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This course will meet on (6) Saturdays throughout the school year and is designed to support teachers in practicing self-care.  An additional snow date is scheduled for May 11, 2018.

Happy teachers teach better. It’s that simple. If you want to teach better, you must practice self-care. As a teacher, you have what is arguably one of the most stressful professions. Left alone, a classroom of students is inherently unstable. As the teacher, you are expected to be a constant source of stability. This is virtually impossible if you don’t take care of yourself.

Participants in this course will learn about the four primary domains of personal development that require self-care. You will explore each domain in detail and experience a variety of ways to nurture yourself within each domain. Participants will learn how applying principles of mindfulness to their teaching can create a happier classroom. Participants will study the science of habit creation and how to create healthy lifelong habits.

Topics to be Covered:
  • How taking care of yourself physically, emotionally, intellectually, and spiritually can benefit your teaching 
  • How to create habits that last 
  • How to apply basic mindful awareness skills to your whole day 
  • Understanding your emotions. 
  • The power of affirmations and intention setting 
  • The latest research in the field of gratitude 
Target Audience: K – 12 educators

Graduate Credit Option: Participants may choose to apply for two graduate credits for an additional fee of $250, payable to Worcester State University. Registration forms and additional details about the graduate credit will be made available at the first class.
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Starts Starts: 11/17/2018 9:00 AM
Sessions Sessions: 6
Credits Credits: 24 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
This 15-hour professional development offering consists of two days (11 hours) of training and 4 hours of independent practice activities. Upon completion, participants receive a 15 PDP certificate that meets the Massachusetts teacher certification requirement of 15 PDPs related to strategies for students with disabilities. 

This version of The Key Comprehension Routine emphasizes the unique needs that students with learning disabilities have related to reading comprehension. This instructional routine teaches all students (as Tier I instruction) a foundational set of comprehension strategies that support listening and reading comprehension in any subject area. During PD, educators learn how to use differentiation and scaffolds in an inclusion classroom to provide support to students who struggle with comprehension because of a learning disability. In addition, intervention educators learn how to provide more explicit instruction, guided practice, and scaffolding as Tier II support instruction. Adoption of The Key Comprehension 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.

Instructional practices in Keys to Comprehension for Students with Learning Disabilities address these topics, strategies and skills:
  • RtI and MTSS Tiered Instruction Models: how to deliver instruction at multiple levels to students with varying levels of literacy skills 
  • Causes of Reading Difficulty: neurobiological causes of learning disabilities 
  • The Five Components of Reading: the difficulties that students with learning disabilities have with basic reading skills that affect comprehension 
  • Differentiation and Scaffolds: how to provide support to students with learning disabilities in the inclusion classroom 
  • Critical thinking: for close, analytic reading of both narrative and expository text 
  • Main idea skills: categorizing information and vocabulary, identifying main ideas at the paragraph level, and identifying central ideas in lengthier text 
  • Text structure knowledge: at the sentence, paragraph, and longer text levels 
  • Top-down topic webs: a graphic organizer that represents the major topics and big ideas of any content that is read, said, or done 
  • Two-column notes: a note taking format that supports active reading and listening 
  • Summarizing: students comprehend and synthesize the main ideas from any content that is read, said, or done 
  • Generating questions: students create and answer questions along a continuum of thinking using Bloom’s Taxonomy based on content that is read, said, or done 
  • I, We, You instruction: strategies are taught explicitly through modeling and think aloud, guided practice is provided, and scaffolds are gradually released as students become independent users of the strategies 
  • Cooperative learning: students learn and practice comprehension strategies by working in cooperative pairs or small groups
This set of strategies and instructional practices have been identified consistently in the research literature as most effective for improving student comprehension of all students, including students with learning disabilities, and are highly aligned with Common Core literacy standards.

The cost of the workshop includes materials.

Target Audience: Grades 4-5 elementary teachers, 6-12 content classroom teachers, educators who provide support to struggling readers, literacy specialists and coaches, and administrators.

