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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 More 
Dates:
Rolling access; this course is web-based and self-paced.
Credits:
13.5 Contact Hours
Pricing:
Location:
This course will meet REMOTELY. Participants will be required to participant in a live Zoom meeting on the scheduled dates and times.
This course is an IDEAS sponsored event. 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 integrate issues of identity and equity into a subject area through student-centered activities that are designed to promote social justice conversations. Participants will also develop an understanding of how multiple forms of oppression (poverty, LGBT, gender/sexism) overlap with their own unique characteristics. Participants will practice the skills necessary to encourage students to recognize differences, see inherent values, appropriately handle conflict and misunderstandings, and engage in conversations of equity in order to be prepared to navigate through a world that is increasingly more diverse. This course will provide educators with resources to develop lessons and apply research-based strategies to encourage students to work together to build caring, just, diverse classroom/school communities while growing in their personal identity, confidence, and courage. Activities and discussions from this course can also be integrated into specific "Race/Culture/Identity" courses, and/or be part of programs, such as, Advisory, Open Circle, Developmental Designs, Responsive Classroom, Steps to Respect. 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 1 graduate credits through Framingham State College for an additional charge of $75 payable to FSU. More
Starts:
8/10/2020
4:00 PM
Sessions:
4
Credits:
12 Contact Hours and 1 Grad Credit
Pricing:
Location:
To register please contact Dana Mullaley- mcswineyctr@edcollab.org.
This course will be held remotely.
Everything one needs to know to develop a comprehensive IEP. This full day workshop will cover any and anything about IEPs. Participants will unpack assessments, write measurable goals, examine the components of PLEP A and B and transition planning. Participants will leave with a complete exemplar to reference for the future. Target Audience: K – 12 special education teachers More
This remote workshop is for general and special educators. Together, participants will examine the various types of disabilities of students at all levels and develop accessible lessons and interventions to support learning. Executive functioning strategies will be explored to support students that “don’t do school” well. Participants will leave with a deep understanding of types of disabilities and how to support a myriad of learners in a multitude of settings.
Target Audience: K - 12 General and Special Education Teachers More This course will be held remotely. Given the current state of the world and the rapid-fire news cycle we collectively live in, a strong mindfulness practice is more important than ever. Although it may be unclear what school will look like in this next school year, being well-equipped with breathing and focusing strategies for both you and your students will do a world of good. Under the best circumstances, the school day is filled with numerous internal and external distractions for students, teachers, and other school-based professionals. It goes without saying that we are not currently living in the best circumstances. Noticing when interruptions in the day arise and being able to redirect one’s attention to the task at hand is an important skill for students and teachers alike. Research has proven that when young people learn to be more present and less anxious, they often find they can pay attention better and improve the quality of their performance. Teachers, too, can improve their practice when they are more focused and able to put aside distractions. This course will provide practical strategies for incorporating mindfulness practices into your classroom practice and into your life outside the classroom. Topics to be Covered:
Target Audience: K - 8 classroom teachers, specialists, learning center teachers Graduate Credit Option: At the first class, participants may choose to apply for one optional graduate credit through Worcester State University for an additional fee of $125, payable to Worcester. More
Starts:
8/17/2020
9:00 AM
Sessions:
4
Credits:
12 Contact Hours and 1 Grad Credit
Pricing:
Location:
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. More
Dates:
This webinar will run on 8/19, 1:00 p.m. - 2:30 p.m. EST
Credits:
1.5 Contact Hours
Pricing:
Location:
After months of emergency online teaching, extra work, and worry, educators everywhere finished the year exhausted and hoping for a return to some sort of normal in the new school year. As these hopes fade, the questions are legion: Will teachers’ health be at risk if they are back in the classroom? Will the families of children who return be at risk for COVID? Will continued online teaching mean learning loss for students, and stress for parents—and teachers? What about parents’ needs to have their children in school?
Leadership teams have to cope with all these issues and more—and with a relentless set of changes in medical guidance and state and local regulatory requirements. Across the country, superintendents and principals report that they’re worried about their administrators’ exhaustion and stress levels, that their team is not functioning as it usually does. Rob Evans will explore the dilemmas on the human side of returning to school and outline concrete ways to cope as individual administrators and as a team. More
Additional dates for Whole Class Make Up dates/Capstone Presentations*:
Make Up Dates: 9/10, 10/1 & 11/5/20 Capstone Sessions: 11/16, 11/17 & 11/18/20This class will be held remotely via Zoom. 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:
8/26/2020
4:00 PM
Sessions:
12
Credits:
67.5 Contact Hours and 3 Grad Credit
Pricing:
Location:
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.
This online 15 PDP ESL course involves 4 (approximately 2-hour) weekly self-paced modules. After finishing the 4 weekly modules, participants will have an additional week to complete the other 7 hours of the course by developing a Sheltered Instruction Observation Protocol (SIOP) Lesson Plan to synthesize learning from the reading and modules. 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. Participants 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 review of lesson examples aligned with Massachusetts Curriculum Frameworks. Participants will 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 right away- synchronously and asynchronously. The final assignment of the development of a Sheltered Instruction Observation Protocol (SIOP) Lesson Plan synthesizes the module learning, incorporating course applications and takeaways from online reading.
Graduate Credit: Participants may choose to apply for one graduate credit for an additional fee of $125 to Worcester State University.
Target Audience: K – 12 Teachers
Dates:
This course will run 10/1 - 11/7/20 and requires a final project.
Credits:
15 Contact Hours and 1 Grad Credit
Pricing:
Location:
This 15 hour online course will provide teachers with 5 research-based strategies to teach students with learning disabilities how to think and reason mathematically. Final projects are due by December 2nd.
Participants will leave:
Graduate Credit: Participants may choose to apply for 1 graduate credit for an additional fee of $125 payable to Worcester State University. Target Audience: Grade Level 3 - 8 More
Dates:
Online October 7 - November 18, 2020; 15 hours - no set times
Credits:
15 Contact Hours and 1 Grad Credit
Pricing:
Location:
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