

Session 1: What is Understanding by Design? How can it be modified to reflect the needs of world language unit creation?

Session 2: What are essential questions? What are effective world language assessment strategies?

Session 3: What type of learning (instructional) plan will ensure that learning goals are met?

Audience: The audience for this course is teachers of world languages at all levels. While it is preferred that participants register in pairs or as a team, individuals may enroll and align themselves with others teaching the same language or working at the same level.

Graduate Credit:
At the first class, participants may choose to apply for 1 graduate credit for an additional fee of $125 payable to Worcester State University. Participants who wish to receive course credit will submit a completed 4-6 week unit plan that will be assessed using a rubric.
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Starts Starts: 10/20/2018 9:00 AM
Sessions Sessions: 3
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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.


Please note:  Additional Snow Date - December 8, 2018

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.

Deadline for Registration: September 15, 2018
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Starts Starts: 10/20/2018 8:30 AM
Sessions Sessions: 4
Credits Credits: 25 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course will meet face-to-face on Saturday, October 20th from 9:00 a.m. - 1:00 p.m. It will continue online October 20 - November 17, 2018 with no set times. Approximately 3 hours per week.



If you look at the DESE Curriculum Frameworks, you’ll see the word RESEARCH appearing over and over, including in the new DLCS Standards. Does your school use a standardized Research Process? Would you like to delve into ways to help even the youngest students do solid, rigorous research? Do you need tools to help you provide sound research structure for both teachers and students? This is the course for you. One credit spread out over a month, with one F2F (Oct. 20) meeting to get you started.



This course will lead teachers and librarians into an exploration of the steps in developing a structured research process model for use in schools. Each of the steps will use reading, discussion and activities to increase and refine an understanding of how the structured organization facilitates teaching and learning. Recommended reading in both book and internet resources will provide students with additional information as well as resources with which to continue. The goal of the course is to give participants both a strong conceptual base and a practical application in the use of the Research Process.



Besides assigned reading and activities undertaken in class, students will be expected to turn in two reading responses (one page each) and develop a complete research unit on a chosen topic following the guidelines covered in class. The unit will be due at the end of the class and units will be shared.



During the face-to-face session, we will examine a number of Research Process models with particular attention to the Big6© of Eisenberg and Berkowitz as well as other well-known and often-used models, such as Stripling-Pitts and I-Search. In class discussion and work will identify commonalities and essential elements. We’ll discover how to bolster strengths of models and adapt for flexible use – whatever the student population. New ideas about research, including valid research in science fields, research with elementary students, the effects of the internet, action research and project-based learning (which has a strong research piece if it’s done right) and the benefits of whole-school models will be covered.



The weekly online sessions will focus on one or more essential topics with a blog entry, a rich list of reading/resources and an open Discussion. Students will be expected to engage with the topic, track their own journey toward developing a sound and practical Research Process project and report on readings. Expected Commitment: 3 hours per week



Besides assigned reading and activities undertaken in class, students will be expected to turn in two reading responses (one page each) and develop a complete research unit on a chosen topic following the guidelines covered in class. The unit will be due at the end of the class and units will be shared among participants.



Graduate Credit
: At the face-to-face session, participants can choose to apply for one graduate credit through Worcester State University for an additional fee of $125 payable to WSU.



Target Audience: K – 12 teachers and librarians
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Starts Starts: 10/20/2018 9:00 AM
Sessions Session: 1
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course is co-sponsored with MassCUE.  MassCUE members should register directly through MassCUE.

Learn how to use a variety of simple, yet powerful, web 2.0 tools that will help you manage student behavior as well as motivate students, focus their attention on learning, and do it in fun and engaging ways!  Many resources discussed in this course integrate with Google Apps for Education and/or Chrome.

Session 1:

You will learn how to use the free online tool called Padlet as well as QR Codes to create virtual dipsticks, tickets to leave, for collaborative notetaking, activators and other curriculum related ‘walls.’ QR codes will help your students become more independent learners in the classroom.


Session 2:

You will learn how to use ClassDoJo to help manage student behavior and activity in your classroom. You will add your own students, learn how to award progress, how to see results/data, and finally, learn how to use this tool for a wide variety of purposes in the classroom.

In this session we will use a backchannel to share ideas of how you plan to use ClassDoJo in your classroom. This quick and simple conversation tool helps keep students stay focused while listening to a speaker or watching a video...and more.