Credit Option: Participants may choose to apply for one graduate credit through Endicott College for an additional fee of $170 ($90 payable to Endicott College, $80 payable to Keys to Literacy, checks only). Applying for credit will require additional time outside of class beyond the 15 hours. More details will be available at the first class.
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Starts Starts: 11/27/2018 8:30 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
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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.    

It's 2018 and many of us did not think we would need this conversation - yet, here we are. We find that more and more in our school communities, we are having to talk about and grapple with the use of this word and how to handle it when we hear it being used in our schools.

This workshop will seek to open the conversation for educators and frame it as an open dialogue to address the issue that if heard or said in our schools, all educators should be able to address it. The workshop will include the history of the word in our society and look at several generations and how some have tried to "reclaim" it. We will also read some articles and view some videos by respected academic scholars who have written and spoken about this dilemma. It is our hope that educators who attend will have a clearer understanding of why they do not want this word used in their school communities by anyone and some strategies on how to address it.

Target Audience: PreK – 12 teachers, administrators, counselors and specialists.

Deadline for Registration: November 1, 2018
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Starts Starts: 12/4/2018 4:00 PM
Sessions Sessions: 2
Pricing Pricing:
Location Location:
To register please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
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: 12/8/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
The Key Comprehension Routine
This course provides grades 4-12 educators an opportunity to participate in Keys to Literacy professional development via an online format.

The online course is organized into modules that include interactive activities, reading assignments, quizzes, and video clips from live training. It is designed for use with The Key Comprehension Routine training book. Course participants complete “use your content” activities that allow them to generate lessons that incorporate the instructional practices into classroom instruction using existing content reading and teaching material. Registration for the online course includes a copy of the training book. 

Target Audience: Classroom teachers in grades 4 - 12
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Dates Dates: Rolling access; this course is web-based and self-paced.
Credits Credits: 13.5 Contact Hours
Pricing Pricing:
Location Location:
This hybrid course will require approximately 4 hours online in between sessions, with no set times.

The adoption of the Common Core State Standards has created a mandate for the inclusion of literacy in all content areas. However, research has demonstrated that academic discourse is not the same across content areas and that literacy practices differ from discipline to discipline. What it means to read and write like a historian is very different from what it means to read and write like a mathematician. What you read, how you read, how you write, what counts as evidence, and what is accepted as common knowledge differ by discipline. This course does not teach generic literacy strategies to implement in every content area, but helps teachers identify literacy strategies authentic to their disciplines. As experts in their own disciplines, teachers will identify the characteristics of the reading and writing requirements of the major genres in their specific disciplines and investigate methods to address the specific literacy demands of their disciplines.
 
By the end of this course participants will:
  • become familiar with the research and theory surrounding reading and writing in the content areas 
  • reflect metacognitively about what literacy means in their disciplines and how they can teach literacy skills authentic to their disciplines 
  • identify techniques, strategies, and approaches that are effective for literacy instruction specific to the disciplines 
Session Outlines:
Session 1 - January 5th: What is Disciplinary Literacy?
  
Session 2 - Online: What does Disciplinary Literacy look like in my discipline? What are some strategies for teaching Disciplinary Literacy in my discipline?

Session 3 - January 26th: What does Disciplinary Literacy look like in other disciplines? How can students use reading and writing to maximize their learning in the content areas?

Audience: The audience for this course is classroom teachers, reading specialists, literacy coaches, and content area teachers in grades 6 - 12.
 
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.
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Starts Starts: 1/5/2019 9:00 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Additional snow date scheduled for February 2, 2019.

Music teachers, have you found yourself teaching in the classroom crammed full of 29 desks, chairs and students? This course will be chock full of repertoire for K-8 general music classes! We will experience and develop modifications for songs, games and activities that foster beautiful, independent singing, cooperative group ensemble practice, a sense of play and skills needed for music literacy while working in the confines of the classroom. So many lessons can be taught through the medium of hands-on music making. Everyone comes with their own portable instrument, the human voice.

