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This course is a co-sponsored with MassCUE.  MassCUE members should register directly through MassCUE.

This course will require approximately 3 hours per week with no set times. There will be no sessions the week of July 2nd.

This course will support you as you integrate 21st Century Digital Storytelling pedagogy into a curriculum unit of study. While digital storytelling is often thought of as a literacy activity, it should also be seen as a way to demonstrate understanding in any content area. As the Common Core focuses more on informational texts, digital storytelling allows students an accessible means to present their learning.

Students who participate in the creation of digital stories may develop enhanced communications skills by learning to organize their ideas, ask questions, express opinions, and construct narratives. It also can help students as they learn to create stories for an audience, and present their ideas and knowledge in an individual and meaningful way.”

http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27&sublinkid=30

Participants will reshape existing curriculum units, or build a new one, to include these tools to enhance their teaching and/or their students’ learning. Activities include readings and/or videos, with periods for discussion and reflection. Using Backwards Design theory and a Constructivist approach, participants will design a lesson that supports the curriculum by creating a digital storytelling project experience for students.

Audience: K - 12 Classroom teachers and technology specialists

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 payable to WSU. 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 June 25 - August 27, 2017
Credits Credits: 24 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
This course will require approximately 2 - 3 hours online each week with no set times.  There will be no class the week of July 2nd.

Teachers who use instructional video report that their students retain more information, understand concepts more rapidly and are more enthusiastic about what they are learning. With video as one component in a thoughtful lesson plan, students often make new connections between curriculum topics, and discover links between these topics and the world outside the classroom.

http://www.thirteen.org/edonline/ntti/resources/video1.html

In this online course you will learn how to locate quality video resources, how to embed them into a variety of applications, have a better understanding of the flipped classroom model, as well as how to use video to assess understanding. There will be four online sessions:


Session 1: The “Tubes” 
Learn how to use YouTube for Education, TeacherTube and other video resources in your teaching.

Session 2: Flipping Your Classroom
In addition to learning about the ‘flipped classroom’ model and pedagogy, you will also learn how to create your own videos with a few web based screen casting tools.

Session 3: Assessment 
Experience tools like Educanon that allow you to take existing video and insert questions to prompts along the way.

Session 4: Demonstrating Understanding
Learn ways that students can create their own video(s) to demonstrate understanding using the same (or similar) screen casting tools you experienced in Session 2.

Upon completion of this course, participants will be able to:
  • demonstrate understanding of the use and integration of video resources into the curriculum, and the role they play in the teaching/learning process 
  • determine appropriateness of educational video resources for their respective student populations (understanding differentiation) as well as for personal and professional use 
  • develop and apply educational video resources into the curriculum and design learning activities for students (both as a teaching tool and as an assessment tool). 
  • apply critical thinking and problem-solving skills in developing video enhanced lessons 

Audience:  K – 12 classroom teachers and specialists

Graduate Credit: Participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125.

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Dates Dates: Online June 25 - August 6, 2018; No set times; No class the week of 4th of July;
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This 15 hour course fulfills the requirement that all educators must have 15 PDPs in teaching ELLs in order to re-certify after July 1, 2016.

Day 2 of this session will be conducted online.  It will require approximately 5 hours.

This course is designed for classroom teachers who are interested in examining current methodologies for promoting active learning for English language learners. Participants will focus on developing approaches for maximizing and improving language use of ELLs in all four domains: speaking, listening, reading and writing.

Participants will watch and respond to videos of classroom teachers working with ELLs, and observe a colleague teaching a lesson, using a protocol for providing feedback about the observation.

By the end of the course, participants will have developed an understanding of how to contextualize language instruction to address ELL standards and the Curriculum Frameworks, and created instructional materials for ELLs appropriate to their respective teaching environments.

Targeted Audience:  K - 12 teachers and specialists, ELL 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.

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Starts Starts: 6/27/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 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: 6/27/2018 8:30 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
This workshop is sponsored by the CASE, EDCO and LABBB Collaboratives (CELC) and TEC.  CASE and LABBB members are eligible for the member rate and should email mcswineyctr@edcollab.org for a discount code before registering.

