Empty
Welcome Visitor
Browse Courses
  • Show All
  • +   15 Hour Courses
  • +   Administrators
  • +   All Educators
  • +   All Levels
  • +   Early Childhood
  • +   English Language Learning
  • +   Featured Programs
  • +   Health and Wellness
  • +   Library
  • +   LIteracy/ELA
  • +   Online/Blended Courses
  • +   SEI
  • +   Social Emotional Learning
  • +   Social Studies
  • +   Special Education
Color Legend
CELC (Special Education) Course
Online Course
IDEAS (MultiCultural) Course
SEI Course
Refresh Data
Sort by: Default Ascending | Course name | Course start | Location | Course time | Course date
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. Participants will learn how applying principles of mindfulness to their teaching can create a happier classroom. Participants will learn about 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 negative emotions & the power of positivity 
  • The power of affirmations, intention setting, and gratitude
Target Audience: K – 12 educators

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

Deadline for Registration:  July 31, 2018
More
Starts Starts: 8/14/2018 9:00 AM
Sessions Sessions: 3
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Closed Enrollment
This course will require 5 hours online in between face-to-face sessions.

This 15 hour course fulfills the requirement that all educators must have 15 PDPs in teaching ELs in order to re-certify after July 1, 2016.

How will students analyze complex texts across content areas while we meet their broad range of needs in all educator roles in K-12 classrooms? Research demonstrates that students greatly benefit from consistent use of graphic organizers. Together, we 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 discussion of top­-down web and two­-column notes skills and application and review of lesson examples aligned with Massachusetts Curriculum Frameworks. Participants will collaborate to share best practices, plan, and design scaffolded lessons applying top-down webs or two-column notes skills that they can implement in the classroom at the beginning of the school year. By the second face-to-face session of this course (on 10/13), teachers will have developed a SIOP Lesson Plan, incorporating course discussion and application, collaborative session planning, and takeaways from online reading.

Target Audience: The target audience is elementary teachers but many of the strategies can apply K - 12.

Graduate Credit Option: At the first class, participants may choose to register for one optional graduate credit through Worcester State University for an additional fee of $125 payable to WSU.

More
Starts Starts: 8/21/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Five additional dates for Snow dates/Capstone Presentations*:

November 27 and 29, 2018

December 4, 11 and 18, 2018

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

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

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

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

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.
More
Starts Starts: 8/29/2018 4:30 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
The course will include two on-site individual consultations in November and January - the specific dates and times will be arranged with participants.

Snow Dates:  February 7 and March 21, 2019 

Make the Massachusetts educator evaluation system meaningful and manageable! In a collaborative group of administrators, we will navigate the phases of the supervision and evaluation process with a focus on teacher and student learning. Using readings, discussions, video clips, and examples of observation scripts and feedback, you will enhance your skill as an evaluator. We will dig into questions such as:

  • How can our commitment to student learning guide the use of this evaluation system?
  • In what ways can we give feedback that really makes a difference to a teacher’s focus on student learning?
  • How can the Massachusetts rubric for Professional Practice be used to make strong connections between teacher practice and student learning? 
  • In what ways can we supervise and evaluate to focus on teacher growth?
We will connect in several group sessions, on-line, and in one-to-one visits. Our focus will be both strategic and practical to refine your skill with supervision and evaluation.  

Please note that this workshop will be limited to 14 participants - sign up early to reserve your space!

Target Audience: 
District and Program Administrators, Principals, Assistant Principals, Department Chairs


Deadline for Registration:  July 30, 2018 
More
Starts Starts: 9/13/2018 7:30 AM
Sessions Sessions: 6
Credits Credits: 18 Contact Hours
Pricing Pricing:
Location Location:
This course meets all of the requirements of the general SEI Endorsement course but will focus on PreK - 1 classrooms.

Additional dates for Capstones Presentations*/Make Up Sesssions:
January 7, January 14, and January 28, 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 of PreK - 1 seeking SEI Endorsement

More
Starts Starts: 9/17/2018 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
This course is sponsored by the CASE, EDCO and LABBB collaboratives (CELC). CELC members should contact mcswineyctr@edcollab.org for a discount code before registering to receive the member rate.

Prerequisite: Completion of New and Aspiring Special Education Administrators Workshop, Part I OR two years of practice as Sped Administrator

This program will consist of (4) two-hour face-to-face meetings and 2 hours online. The workshop will prepare and support special educators for roles as administrators. We will review and discuss the most recent special education regulations, strategies for compliance, and recent litigation trends involving Child Find, Team Process, Eligibility, Placement, and more.