Session 3:
You will learn about a few apps and tools that let you poll kids for ideas and help in making decisions. You will learn how to use Plickers as a student response system - no need for voting devices or 1:1 access! Decide Now and Stick Pick are great apps that help you randomly (or not!) select students for responses or make decisions in the classroom.


Session 4:
Learn about Socrative, Formative, Quizizz and Kahoot! as a more formal formative assessment and student response tool.


Quote from a previous participant: “Donna was a friendly and knowledgeable instructor, and she always responded and answered questions promptly.”

Target Audience: K – 12 Educators

Graduate Credit: Participants will have the option of applying for one graduate credit through Worcester State University for an additional fee of $125 payable to WSU.
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Dates Dates: Online 10/22 - 11/18/18, No set times - approximately 3 hours per week
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
School-Family Partnerships: A Critical Connection is an online 12 hour, 4 week (PDP or 1 course credit) professional development experience that will provide participants with the opportunity to learn about and discuss:

A. Building School-Family Partnerships
B. Culturally Diverse Families – Strategies for Outreach
C. Barriers to Partnership
D. Planning for and Sustaining Partnerships

By the end of this seminar, participants will have the opportunity to acquire a deeper understanding of how to define and articulate the aspects of ‘cultural proficiency’ that affect our interaction with families. In addition, they will have read current practical and theoretical scholarship on the topics of partnerships, diverse families and strategies for successful outreach and had the opportunity to discuss and debate the major issues with colleagues. Armed with a deeper understanding of how to engage various kinds of families, class members will have the tools to influence the dialogue in their schools and to help the students who may need both understanding and support.

The course will enable participants to join one another in an online discussion forum where they can share ideas, compare experiences and reflect on the weekly readings provided in the course materials. As the need to become both more sensitive to the diverse needs of our students becomes a central issue in public schools, this asynchronous seminar will enable educators to connect with each other and with current research and writing on the topic of school-family partnerships.

Weekly Overview
Each class will incorporate PowerPoint overviews, suggested readings and reading-specific online discussions. Each participant will be expected to read the assigned readings for the week, submit one primary response to the Discussion prompt by mid-week and respond to at least two colleagues’ responses by the end of the week.

Readings will be provided.

Everyone will design an outline of an action plan. Those of you who are taking this seminar for graduate credit will design a formal plan that contains both a formative and a summative assessment for your goals.

Target Audience: K – 12 teachers, administrators, specialists and counselors

Graduate Credit Option: Participants have the option of applying for one graduate credit through Worcester State University for an additional fee of $125 payable to WSU. Additional information about registering for the graduate credit will be made available to all participants before the class begins.

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Dates Dates: Online 10/22 - 11/19/18; No set times - approximately 3 hours per week
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course is co-sponsored among the CASE, EDCO and LABBB collaboratives (CELC). CASE and LABBB members are eligible for the member rate. Please contact mcswineyctr@edcollab.org for a discount code before registering.

This course will review what makes up a comprehensive academic evaluation, how to choose which measures to use, and how to analyze and write up a report based on the information gained. We will also discuss testing tools for each academic area, how to incorporate non-standardized assessments or data into a report, and how to develop recommendations and IEP goals/objectives based upon behavioral observations and data obtained during testing. Testing questions around initial eligibility determination, 3 year re-evaluations, and annual progress monitoring will also be discussed.

Audience: New K - 12 special education teachers or those wishing to "brush up" or extend their knowledge of assessments and writing evaluation reports.

Lunch is included with the registration fee.
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Starts Starts: 10/24/2018 8:30 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
This course will require approximately 4 hours online in between sessions.

Too often our readers look to us, their teachers, to solve their problems when they encounter a difficult word, to show when they aren't comprehending, or to tell them that they made accuracy errors or are reading disfluently. In this workshop, elementary teachers will learn a framework for evaluating the root of the reading difficulty and learn strategic moves to support readers in-the-moment. These strategies will help readers become more deliberate and independent problem solvers. During the follow-up work online and our last face-to-face session, teachers will have an opportunity to bring a “problem of practice” related to supporting students’ at the point of difficulty and receive feedback and suggestions from other participants using a tuning protocol.

Target Audience:
Elementary classroom teachers, Reading Specialists, ESL Specialists, Special Education 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: 10/27/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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