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CELC (Special Education) Course
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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:
This is a co-sponsored workshop with MassCUE. Participants who are MassCUE members should register through them.

This workshop is a hybrid with one face-to-face session on Monday, March 25th 2019 at EDCO from 4:00 to 6:00 pm. Sessions 2 and 3 will be held online March 26th – April 15th.

There is no doubt that today’s students learn differently than students of the past. Conventional teaching methods are no longer engaging students as they did in previous generations. In her book iGen, Jean M. Twenge provides the key to this mysterious generation. In this course, you will identify ways today’s iGen population of students differs from students of the not-so-distant past and jump right into exploring digital strategies to help kindle students’ love for reading and writing. Participants will get to engage with online digital tools such as Padlet and Plickers and be introduced to other online tools that will allow students to interact with text and with one another. Presenters will share how they have applied each digital tool to reading and writing lessons at the middle school level. Participants will leave with a virtual toolbox that can be adapted and applied to reading and writing during the two on-line sessions.

Weekly Outline:
Week 1 – 3/25/19 (face-to-face): Overview of iGen and digital tools


Week 2 – 4/1 to 4/8 (online): Explore how digital tools can promote critical thinking while reading. Try at least one of the reading tools in your classroom, and post a brief reflection on Google Classroom about on how it engaged your students in the reading process.

  
Week 3 – 4/8 to 4/15 (online): Explore ways to apply digital tools to the writing process. Try at least one of the writing tools in your classroom, and post a brief reflection on Google Classroom about on how it engaged your students in the writing process.

Target Audience: Classroom Teachers, 5 - 9
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Dates Dates: Online 3/25 - 4/15
Credits Credits: 10 Contact Hours
Pricing Pricing:
Location Location:
Closed Enrollment
Additional dates for Snow dates/Capstone Presentations:

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

Make-Up Dates:  Thursdays, May 9, 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:
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 is a co-sponsored workshop with MassCUE. Participants who are MassCUE members should register through them.

How do you engage students in discussions and collaborative sense-making? In this hand-on workshop I will introduce how to use Web 2.0 tools which allows students to contribute and exchange written, verbal, and visual ideas in the classroom. Sample Web 2.0 Tools will include Visual Classrooms, Linoit, Padlet, Rocketbooks, or AnswerGarden.

This workshop is based on InterLACE, an NSF project from the Center for Engineering Education and Outreach (CEEO) at Tufts University to use innovative web-based learning environments to support students in carrying out collaborative inquiry-based lessons. The goal is to use Web 2.0 tools to encourage discussion, debate, self-assessment, reflection, and collective sense making.

We will explore various Web 2.0 Tools, learn how to use them by doing several collaborative activities. We will develop written, visual, and tangible ideas using these tools. We will have a discussion of pedagogy and how to develop good activities. Participants will have time to develop an activity using these tools.

Target Audience: Classroom Teachers and Specialist, 6 - 12
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Starts Starts: 4/3/2019 9:00 AM
Sessions Session: 1
Credits Credits: 6 Contact Hours
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:
Location Location:
To register, please contact Jill Bagni - jbagni@edcollab.org or (339) 222-5606.
IDEAS Conference 2019
New IDEAS for Developing an Equity Mindset

Exploring the impact of race, culture, and equity on student engagement, learning and achievement.

Join other educators for a stimulating day of sharing and growing as we delve into issues of race, culture, and equity that impact our own practice as well as our students' learning and ability to thrive. The keynote speaker, Zaretta Hammond, will connect recent developments in neuroscience to key elements of culturally responsive teaching. Choose from an array of workshops offered by IDEAS Instructors who will provide opportunities to delve deeper into understanding the impact of social and institutional barriers within our schools and ourselves that limit systemic equity and student academic success. Hear from panels of educators, administrators, and students about strategies that have and have not worked for engaging diverse students.

Participants will be challenged to think deeply, to explore their own implicit biases, and to question how to work towards culturally responsive teaching and schools. Networking opportunities and sharing among participants will enhance the everyone's experiences. This is a great opportunity to add to your "tool chest" and to continue on your journey towards being a culturally responsive teacher/educator/administrator.


Early Bird Rate:  Register by January 15th to receive the early bird rate of $175; after January 15th the rate will increase to $225
Deadline for Registration:  March 15, 2019
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Starts Starts: 4/6/2019 8:00 AM
Pricing Pricing:
Location Location:
Closed Enrollment
This is a co-sponsored workshop with MassCUE. Participants who are MassCUE members should register through them.