TEC members should register directly through TEC to receive the
member rate.




This workshop will offer tips and strategies to help you avoid the pitfalls that lead to dispute and litigation. Do your Team meetings seem to last forever? We will discuss ways to conduct efficient and effective Team meetings that ensure input from all attendees, cover all required components, and result in consensus.



Participants will:

  • Learn strategies to work with aggressive Team members 
  • Become familiar with documentation and timelines in all aspects of the Team process 
  • Become familiar with timelines associated with Team process 
  • Learn the options available through due process 
  • Learn strategies to avoid the pitfalls of Team Process 
  • Acquire strategies aimed at conducting efficient and effective Team meetings 
  • Understand new regulations governing transition, discipline, and restraint 
Target Audience: Team Chairpersons, Evaluation Team Leaders, anyone who facilitates Team Meetings



Deadline for Registration: June 14, 2018

Registration and coffee will begin at 8:30 a.m. The presentation will begin at 9:00 a.m.

Registration fee includes lunch.
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Starts Starts: 6/28/2018 9:00 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
Co-sponsored with MassCUE

As students navigate their way through the digital world, it is our responsibility to provide them with the tools that will shape them into responsible digital citizens. Our roles as educators allow us the prime opportunity to help students learn and grow as they take advantage of the technology that is available to them. This online workshop will teach key concepts surrounding the topic of digital citizenship and supply you with a variety of creative and fun ways to weave positive digital practices and lessons into your teaching. We will use elements of technology and social media throughout the workshop to integrate key digital citizenship concepts into students’ daily lives.

Online Session 1: Teaching Digital Safety – Navigating Safely through Cyberspace

Online Session 2: Teaching Empathy and Awareness – Cyberbullying

Online Session 3: Teaching Digital Responsibility and Ethics – Citing Sources and Avoiding Plagiarism

Online Session 4: Teaching Digital Self-Awareness – Creating Your Digital Footprint 

Graduate 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.

Audience: Regular and Special Education Teachers, Technology Specialists, Administrators.
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Starts Starts: 6/28/2018 12:00 PM
Sessions Session: Online
Credits Credits: 16 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This workshop is sponsored by the CASE, EDCO and LABBB Collaboratives (CELC) and TEC.  CASE and LABBB members are eligible for the member rate and should email mcswineyctr@edcollab.org for a discount code before registering.

TEC members should register directly through TEC to receive the member rate.


This four-day course prepares teachers to help students develop phonemic awareness for reading and spelling using the Lindamood Phoneme Sequencing (
LIPS®) Program for reading, spelling, and speech methodology and materials. 

Phonemic awareness, the ability to perceive and manipulate speech sounds within words, underlies decoding and spelling. In this course, participants will learn how speech sounds are articulated and will use this knowledge to identify and sequence sounds within single syllables. Gradually, students will apply this learning to multi-syllable words, contextual reading, and spelling. Participants will gain knowledge of current research in phonemic awareness and reading development and become familiar with assessment instruments, including the Lindamood
® Auditory Conceptualization (LAC-3) Test.

Audience: K – 12 special educators, K – 3 general education teachers, reading specialists, EL teachers and speech and language pathologists.

Graduate Credit Option:
At the first class, participants may choose to apply for (2) optional graduate credits through Fitchburg State University for an additional fee of $245, payable to FSU. A short assignment will be required. Additional details will be available at the first class. All participants, regardless of graduate credit will receive a certificate for 36 hours upon completion of the program.

Cost: $780 for CASE, EDCO and LABBB members; $940 non-members

The cost includes a LiPS
® manual and handouts.

Deadline for Registration:  June 22nd

The Commonwealth Learning Center is an independent, non-profit teaching facility and is not affiliated with the Lindamood-Bell Learning Processes, Pat Lindamood, Phyllis Lindamood or Nanci Bell.

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Starts Starts: 7/9/2018 8:30 AM
Sessions Sessions: 4
Credits Credits: 36 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
This is a co-sponsored workshop with CASE, EDCO and LABBB Collaboratives (CELC).  Members of CASE and LABBB are eligible to receive the EDCCO member rate of $305.  Please email mcswineyctr@edcollab.org for a discount code before registering.

How can we best prepare students for MCAS's new 'Text-based Essays' in ways that align with both writer's workshop and evidence-based practices? Instead of lost time, learn how preparing students for text-based writing can strengthen their reading comprehension, critical thinking and command of the writing process overall. Prepare your students to write to sources, write to learn in all content areas, and to fill their writing (even in high quality text-based essays!) with rich voice. Over 100 empirical studies show the effectiveness of the strategies featured in this course (Self-regulated Strategy Development).  Every district using these make significant gains on MCAS.  These strategies include: genre vocabulary instruction, formative assessment, graphic organizers, analyzing models, think alouds, collaborative writing, mnemonics, goal setting, and self-talk.  Overall, enable students to cultivate the self-regulation capabilities expert writers use.  Weave this into any literacy framework from balanced literacy workshop to core programs.  Gain a deeper understanding of how to meet MCAS writing requirements while also deepening your understanding of how writer's workshop can support this type of writing as well. Taught by a 30 year workshop veteran who studied at Teachers College with Lucy Calkins, and now leads districts and full states in shifting to embrace text-based writing. 

Target Audience:  Grades 2 - 5 classroom teachers and special education teachers

Credit Option: At the first class, participants may choose to register for 1 graduate credit through Endicott College for an additional fee of $70. Projects will be due in mid-August. 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: 7/9/2018 8:30 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course satisfies the requirement that all educators must have 15 PDPs related to special education when they re-certify after July 1, 2016.

Incorporating technology in lesson plans, classroom routines, and behavior monitoring systems, can increase special education students' motivation to learn, make progress, and act appropriately as a member of the classroom community. Technology allows for teachers to personalize instructional needs, both academic and behavioral, to a student's individual needs. In the past, we thought of assistive technology tools to be just word processors, spell-check tools, or books-on-tape, but in "today's classroom," we have many more tools that can be used to assist students to reach their goals.

This online course will allow teachers, who support students with learning disabilities, an opportunity to learn how simple web-based tools can help to differentiate instruction in order to meet individual student needs. Many of these tools will you help you successfully implement accommodations from a student's IEP. During this course, participants will enroll as students in a Learning Management System and this platform will be used to post assignments and tasks, and will also provide participants a look at how the tool serves as a means for supporting students with disabilities in the classroom. Participants will work with web 2.0 tools such as Google Drive, Read & Write for Google, Socrative, Kahoot, Padlet, and many more!

Target Audience: Teachers of Grades 2 - 8

Graduate Credit: 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.
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Dates Dates: Online 7/9 - 8/13/18 - approximately 3 hours per week, no set times
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
MSLA members are eligible to receive the EDCO member rate.  In order to receive the discount, you must email mcswineyctr@edcollab.org for a discount code before registering.

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 Designฎ 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 7/9 - 8/6/18; No set times
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:  June 1, 2018
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Starts Starts: 7/9/2018 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 workshop is co-sponsored by TEC and the CASE, EDCO and LABBB Collaboratives (CELC). TEC members should register directly through TEC to receive the member rate.  CELC members should contact mcswineyctr@edcollab.org for a discount code before registering.

Cognitive Behavior Therapy (or CBT) was initially used as a treatment for Depression. It has now expanded to support people with issues ranging from anxiety and OCD (ObsessiveCompulsive Disorder), fear of flying, dating, and social skill development. CBT focuses on developing personal coping systems to solve current problems. Once reserved for adults, CBT strategies are widely used for students in the upper elementary grades and older. We are beginning to look at ways to understand and implement these strategies in primary grades. This course will provide participants with an understanding of CBT principles, roads for application, and lots of opportunities to create grade-/issue-/student-specific tools that bring the focus on student-centered problem solving and empowerment.

Target Audience:
PreK - 4 Educators

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: 7/9/2018 8:30 AM
Sessions Sessions: 2
Credits Credits: 13 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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