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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
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Dates Dates: Rolling access; this course is web-based and self-paced.
Credits Credits: 13.5 Contact Hours
Pricing Pricing:
Location Location:
This course will require 15 hours online, approximately 5 hours per week.


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 course is an introduction to a broad range of topics related to student developmental disabilities, including categories of cognitive, physical, emotional, and learning delays. The inclusion of students into educational environments will be highlighted. Topics will include:
  • History of special education and inclusion 
  • Laws which govern inclusion, IDEA, and the integration of students with disabilities 
  • Family concerns and challenges 
  • Current and future trends and best practices 
  • Specific disability exploration and knowledge through readings documentaries and case study analysis 
  • Best practices in Universal Design for Instruction for students with disabilities and diverse learning styles 
  • Supporting the successful transition to post-secondary environment 
Target Audience: Teachers, Guidance Counselors and Administrators

Graduate Credit:
At the first class, participants may choose to apply for 1 graduate credit for an additional fee of $125 payable to Worcester State University.
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Dates Dates: Online November 2 - November 30, 2020 15 hours
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This course will include (6) hours of self-guided coursework and (4) hours of live instruction through Zoom. 

Have you struggled with building sight word recognition amongst your struggling readers? Unpacking Orthographic Mapping introduces participants to compelling research which highlights that challenges with sight words are due to weaknesses in phonemic awareness and letter pattern knowledge, not visual memory. The course features research from the book Equipped for Reading Success by David Kilpatrick and provides participants with training in assessments related to orthographic mapping, and practice with lesson planning and delivering instructional strategies.

Target Audience: PreK - 2 Teachers, Special Educators, Reading Specialists and SLPs

Registration Deadline: October 30, 2020
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Starts Starts: 11/4/2020 1:00 PM
Sessions Sessions: 2
Credits Credits: 10 Contact Hours
Pricing Pricing:
Location Location:
This course is an IDEAS sponsored event. To register, please contact dmullaley@edcollab.org. Please note that the IDEAS member rate applies after all course slots have been used.

This course will be held live via zoom and 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: Extended to October 23rd
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Starts Starts: 11/5/2020 4:00 PM
Sessions Sessions: 8
Credits Credits: 25 Contact Hours and 2 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Dana Mullaley - dmullaley@edcollab.org.
RAVE-O Training

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:


From now until November 5, 2020:

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


On November 5th and 6th, 2020 9:00 a.m. - 12:30 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.

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Dates Dates: Online work starts on September 1st and must be completed before the November 5th session.
Credits Credits: 12 Contact Hours
Pricing Pricing:
Location Location:
This course will be held live via zoom. To register, please contact mcswineyctr@edcollab.org. Please note that the IDEAS member rate applies after all course slots have been used.

This course 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.  Participants will explore "challenging and changing the narrative" to include more multicultural perspectives, adapting pedagogy to be more culturally responsive, and challenging systemic racism and bias.  Participants will then adapt/develop their own lesson/unit plan.

Please note that this course may be canceled if there are fewer than 12 participants. Participants who cancel must do so within 7 days of the start date to avoid a charge.

Target Audience: K - 12 Educators

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


Deadline for Registration:  October 30, 2020
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Starts Starts: 11/12/2020 4:00 PM
Sessions Sessions: 4
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
To register please contact Dana Mullaley - mcswineyctr@edcollab.org.
Building Math Discourse and Multiple Representations into Your Remote Teaching
This is a live webinar and will not be recorded.   The webinar is scheduled from 7:00 p.m. - 8:30 p.m. EST.

Are you struggling with engaging your students in meaningful mathematical discourse in a remote setting? This 90-minute interactive webinar focuses on how to leverage multiple representations to students talking about their mathematical ideas. Using the Connecting Representations reasoning routine as the vehicle, we will model and discuss strategies for facilitating meaningful mathematics discussions during synchronous instruction. Participants will leave the webinar with images of what interactive synchronous math discussions can look like and concrete strategies they can implement immediately to get and keep their students talking math during remote lessons.

Target Audience: All educators. The routine is adaptable for all grades, however content we will explore together will target math concepts from grades 3-10.
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Starts Starts: 11/18/2020 7:00 PM
Sessions Session: 1
Credits Credits: 1.5 Contact Hours
Pricing Pricing:
Location Location:
This workshop will be held via Zoom.  The morning session will run from 9:00 a.m. - 11:30 a.m. and will be facilitated by an attorney from Nuttall, MacAvoy and Joyce, P.C.  There will be an hour lunch break and the afternoon session will run from 12:30 p.m. - 3:00 p.m. facilitated by Attorney Colby Brunt, Stoneman, Chandler, Miller, LLP.


This workshop will help participants to stay current on the most recent laws and regulations related to special education including implications for remote learning. Our experienced presenters will help you to navigate the intricacies of IDEA and avoid costly litigation. They will offer tips for turning legal mandates into best practice.

Audience: Administrators of Special Education, Special Education Coordinators, Out of District Coordinators, Team Chairpersons, Special Education Department Chairs, Principals and others involved in special education decisions.

Register by: November 6, 2020. Cancellations will not be honored after the deadline. Registrations received after November 6th will be accepted if spaces are still available.
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Starts Starts: 11/20/2020 9:00 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
This course will meet live via Zoom.

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: Participants can choose to apply for one graduate for an additional fee of $125 payable to Worcester State University.  Registration forms and details will be available before the class begins.

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Starts Starts: 1/4/2021 4:00 PM
Sessions Sessions: 8
Credits Credits: 12 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Additional dates for Whole Class Make Up Sessions/Capstone Presentations*:

April 6, April 13 & April 27, 2021


This class will be held remotely via live Zoom sessions.


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.
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Starts Starts: 1/5/2021 4:00 PM
Sessions Sessions: 12
Credits Credits: 67.5 Contact Hours and 3 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
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Starts Starts: 1/22/2021 9:00 AM
Sessions Sessions: 2
Credits Credits: 6 Contact Hours
Pricing Pricing:
Location Location:
How to Implement the Three Reads Routine Remotely
This is a live webinar and will not be recorded.

Are you worried about your students being able to make sense of problems independently in a remote setting. The Three Reads instructional routine will build your students’ capacity to be independent problem solvers. In this webinar we will share materials, tools, and strategies for remote implementation of the Three Reads routine. We will address a variety of teaching/learning formats - print materials sent home, asynchronous engagements, and synchronous interactive teaching.



Target Audience: All educators. The routine is adaptable for all grades, however content we will explore together will target math concepts from grades 3-8.
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Dates Dates: This webinar will run on 1/22, 5:30 p.m. - 7:00 p.m. E.S.T.
Credits Credits: 1.5 Contact Hours
Pricing Pricing:
Location Location:
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