Target Audience:
K - 12 new and aspiring Special Education Administrators
More
Starts Starts: 9/19/2018 4:00 PM
Sessions Sessions: 4
Credits Credits: 10 Contact Hours
Pricing Pricing:
Location Location:
This course will require additional time online.


This workshop is designed for preschool and Kindergarten teachers who want to build responsive curriculum for the culturally and linguistically diverse students in their classrooms. After a review and discussion of what culturally responsive education and Sheltered English instruction look like in the early childhood classroom, participants will put these ideas into action by collaboratively developing interactive read-aloud mini-units based on their choice of multicultural literature. (Many age-appropriate books will be available to use during the workshop.) After participants have had a chance to implement their plans, we will reconvene to engage in reflective practice, with the goal to improve our future instruction of an increasingly diverse student body.

Target Audience: PreK and K 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.
More
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 workshop is sponsored by the CASE, EDCO and LABBB Collaboratives (CELC).  CASE and LABBB members are eligible for the member rate and should email mcswineyctr@edcollab.org for a discount code before registering.

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:  September 17, 2018

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.

More
Starts Starts: 10/1/2018 8:30 AM
Sessions Sessions: 4
Credits Credits: 36 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
Additional snow dates scheduled for February 12 and March 26, 2019.

This is “Part II” for administrators who have already participated in one of Mary Sterling’s courses on the Massachusetts educator evaluation system with an emphasis on student learning. In a seminar format, we will focus more deeply on the impact of teacher practice on student learning. Each participant will contribute a case study to one session, which will include advance preparation with Mary Sterling. The lens of student learning will guide our efforts and anchor our commitment to teacher growth.

 

Case Consultation:

Each of the 4 sessions will feature specific problems of practice. Participants will present a case and we will use a protocol and discussion to understand the issues, provide perspectives, and offer suggestions.

 

Selected Topics:

Each session will have a specific topic that is timely in the evaluation cycle such as:

  • October:  Goal development -- evidence of student growth; observing for impact
  • December:  Coaching Non-professional status teachers; using data about student learning
  • February:  Difficult conversations; mid-year review of teacher performance and evaluation
  • March:  Hiring practices; leading productive, collaborative groups

We will connect through our 4 group sessions and on-line. An essential resource book will be: Strengthening Teacher Evaluation, by A. Platt & C. Tripp, 2014, Ready About Press (at RBT)

Please note that this workshop will be limited to 14 participants - sign up early!

Audience: District and Program Administrators, Principals, Assistant Principals, Department Chairs who have previously participated in Mary Sterling’s course on the Massachusetts evaluation process.


Deadline for Registration:  September 18, 2018
More
Starts Starts: 10/16/2018 7:30 AM
Sessions Sessions: 4
Credits Credits: 8 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.
More
Starts Starts: 10/27/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 12 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 face-to-face on Saturdays, October 27 and November 17, 2018 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.
More
Starts Starts: 10/27/2018 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course will include a 3rd session with the date TBD during the first session.

The groundbreaking new Fountas & Pinnell Leveled Literacy Intervention is a small-group, supplementary intervention program designed for young children who struggle with reading and writing. Designed to bring children up to grade-level performance in as few as 18-24 weeks, LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

The workshop includes three days of training (two days of intensive learning plus one follow-up day) to give participants an in-depth understanding of the LLI systems:
  • LLI Orange System, Levels A-C (Kindergarten), 70 Lessons with 70 original titles
  • LLI Green System, Levels A-J (Grade 1), 110 Lessons with 110 original titles
  • LLI Blue System, Levels C-N (Grade 2), 120 Lessons with 120 original titles

Several components included in each LLI system will be explored, including the new Fountas and Pinnell professional books When Readers Struggle: Teaching That Works, The Fountas & Pinnell Prompting Guide 1, and the Program Guide, which comprehensively outlines the implementation of the System. Topics will include:
  • overview of the Lesson Framework
  • understanding the demands of texts
  • assessing and grouping students
  • teaching within the LLI Lessons
  • using the Prompting Guide
  • documenting progress
In additional to learning how to implement LLI lessons, participants will deepen their understanding of many research-based techniques to help struggling readers make accelerated progress.

Target Audience: Literacy Specialists and classroom teachers of grades K – 2


Deadline for Registration: August 24, 2018.
More
Starts Starts: 10/29/2018 8:30 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours
Pricing Pricing:
Location Location:
<< Previous of 2 Next >> Total: 23 Page size: