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This course is an IDEAS sponsored event. To register, please contact jbagni@edcollab.orgPlease 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: October 1, 2019
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Starts Starts: 10/19/2019 8:30 AM
Sessions Sessions: 6
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 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.

Additional Snow Dates:  January and February 6, 2020 (4:00 p.m - 7:00 p.m.)

This 25-hour course is designed to build upon the foundational theories and complex issues studied in IDEAS 1: Anti-Racist School Practices to Support the Success of All Students. Participants will study systemic change models and develop, enact, and evaluate a project to effect change in their educational setting, whether that setting is working with a small group of students, a classroom, a grade level, a school, or an entire district.

Please note that this course may be canceled if there are fewer than 12 participants.

Prerequisite: Successful completion of IDEAS 1.

Target Audience: K - 12 Educators who have completed IDEAS 1.

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: October 1, 2019
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Starts Starts: 10/26/2019 8:30 AM
Sessions Sessions: 6
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 course will require additional time online in between face-to-face sessions.

Sixty-five percent of the population are visual learners. Which means that in our text and read/write centered schools, we’re missing out on a powerful and useful teaching and learning tool whenever we DON’T use visual tools ourselves. Let’s be really clear at the outset –most visual learners do not ONLY learn through visuals -- it’s a strength. And every learner –whether a “visual learner” or not, can get additional information, construct new pathways of memory and reinforce learning by the addition of visual resources. But tests and teachers are so focused (as in, what choice do we have – the test awaits) on read/write that they neglect the power that adding visuals to their teaching offers.

In this course we’ll range through a variety of content areas including geography, math, ELA, and science. We’ll examine best practice and creative ideas as well as new technology that make visual learning and teaching more accessible and more effective across the curriculum.

Students will engage with multiple examples of teaching and learning with visual methods and concepts. They will be asked to produce a complete unit with one specific lesson plan to exemplify the integration of visual tools.

Examples include: (1) An examination of Edward Tufte’s mind-opening work on the visual presentation of quantitative information (2) the use of visual note taking and sketching to limit copying and encourage understanding over copying (3) Exploration of David Smith’s geographic concept from Mapping the World by Heart (4) exploring standards for quality graphs, charts, diagrams and illustrations that should inform our students understanding of these visual representations.

Links and information are mainly internet based:

Power of Visuals:


https://www.shiftelearning.com/blog/bid/350326/studies-confirm-the-power-of-visuals-in-elearning 


Which face is real:  http://www.whichfaceisreal.com/ 

Target Audience: K - 12 educators

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: 10/26/2019 9:00 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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.

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Starts Starts: 10/26/2019 8:30 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Participants will be assigned an additional 4 hours of work between sessions.

Writing conferences are the hardest part of teaching in a writing workshop, but also the most effective way to teach students how to become stronger writers. Conferences help students strengthen their current piece of writing, but also help students learn how to transfer and apply what they’ve learned to the next piece of writing and the next one after that.

This practical in-depth course is for veteran workshop teachers who have writing workshops up and running and want to strengthen their conferring skills. The course is also for teachers who are just beginning to teach in a workshop setting and want to understand and feel more confident conferring with student writers.

We’ll begin by thinking about why writing conferences are our most powerful teaching tool and then discuss what a writing conference is and is not. We’ll then quickly learn (or review) the architecture of a writing conference (Research, Decide, Teach). We’ll slow down as we learn about how to (more effectively) work through each part of the writing conference – talking to, thinking with, and then teaching student writers.

Teachers will learn multiple ways to begin a conference, how to listen to students as they talk, how to help students say more about their writing without taking away ownership, and different ways of teaching the same content.

Topics explored include:
  • Teaching students how to talk about their writing.
  • Asking clear and specific follow-up questions that help students expand and clarify their thinking.
  • Connecting the research part of the writing conference to the teaching.
  • Using a mentor text and a signature story in a writing conference.
  • Effectively and efficiently working with student writers as they try the teaching.
  • What to do when a conference is highly successful - sharing the wealth with other students.
  • What do when a conference is unsuccessful - reteaching a student writer.
  • How to use conference notes to plan mini-lessons and adjust our writing instruction.
Target Audience: Teachers of Grades 3 - 8

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: 10/26/2019 9:00 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
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: October 28 - November 25, 2019; approximately 16 hours with no set times
Credits Credits: 16 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Additional dates for Capstones Presentations*/Make Up Sesssions:
February 4th, February 10th, February 11th

*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: 10/29/2019 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 Grad Credit
Pricing Pricing:
Location Location:
This course is co-sponsored with MassCUE. MassCUE members should register directly through MassCUE.

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 technology 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 October 31 - November 27, 2019
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This is co-sponsored workshop with MassCUE.  MassCUE members should register through MassCUE to receive the member rate.

