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

Participants will explore the SAMR model to transform their classroom following the 4Cs of Learning and Innovation. Various Google Apps, Chrome Extensions and other online tools will be used in this course for teachers to gain the student perspective, and determine the best tools for their own classroom. We will collaborate using your existing class lessons and activities to see how they can be boosted using technology. The end result will be integrated lessons & activities for your classroom.

Target Audience: K - 12 classroom teachers and specialists

Graduate Credit: Participants may choose to apply for one graduate credit for an additional fee of $125 payable to Worcester State University.
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Dates Dates: February 25 - March 25, 2019; approximately 16 hours with no set times
Credits Credits: 16 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This offering is co-sponsored by MassCUE.  MassCUE members should register directly through MassCUE.

This session is geared toward school administrators who work in districts where Google is the preferred tool for creation and collaboration. Let’s face it, lots of training has been provided for classroom teachers on how to use Google with their students. This training solely focuses on how school administrators can use Google in their daily routine. Example of topics provided during this training:


  
  • Google Docs – basics of how to collaboratively work on documents and assign tasks with one another 
  • Google Drive – how to organize content as well as determine when and when not to use Team Drive 
  • Google Keep – how to create and manage collaborative tasks and to-do lists 
  • Google Forms – how to create forms to collect necessary data 
  • Google Forms & Google Keep – how to provide feedback instantaneously to those that need it 
  • Google Classroom – how to communicate with staff 

Pre-requisite: Participants must bring a Chromebook to the session updated with the latest version of Chrome.





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Starts Starts: 3/1/2019 8:30 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
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 March 4 - April 8, 2019; Approximately 4 hrs per week - No set times
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This seminar is designed for educators who want to explore what it means to be "white" in the United States. We will look at the history that has created advantages for people identified as white and how those advantages continue into our present day. We will discuss racial identity development with a focus on moving towards being active anti-racists. We will focus on using our awareness to develop action plans for both our personal and professional lives. By the end of this seminar, participants will be able to:
  • Analyze white privilege, white identity and white fragility 
  • Define terms including: race, racism, racial identity, discrimination, prejudice, implicit bias 
  • Create action plans for addressing racism in our lives and work places. 
Deadline for registration: February 15, 2019
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Starts Starts: 3/14/2019 4:00 PM
Sessions Sessions: 2
Credits Credits: 6 Contact Hours
Pricing Pricing:
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To register, please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course will require 5 additional hours online in between sessions.  An additional snow date of April 27th will be added if needed.

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

A recent report by the National Council on Teacher Quality found that “shockingly, 85% of the textbooks used to train teachers in how students learn had less than a page on validated strategies”. Educational research (Dunlosky, Rawson, March, Nathan and Willingham) has indicated that students will make better progress if they study more actively. These techniques have been remarkably successful with high school students. Many report using some of the techniques beyond high school, while at jobs or college.

Come learn how we can teach our students these strategies so that they can become active participants in their learning. Many of our students, especially those who have learning differences, often feel that others just ‘get it’. They often do not know how to study effectively, usually relying on adults to study with them or give them review sheets. We will practice how to slow down 'learned helplessness' in our classrooms with these strategies.

Target Audience: Teachers and special educators in grades 6 – 12

Graduate Credit Option: 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: 3/23/2019 9:00 AM
Sessions Sessions: 2
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Additional dates for Snow dates/Capstone Presentations:

Capstones: June 25, June 26 and June 27, 2019*

Make-Up Dates:  Thursdays, May 5, May 23 and June 20, 2019


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 one 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.
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Starts Starts: 3/25/2019 4:30 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
Participants will examine how perceptions of race, beauty and intelligence can result in trauma for students of color in this narrative of the marginalized self, while also gaining strategies on how to approach racially sensitive literature.

In this six hour seminar, we will explore and try to answer the following questions:
  • Who or what might impact a student’s self-worth (specifically students of color in an educational environment where they are in the minority)? 
  • How do we approach teaching racially sensitive literature (especially addressing the “N” word and its significance within the objective of the literature)? 
  • How racist encounters can be traumatic for historically marginalized students.
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Starts Starts: 3/28/2019 4:00 PM
Sessions Sessions: 2
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
To register, contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course will require an additional self-paced 8 hours online after the face-to-face session.

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.

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 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 top-down web and two-column notes skills and application, Sheltered English Immersion (SEI) strategies, and discussion of lesson examples aligned with Massachusetts Curriculum Frameworks. Participants will collaborate to 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 in the classroom the following day. During the 8 hour self-paced online component, teachers will develop a Sheltered Instruction Observation Protocol (SIOP) Lesson Plan, incorporating course discussion and application, collaborative session planning, and takeaways from online reading.

The SIOP Lesson Plan will be due by Wednesday, May 1st.

Target Audience: K-12 educators

Graduate Credit: At the first class, participants may choose to apply for 1 optional graduate credit for an additional fee of $125 payable to Worcester State University.
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Starts Starts: 3/30/2019 9:00 AM
Sessions Session: 1
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This workshop is designed for educators who wish to understand multicultural curriculum transformation using the model developed by James Banks and incorporating the Teaching Tolerance standards regarding identity, diversity, justice and action. The class will support participants in being able to identify whose voice is missing from their curriculum, recognize bias in curriculum and resources, and identify and develop strategies, methodologies, materials and resources which are culturally relevant to diverse populations.