This course will be conducted online April 9 – April 30, 2019. A final face-to-face session is scheduled for April 9th from 4:30 p.m. – 7:30 p.m. at the Russell Street School in Littleton.


This workshop is designed to give educators the tools needed to implement a MakerSpace in their classroom, library or school. Each session will include a short reading and/or video, a discussion, and an opportunity to reflect as a community of learners.

Target Audience: Classroom Teachers, Specialists and Librarians, K - 5
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Dates Dates: Online April 9 - April 30, 2019
Credits Credits: 10 Contact Hours
Pricing Pricing:
Location Location:
This course will be held entirely online between 4/22 - 5/28/19.  There is a time commitment of 3 hours per week at your own pace.

This course satisfies the requirement that all educators must have 15 PDPs related to teaching English learners when they recertify after July 1, 2016.

Whether you are a new or experienced teacher, working with English language learners is both rewarding and challenging. The goal of this workshop is to help educators answer the question: “What can I do to meet my ELLs’ academic needs and also understand their experience?”

We begin the course by reflecting on our own cultures and experiences as language learners. We will examine the heterogeneity of ELLs as a group- one size does not fit all! We will learn the basics of second language acquisition and discuss sociocultural factors and the challenge of connecting with families. The overall goal is to build an empathetic, informed approach to working with ELLs that will help them become active participants in their school communities. Among the topics to be addressed are:
  • The role culture plays in our classrooms 
  • Second language acquisition and its stages 
  • Sociocultural characteristics of ELLs 
  • Language proficiency levels (WIDA Standards) 
  • Connecting with parents and families
Comment from a past participant:  "The most valuable aspect of this workshop was that I was provided with concrete, real-world examples of how ELLs function on a daily basis and why they may be reacting, interacting, etc. they way they are. I found myself wanting more time!

Audience:  K - 12 teachers, specialists, school psychologists, social workers and school nurses

Credit Option:  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 April 22 - May 28, 2019
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This is a co-sponsored workshop with MassCUE. Participants who are MassCUE members should register through them.

As students navigate their way through the digital world, it is our responsibility to provide them with the tools that will shape them into responsible digital citizens. Our roles as educators allow us the prime opportunity to help students learn and grow as they take advantage of the technology that is available to them. This online workshop will teach key concepts surrounding the topic of digital citizenship and supply you with a variety of creative and fun ways to weave positive digital practices and lessons into your teaching. Each week, we will create a badge for that session’s specialized topic related to Digital Citizenship for participants to use with their students. We will use elements of technology and social media throughout the workshop to integrate key digital citizenship concepts into students’ daily lives.

Weekly Outline:
Online Session 1: Teaching Digital Safety – Navigating Safely through Cyberspace (create Digital Safety Badge)

Online Session 2: Teaching Empathy and Awareness – Cyberbullying (create Digital Empathy Badge)

Online Session 3: Teaching Digital Responsibility and Ethics – Citing Sources and Avoiding Plagiarism (Create a Digital Ethics Badge)

Online Session 4: Teaching Digital Self-Awareness – Creating Your Digital Footprint (Create a Digital Self-Awareness Badge)

Project Description:

Students will create a Trek for Digital Citizenship via Google Slides – detailing their learning and progression through course content.

Target Audience: Classroom Teachers, Special Educators, Technology Specialists and Administrators, K – 12

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: Online April 23 - May 23, 2019
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
This 3-hour training will empower participants to create supportive environments for transgender and non-binary students in K-12 schools. Often, educators may want to support these students in their classrooms but are unsure of how to do so. This training will provide educators with an understanding of issues that their transgender and non-binary students face, give them practical tools with which to support a safe and supportive environment for all students, regardless of gender, and address ways that they can implement these tools in their classrooms immediately. As a result of this training, participants will be able to: 1) define and use vocabulary related to gender identities; 2) discuss issues that transgender and non-binary students face in schools; 3) identify appropriate practices to support transgender and non-binary students in K-12 schools; 4) demonstrate appropriate pronoun use; and, 5) apply specific approaches to support transgender and non-binary students in their schools.

Target Audience:
K - 12 teachers and specialists
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Starts Starts: 4/24/2019 9:00 AM
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: 4/27/2019 9:00 AM
Sessions Sessions: 3
Credits Credits: 15 Contact Hours and 1 Grad Credit
Pricing Pricing:
Location Location:
Closed Enrollment
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