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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
Dates Dates: Rolling access; this course is web-based and self-paced.
Credits Credits: 13.5 Contact Hours
Pricing Pricing:
Location Location:
This 15 hour course fulfills the requirement that all educators must have 15 PDPs related to English as a Second Language when they re-certify after July 1, 2016. The instructor is a DESE-approved PD provider.

This asynchronous, online 15 PDP ESL course involves 4 (approximately 2-hour) weekly self-paced modules. After finishing the 4 weekly modules, participants will have an additional week to complete the other 7 hours of the course by developing a Sheltered Instruction Observation Protocol (SIOP) Lesson Plan to synthesize learning from the reading and modules.


How will students analyze complex texts across content areas while we meet their broad range of needs in all educator roles in our K-12 teaching environments? Research demonstrates that students greatly benefit from consistent use of graphic organizers. Participants will work with two research-based, visual comprehension strategy tools, top-down webs and two-column notes, to support all our students to comprehend higher-level concepts and to assist ELs to work at a higher level while still building their academic vocabulary. Course topics to be covered include top­-down web and two­-column notes skills and application, Sheltered English Immersion (SEI) strategies, and review of lesson examples aligned with Massachusetts Curriculum Frameworks. Participants will share best practices, plan, and design scaffolded lessons applying top-down web or two-column notes graphic organizers or prerequisite skills that they can implement right away- synchronously or asynchronously. The final assignment of the development of a Sheltered Instruction Observation Protocol (SIOP) Lesson Plan synthesizes the module learning, incorporating course applications and takeaways from online reading. How can we provide our students consistent support for distance learning in a changing environment? 


Graduate Credit:  Participants may choose to apply for one graduate credit for an additional fee of $125 to Worcester State University.


Target Audience:  K – 12 Teachers

Final Project Due:   April 10th
Dates Dates: This is an online course with no set times. Final projects are due by April 10, 2021.
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course will meet live via zoom.

This 6 hour seminar will provide an opportunity for white people who are working to be anti-racists to take a deep dive into our racial identity and examine how we are impacted by white supremacy. We will develop strategies and actions that we can implement to become stronger allies and accomplices so that we can work effectively with BIPOC to dismantle racist systems, policies and practices.

Deadline for Registration: February 3, 2021
Starts Starts: 3/3/2021 3:45 PM
Sessions Sessions: 2
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
To register, please contact Dana Mullaley - dmullaley@edcollab.org
RAVE-O Training

This course will meet live via Zoom on March 19th, 9:00 a.m. - 2:30 pm.  There is an additional (6) hours of asynchronous work online that must be completed between February 1st - March 18th.

RAVE-O is the first comprehensive research and evidence-based approach to building reading fluency. The program goes beyond repeated reading to help students develop their automaticity in all aspects of word knowledge intergrating phonics, vocabulary, parts of speech and morphology. 

The program is designed for struggling readers in 2nd - 5th grade and features engaging characters from “RAVE-O town” who teach the students fluency strategies. It is the only known program specially designed to support students with weaknesses in Rapid Automatized Naming or RAN.

RAVE-O materials are now available in a virtual format.  Lessons include materials for Live Instruction and Asynchronous Learning using Google classroom and Seesaw platforms.

Training Overview

The 12-hour professional development workshop provides educators with the necessary information to implement the traditional and virtual RAVE-O curriculum. Here are the elements:

February 1 - March 18, 2021:

*  Participants will complete 6 hours of coursework through asynchronous learning, to be finished at your own pace.

On March 19th, 2020 9:00 a.m. - 2:30 pm EST:

* Participants will receive live, synchronous learning which includes 6 hours of coaching on implementation of the curriculum including traditional and remote learning approaches.

Completion of online coursework and attendance at both sessions are required to receive certification in the curriculum.

The RAVE-O curricular materials are NOT included with the cost of the workshop. Please visit Voyager Sopris Learning to learn more about the RAVE-O toolkit. It is not necessary to purchase the curriculum kit in order to attend the training.

Target Audience: Special Education and General Education Teachers, Reading Specialists, School Psychologists, Curriculum Directors

Please note, online coursework is a critical element of the instruction, and it is required that you have access to a computer, and comfort with completing online coursework. Unfortunately, technical assistance is not available.

Canvas is the online learning platform used for the course.  

Deadline to join the course: March 12, 2021

Starts Starts: 3/19/2021 9:00 AM
Sessions Session: 1
Credits Credits: 12 Contact Hours
Pricing Pricing:
Location Location:
Closed Enrollment
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 15 hour online course is designed for teachers and paraprofessionals who are working with students with Autism Spectrum Disorders (ASD). Through readings, case study analysis, documentary film viewing, research, discussion board, and writing assignment activities, participants will be introduced to concepts, data, information and best practices which will support their ability to:

  • Understand and apply the most current definition of Autism Spectrum Disorders (ASD) to their teaching and classroom environment
  • Learn about the educational needs and behavioral characteristics of learners on the Autism Spectrum
  • Become familiar with strategies and best practices to support their students in their classroom who have been identified as learners on the Autism Spectrum
  • Learn strategies to apply best practices using Universal Design for Instruction for students with disabilities and with diverse learning styles
Graduate Credit Option: Application for one graduate credit through Worcester State University is pending. If approved, participants will have the option to apply for (1) graduate credit for an additional fee of $125, payable to WSU. 

Target Audience: K – 12 general ed teachers, paraprofessionals and special education teachers
Dates Dates: Online 3/22- 4/26/20 approximately 5 hours per week, no set times
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course will be held live through Zoom.
To register please contact dmullaley@edcollab.org.  
Please note that the IDEAS member rate applies after all course slots have been used.

This course considers the importance of understanding the interconnection of race, ethnicity, and oppression (i.e. stereotypes, prejudice, discrimination) on academic achievement and student engagement. Participants have the opportunity to explore concepts of racial identity development, micro-aggressions, and colorblindness. Research by Derald W. Sue, Ron Ferguson, and others is highlighted. Participants will develop culturally proficient skills and adapt identified successful strategies to promote excellence and equity in the educational environment.

Please note that this course may be canceled if there are fewer than 14 participants.

Target Audience: K - 12 Educators

Credit Option: Participants may choose to register for 1 graduate credit through Framingham State College for an additional charge of $75 payable to FSU.

Deadline for Registration:  March 1, 2021
Starts Starts: 3/30/2021 3:45 PM
Sessions Sessions: 4
Credits Credits: 12.5 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Dana Mullaley - mcswineyctr@edcollab.org.
Additional dates for Whole Class Make Up dates/Capstone Presentations*:

Make Up Dates:  5/10 & 6/30/21

Capstone Sessions: 6/28, 6/29 & 6/30/21

This class will be held remotely via Zoom.

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

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

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

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

Audience:  K  - 12  educators

Graduate Credit Option:  At the first class, participants may choose to register for 3 graduate credits through Worcester State University for an additional fee of $225. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.
Starts Starts: 3/31/2021 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
This course will meet via Zoom on April 3 and May 1, 2021 and 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 their virtual and in-person PE classroom activities by ensuring that they understand the directions and can effectively communicate with other students in the class. 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.

By the end of the course, PE teachers will:

  • design lessons using Universal Design for Learning (UDL) which offer a wide range of ways in ELs can participate and meet the lesson's goals
  • understand the different levels and abilities of ELs and how to communicate with them
  • have useful information about modifying communication methods and resources available to help with meeting the needs of their ELs

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.
Starts Starts: 4/3/2021 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
MSLA members are eligible for the EDCO member rate. Please contact mcswineyctr@edcollab.org for a discount code before registering. Discounts can not be applied after the registration is complete. 

Course will meet via Zoom on Saturdays, April 10th and May 1st from 9:00 a.m. - 12:00 p.m. with 9 additional hours online between the two sessions.

Designed specifically for school librarians, this 15-hour course will satisfy the Mass DOE requirement that all educators, including school librarians, must have 15 hours of professional development related to training in strategies for effective schooling for students with special needs and instruction of students with diverse learning styles in order to renew or advance a teaching license after July 1, 2016.

This will be a hybrid course with 6 hours of classroom time and 9 hours of online learning.

The initial face-to-face meeting will cover the following topics:
  • disability law and policy
  • the experience of being a student with special need
  • the responsibility of the library teacher to provide library services that enable all students to learn. 
The online component will highlight ways that school librarians can infuse support for students with special needs into the areas highlighted by the ALA/AASL Standards for librarians – Teaching & Learning, Literacy & Reading, Information & Knowledge, Advocacy & Leadership and Program Management & Administration.

The final face-to-face meeting will offer the opportunity to collaborate with other school librarians and form a Library Accessibility Action Plan for your library.

By the end of the course, school librarians will:
  • understand disability law and its implications for the school library
  • recognize ways that supporting students with special needs can influence every aspect of the school librarian's role
  • plan ways to steer our libraries towards providing exceptional access for all students
Target Audience: K - 12 Librarians

Graduate Credit Option: Participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. A registration form will be sent prior to the start of the course. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended.
Starts Starts: 4/10/2021 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This two-day training will meet live via zoom.

Research has provided substantial evidence that traumatic experiences and chronic stress impact children’s physical and mental health, ability to problem solve, and regulation of emotion, behavior, and attention. An ongoing sense of danger can lead to a chronic state of hyper-vigilance and self-protection, so that children are unable to effectively differentiate safe from unsafe situations. In a school setting, this chronic state can impede the development of interpersonal relationships and access to learning. Traumatic responses in schools are often misidentified as behavior disorders or learning disabilities and students are subsequently treated with disciplinary measures or placed in substantially separate special education classes. 

During the past year students have experienced higher levels of trauma and chronic stress than at any other point in recent history. Due to COVID-19 and the stay at home order, large numbers of children and adolescents have been exposed to death of family members, unexpected separations, isolation, and parental stress due to unemployment, poverty, and life in overcrowded quarters. As students have re-entered schools, they have done so in a fashion that is inconsistent with their past experiences, where masks and social distancing are commonplace and methods for initiating and maintaining connections with peers and teachers have been completely altered. These changes place children at greater risk for a traumatic response.

Despite the adverse experiences faced by many students, K-12 schools have an opportunity to increase resilience and moderate the effects of trauma. Through direct work with students, consultation with teachers and parents, and promotion of classroom and school-wide interventions, educators are in a unique position to promote trauma-responsive practices that will ensure that all students have the support they need to be successful. 

Part I will cover:
  • Impact of trauma and chronic stress on learning and behavior
  • Influence of COVID-19 on students and schools
  • Elements of Trauma Responsive Schools
  • Social emotional learning
  • The importance of School Climate
Part II will cover:
  • Tier 1, 2 & 3 strategies to build resilience
  • Using existing data to inform practice
By the end of the two part series, participants will be able to:
  • Recognize behavior and learning indicators that a child may be reacting to traumatic experiences
  • Identify policy initiatives to embed trauma-responsive approaches throughout the school
  • Implement classroom based interventions that can moderate the impact of trauma on learning and behavior
Target Audience: K - 12 Educators, Specialists, Counselors, School Psychologists, Administrators
Starts Starts: 5/13/2021 9:00 AM
Sessions Sessions: 2
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
This highly interactive workshop offers 10 hours (PDPs) of asynchronous coursework for elementary school educators who support struggling readers and those with dyslexia. All coursework is asynchronous and can be completed on your own schedule. Presentations, activities, and supplemental readings offer teachers motivational games, lessons, and strategies to seamlessly embed into remote instruction.

Course content and activities will:
  • Synthesize research findings on fostering intrinsic motivation.
  • Provide educators with strategies and activities.
  • Offer guided demonstrations utilizing online platforms to develop accuracy and fluency in word reading skills.
  • Supply lesson planning templates and routines that can be used in small group and/or individual interventions.

Participants are invited to join twice monthly, live "office hour" sessions via Zoom to troubleshoot, problem-solve, and provide content support and clarification.

Enrollment is on a rolling basis. Course Access begins September 7, 2020. 

Target Audience: Elementary Teachers, Special Education Teachers and Specialists
Dates Dates: This is a 10 hour asynchronous class that opens on September 7th. Participants can join at any time and work at their own pace.
Credits Credits: 10 Contact Hours
Pricing Pricing:
Location Location:
Closed Enrollment
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