Credit Option: Participants may choose to register for 1 graduate credit through Framingham State University for an additional charge of $75 payable to FSU.
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Starts Starts: 4/4/2019 3:45 PM
Sessions Sessions: 4
Credits Credits: 12.5 Contact Hours and 1 Grad Credit
Pricing Pricing:
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To register, please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
This course is a co-sponsored worked among CASE, EDCO and LABBB Collaboratives (CELC). CASE and LABBB members should email mcswineyctr@edcollab.org for a discount code before registering to receive the member rate.

As a Hard of Hearing individual, Corey will share first hand observations of the differences between Deaf and Hard of Hearing students, including an analysis of the cultural identity issues hard of hearing students may face. During this interactive workshop, Corey will explore the multiple challenges Hard of Hearing students face on a daily basis in today’s society and how interpreters can best adapt to provide support. By better understanding the students they are working with, professionals will be able to determine the best course of action to take in ensuring teaching methods support Core Common State Standards, as well as how to best advocate for Hard of Hearing’ needs during Individualized Education Program (IEP) development and implementation.

Target Audience: Teachers, Administrators and anyone working with a Deaf and Hard of Hearing population.

Cost: This workshop can be taken alone or in conjunction with 
The Impact of Unconscious Bias on Allyship. Each workshop is $75 for CASE, EDCO and LABBB Members/$90 for non-members or $130/$160 for both. Participants who sign up for both must email mcswineyctr@edcollab.org for a discount code before registering.
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Starts Starts: 4/5/2019 8:30 AM
Sessions Session: 1
Credits Credits: 3 Contact Hours
Pricing Pricing:
Location Location:

This course is a co-sponsored worked among CASE, EDCO and LABBB Collaboratives (CELC).  CASE and LABBB members should email mcswineyctr@edcollab.org for a discount code before registering to receive the member rate.


Unconscious biases are created and often reinforced by our environments and experiences. During this interactive workshop, Corey explores how potential individual and systematic biases impact Deaf and Hard of Hearing students by sharing practical, real-life cases and situations to understand the impact on Deaf and Hard of Hearing students. Through Deaf lens, Corey also defines ally behaviors and maps out opportunities for educators to identify unconscious biases and provide proactive and strategic support that will make a concrete difference in improving the lives of Deaf and Hard of Hearing students.

Target Audience: Teachers, Administrators and anyone working with a Deaf and Hard of Hearing population.

Cost: This workshop can be taken alone or in conjunction with A Comprehensive Framework to Accommodate the Unique Needs of Hard of Hearing Students. Each workshop is $75 for CASE, EDCO and LABBB Members/$90 for non-members or $130/$160 for both. Participants who sign up for both must email mcswineyctr@edcollab.org for a discount code before registering.
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Starts Starts: 4/5/2019 12:30 PM
Sessions Session: 1
Credits Credits: 3 Contact Hours
Pricing Pricing:
Location Location:
This course satisfies the requirement that all educators must have 15 PDPs related to teaching English learners when they recertify after July 1, 2016.

Co-teaching is a partnering of two teachers with differing expertise who plan, teach, assess and reflect together. This model has great potential for teaching English learners and for enacting the fullest potential of the SEI Endorsement initiative. As numbers of English Learners increase in Massachusetts, content and special educators in Massachusetts need to be able to effectively shelter content to students at a wide range of ELD levels. ESL teachers, too, are working “double time” to do direct language instruction and support in SEI, often times with schedules that constantly shift or “push in times” that wind up feeling like tutoring or catch-up sessions. Both general educators and ESL have plenty “on their plates” (i.e. their roles, responsibilities and expertise), but it’s not always clear to each how their expertise and efforts can complement one another for the benefit of the students.


 Co-teaching means equitable education for ELs in that they receive instruction that is “just right” for their ELD needs along with the same opportunities for content skill/concept development as their “English-only” peers. When ESL and General Educators co-teach for equity, they construct lessons teach both engaging content and skills with supportive language scaffolding at the same time/same lesson. Participants in this workshop will explore 3 key elements for forming and sustaining co-teaching partnerships that create conditions for academic achievement: mutually developed expectations and logistics for co-teaching, plan/teach/reflect routines that leverage what’s on each teachers’ plates, and ways to explain student learning benefits for administrators to consider when scheduling co-teaching teams.

Learn more about what it means to “push in” as a co-teacher of language and content including key takeaways such as: tools to unpack personal temperaments and teaching styles that undergird all co-teaching relationships, easy to adopt routines for managing co-planning/co-teaching/co-reflecting “logistics” and for co-assessing student work.

Target Audience: K - 12 general education teachers and EL teachers

Graduate Credit: At the first class, participants will have the option of applying for one graduate credit for an additional fee of $125 payable to Worcester State University.




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Starts Starts: 4/6/2019 9:00 AM
Sessions Sessions: 3
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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