This course will explore and examine strategies and techniques bring innovation and creativity into the elementary classroom through the arts. Participants will explore principles of PBL, STEAM, and collaborative teaching practices as methods to integrate the arts into the classroom. Activities will include readings, videos, hands-on activities, discussions, and feedback sessions. The course will identify and study leading innovators in the field, such as the Buck Institute, Education Closet, Turnaround Arts, and Tricia Fuglestad with Dryden Arts to name a few. Participants of this workshop will walk away with a library of engaging ideas and lessons that can be implemented into the curriculum immediately.

Target Audience:
K - 5 General Education Teachers and Art Teachers

Graduate Credit: Participants may choose to apply for one graduate credit for an additional fee of $125 payable to Worcester State University. Registration forms will be made available at the start of the course.
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Dates Dates: Online November 1st - December 6th; Four online sessions
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
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This workshop is offered in two parts. Part I and II can be taken in conjunction with one another or individually. More information about Part II can be found here.



We invite art and science teachers to join us at deCordova this fall and/or winter as we immerse ourselves in art and the natural world. The exhibitions and environments of the 30-acre Sculpture Park and Museum galleries will provide the inspiration for developing interdisciplinary, place-based, experiential learning strategies, lesson plans, and projects: from the 19th and early 20th century plant structure photographs of 
Karl Blossfeldt and Anna Atkins to Peter Hutchinson’s land- and garden-based works to Andy Goldsworthy’s new permanent Sculpture installation. We will explore through multidisciplinary lenses and techniques to create dialogues with places and each other from which we will develop engaging, curriculum-connected classroom activities. Our work together will include discovering the aesthetics of scientific classification, using photography to investigate and document the ephemeral, observing the seasonal changes of both the natural world and outdoor sculpture, and creating a sense of place through making.



Target Audience: PreK-12 art and science teachers, and any others interested in multidisciplinary approaches to their curriculum and using the outdoors; ideal for teaching teams in the same school or district



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. One graduate credit will be offered for Part I as well as Part II.
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Starts Starts: 11/1/2019 8:30 AM
Sessions Sessions: 2
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course is co-sponsored with MassCUE.  MassCUE members should register directly through MassCUE

Weekly Outline:

Online Session 1: In this first module, you will be introduced to Carol Dweck’s research in mindsets. You will learn the differences between fixed mindset and growth mindset and take a pre-assessment to determine your own mindset. Course work will include reading articles, watching videos and participating in a discussion board with classmates. You will learn how to use the pre-assessment tool in your own classroom.


Online Session 2: The second module will focus on effective teacher-to-student communication that fosters a growth mindset. You will learn about the importance of word choice and power of “not yet.” Course work will include reading articles, watching videos and participating in a discussion board with classmates. You will learn how to use Google tools to create an introductory activity for your students to learn about Growth Mindset. You will also be introduced to several Growth Mindset OERs that you can use as resources for your lessons.


Online Session 3: In this module, we will discuss what we should do when students fail. You will learn about celebrating mistakes, providing students with multiple opportunities to demonstrate mastery, and providing continuous feedback to students that promotes a growth mindset. Course work will include reading articles, watching videos and participating in a discussion board with classmates. Tech tools covered in this module will be ones that help teachers provide growth-oriented feedback to students, including Google tools, Padlet and EdPuzzle.


Online Session 4: The final module will focus on integrating classroom activities to foster a growth-oriented classroom. You will learn about modeling a growth mindset with technology in your classroom. Course work will include reading articles, watching videos and participating in a discussion board with classmates. As a final assignment, you will create a lesson plan that fosters a growth mindset that 1) uses at least one tech tool, 2) incorporates teacher-to-student feedback, and 3) gives students the opportunity to learn from their initial mistakes and demonstrate mastery.


Note: Each session will incorporate tech tools that help foster a growth mindset in the classroom and building.

Target Audience:  Teachers and Administrators of Grades 6 - 12


Graduate Credit:  At the first class, participants can choose to apply for one graduate credit for an additional fee of $125 payable to Worcester State University.
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Dates Dates: Online November 4 - December 4, 2019; No set times
Credits Credits: 16 Contact Hours
Pricing Pricing:
Location Location:
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 hypervigilance 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. Trauma responses in schools are often misidentified as behavior disorders or learning disabilities and students are treated with disciplinary measures or placed in substantially separate special education classes.

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, school based mental health professionals and other educators are in a unique position to promote trauma-sensitive practices that will ensure that all students have the support they need to be successful. This training will enable participants to:
  • Recognize behavior and learning indicators that a child may be reacting to traumatic experiences;
  • Implement classroom based interventions that can moderate the impact of trauma on learning and behavior;
  • Identify therapeutic interventions to be provided in individual or group sessions to support children who have experienced trauma;
  • Identify policy initiatives to embed trauma-sensitive approaches throughout the school.
Target Audience: Psychologists, Social Workers, Adjustment Counselors, and Speech/Language Pathologists
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Starts Starts: 11/5/2019 8:30 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
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