Participants should come ready to sing, dance and move around in confined spaces. I am looking forward to sparking discussion and learning from your creative ideas!

Target Audience: K – 8 music teachers and classroom teachers interested in incorporating music into their classrooms.

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: 1/5/2019 9:00 AM
Sessions Sessions: 3
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
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This course is co-sponsored with MassCUE.  MassCUE members should register directly through MassCUE.

This course will require approximately 3 hours on line per week with no set times.  

In this course 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.  Participants will reshape an existing lesson, or build a new one, to include these tools to enhance your teaching and/or your students’ learning. Activities include readings and/or videos, with periods for discussion and reflection. Using Backwards Design theory and a Constructivist approach, you will design an assessment that supports the curriculum frameworks/standards.  Many resources discussed in this course integrate with Google Apps for Education and/or Chrome.

 

Orientation:  Introductions and Share (What do I hope to get out of this course?)

 

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 students’ prior understanding of a topic (backchannel, Padlet, Poll Everywhere)

 

Session 2: Formative or Summative Assessment

Objective: You will 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 GoFormative, Socrative, Google Forms 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.

 

Final Assignment:  Choose from one of the tools experienced in this course and design an assessment for your students.

 

Course Requirements:

This collaborative online learning experience is arranged in modules. Participants are expected to complete all readings and assignments, as well as post reflections in the online discussions.  Postings should be made early in each Module to foster deep and ongoing conversation. Rubrics for the Discussion forums and the final projects are provided in Module 1. You must also have access to the Internet and/or chosen application(s) for the final project lesson plan and must complete assignments by their due dates. Final assignment is due within two weeks after the final class session.

 

This course, including all course materials and discussion forums will be delivered via the Blackboard learning platform. Students are expected to have a basic knowledge of how to use a Web browser (Chrome,, Safari, Internet Explorer, for example), navigate a computer system (saving files, attaching files), and a fundamental knowledge of basic applications such as word processing.


Target Audience:  K - 12 teachers and specialists

Graduate Credit: Participants may choose to apply for one graduate credit through Worcester State University for an additional fee of $125 payable to WSU.
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Dates Dates: Online 1/7 - 2/4/19, No set times - approximately 3 hours per week
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course will be held online through the Schoology platform. The course will require approximately 3 hours per week, with no set times.

Just as everyone has a unique fingerprint, each student has an individual style of learning. Not all students in a classroom learn strategies or concepts in the same way or share the same level of ability. Technology Integration is a method of designing and delivering instruction to best reach each student. Tablets and laptops provide students with opportunities to complete classroom assignments in ways that capture their personal interests and learning styles. With a technology-enhanced program, a teacher can foster student creativity and engagement while also differentiating according to students' abilities, multiple intelligences, and specific needs.

Incorporating technology in lesson plans, classroom routines, and behavior monitoring systems can increase students' motivation to learn, make progress, and act appropriately as a member of the classroom community. When used effectively, web tools can increase student engagement, aid instruction, and take a routine math class to exciting new levels.

This course is designed to provide opportunities for teachers in grades 3-8 who are looking for opportunities to integrate technology in their math instruction. During this course, you will work closely with G-Suite’s apps, Desmos, Assistments, and other math related web-tools to keep your students engaged and excited about mathematics

By the end of the course, participants will begin thinking differently about how they can use their classroom technology and students' devices to differentiate mathematics instruction in order to meet individual student needs. In addition, participants will be able to work with web 2.0 tools that can support students with disabilities in the classroom. These tools can be used to personalize individual students learning experiences, formal (IEP) or informal.

Each of the sessions are broken up into 3 parts:
  • Explore & Learn - Participants will complete exploration assignments of the week (may include watching videos, exploring web-tools, reading articles, etc.) 
  • Apply & Practice - Participants will apply what they learned in a real-life situation with a small group of students, individual student, or a coworker. 
  • Share & Connect - Participants will share what they have learned and how it did/did not work in application and provide group members with feedback. 
Target Audience: Teachers and specialists, Grades 3 - 8

Graduate Credit: Participants may choose to apply for one optional graduate credit for an additional fee of $125 payable to Worcester State University. A registration form and additional details will be made available before the start of the course.
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Dates Dates: Online: January 7 - February 4, 2019
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
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This course will be held entirely online between 1/7 - 2/11/19.  There is a time commitment of 3 hours per week at your own pace.

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

Whether you are a new or experienced teacher, working with English language learners is both rewarding and challenging. The goal of this workshop is to help educators answer the question: “What can I do to meet my ELLs’ academic needs and also understand their experience?”

We begin the course by reflecting on our own cultures and experiences as language learners. We will examine the heterogeneity of ELLs as a group- one size does not fit all! We will learn the basics of second language acquisition and discuss sociocultural factors and the challenge of connecting with families. The overall goal is to build an empathetic, informed approach to working with ELLs that will help them become active participants in their school communities. Among the topics to be addressed are:
  • The role culture plays in our classrooms 
  • Second language acquisition and its stages 
  • Sociocultural characteristics of ELLs 
  • Language proficiency levels (WIDA Standards) 
  • Connecting with parents and families
Comment from a past participant:  "The most valuable aspect of this workshop was that I was provided with concrete, real-world examples of how ELLs function on a daily basis and why they may be reacting, interacting, etc. they way they are. I found myself wanting more time!

Audience:  K - 12 teachers, specialists, school psychologists, social workers and school nurses

Credit Option:  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 January 7 - February 11, 2019
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Additional dates for Capstones Presentations*/Make Up Sessions:
April 25, May 2 and May 9, 2019

*Capstone Presentations will meet from 4:00 p.m. - 8:00 p.m.

Teachers who successfully complete this course will fulfill the requirement that all core academic teachers who have one or more English language learners (ELLs) in their classroom during the period from SY 2013 through SY 2016 must earn the SEI Endorsement.

The SEI Teacher Endorsement course focuses on current theories and evidence-based instructional practices related to the teaching of ELLs. This course is designed to promote continuous improvement in educator practice and to build teachers’ confidence and familiarity with research-proven practices for working with ELLs. Throughout the course, effective research-based strategies will be modeled. Teachers will have opportunities to practice the modeled strategies, to analyze their practice, to provide and receive feedback, and to reflect on their experiences. Through this cycle of reflective practice, teachers will gain new skills, knowledge, and dispositions for the education of English learners.

Assignments are designed to reinforce key concepts and practices. As participants proceed through the course, assignments will include a paper drawing on classroom data and information, classroom tryouts of modeled strategies which teachers will assess using a tool provided for the purpose; and the development, implementation, and presentation of instructional segments. Throughout, participants will be asked to reflect upon the impact of the course material and activities on their practice. 

*In addition to the course sessions, each participant is required to participate in a Capstone session at which they will make a 10 – 15 minute presentation utilizing the skills gained from the course. Participants will choose which capstone date they prefer to attend at the first session.

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

Target Audience:  Teachers seeking SEI Endorsement

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Starts Starts: 1/10/2019 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
This course will require 5 additional hours online in between sessions.
A snow date is scheduled for March 2nd.


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

This course is an introduction to a broad range of topics related to student developmental disabilities, including categories of cognitive, physical, emotional, and learning delays. The inclusion of students into educational environments will be highlighted. Topics will include:
  • History of special education and inclusion 
  • Laws which govern inclusion, IDEA, and the integration of students with disabilities 
  • Family concerns and challenges 
  • Current and future trends and best practices 
  • Specific disability exploration and knowledge through readings documentaries and case study analysis 
  • Best practices in Universal Design for Instruction for students with disabilities and diverse learning styles 
  • Supporting the successful transition to post-secondary environment 
Target Audience: Teachers, Guidance Counselors and Administrators

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.
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Starts Starts: 1/26/2019 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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