PDP offerings for Educators   

This online course meets the licensure requirements as a content area course in art. Participants may adapt the content to any grade level. Participants will engage in online text and complete end of module learning assessments.

Participants will use design applications for a studio class in a two-dimensional design format. Concepts will be applied in relation to the arts through in-depth readings and analysis of studio works of art.

This course is offered the first of every month. Participants have one month to successfully complete the course.

This online course meets the licensure requirements as a content area course in art. Participants may adapt the content to any grade level. Participants will engage in online text and complete end of module learning assessments.

Participants will use design applications for a studio class in a two-dimensional design format. Concepts will be applied in relation to the arts through in-depth readings and analysis of studio works of art.

This course is offered the first of every month. Participants have one month to successfully complete the course.

This online course meets the licensure requirements as a content area course in art. Participants may adapt the content to any grade level. Participants will engage in online text and complete end of module learning assessments.

Participants will use design applications for a studio class in a two-dimensional design format. Concepts will be applied in relation to the arts through in-depth readings and analysis of studio works of art.

This course is offered the first of every month. Participants have one month to successfully complete the course.

This online course meets the licensure requirements as a content area course in art. Participants may adapt the content to any grade level. Participants will engage in online text and complete end of module learning assessments.

Participants will use design applications for a studio class in a two-dimensional design format. Concepts will be applied in relation to the arts through in-depth readings and analysis of studio works of art.

This course is offered the first of every month. Participants have one month to successfully complete the course.

Massachusetts curriculum framework for digital literacy and computer science recognizes students’ need for 21st century skills and the increased responsibilities that involves for teachers in all subject areas.  Citizenship confers rights, but also involves responsibilities, and this includes digital citizenship. This course focuses on developing good digital citizenship in students by integrating instruction within all subject areas. 

Massachusetts curriculum framework for digital literacy and computer science recognizes students’ need for 21st century skills and the increased responsibilities that involves for teachers in all subject areas.  Citizenship confers rights, but also involves responsibilities, and this includes digital citizenship. This course focuses on developing good digital citizenship in students by integrating instruction within all subject areas. 

Massachusetts curriculum framework for digital literacy and computer science recognizes students’ need for 21st century skills and the increased responsibilities that involves for teachers in all subject areas.  Citizenship confers rights, but also involves responsibilities, and this includes digital citizenship. This course focuses on developing good digital citizenship in students by integrating instruction within all subject areas. 

Massachusetts curriculum framework for digital literacy and computer science recognizes students’ need for 21st century skills and the increased responsibilities that involves for teachers in all subject areas.  Citizenship confers rights, but also involves responsibilities, and this includes digital citizenship. This course focuses on developing good digital citizenship in students by integrating instruction within all subject areas. 

This course is an examination of Massachusetts new standards for technology use and skills. This curriculum framework recognizes the necessity of students’ need for 21st century skills and the increased responsibilities that involves for teachers in all subject areas. This course focuses on mastery of standards through elementary level math instruction. This course meets professional educator license requirements for  either 15 PDP's for Technology or Math. 

This course is an examination of Massachusetts new standards for technology use and skills. This curriculum framework recognizes the necessity of students’ need for 21st century skills and the increased responsibilities that involves for teachers in all subject areas. This course focuses on mastery of standards through elementary level math instruction. This course meets professional educator license requirements for  either 15 PDP's for Technology or Math. 

This course is an examination of Massachusetts new standards for technology use and skills. This curriculum framework recognizes the necessity of students’ need for 21st century skills and the increased responsibilities that involves for teachers in all subject areas. This course focuses on mastery of standards through elementary level math instruction. This course meets professional educator license requirements for  either 15 PDP's for Technology or Math. 

This course is an examination of Massachusetts new standards for technology use and skills. This curriculum framework recognizes the necessity of students’ need for 21st century skills and the increased responsibilities that involves for teachers in all subject areas. This course focuses on mastery of standards through elementary level math instruction. This course meets professional educator license requirements for  either 15 PDP's for Technology or Math. 

The web is one of the most prevalent platforms for communication in this technological age which means it is also one of the most prevalent means for scammers to use.  As a result, students should become more than just familiar with the web.  Web development is one way students can learn the ins and outs of this communications platform, and how to protect themselves.  Computing and Society, Computing Systems, and Computational Thinking are three strands of the Massachusetts DLCS standards encompassing the technologies of the web.

With this 15 hour self-paced course, teachers will explore benefits and dangers of distributed networks (for deploying web technologies), the (mis)use and storage of personally identifiable information (PII), and the furthering societal impacts and stressors facing the web today.  Development for the world wide web can be the lens teachers use to provide focus for their students.

The web is one of the most prevalent platforms for communication in this technological age which means it is also one of the most prevalent means for scammers to use.  As a result, students should become more than just familiar with the web.  Web development is one way students can learn the ins and outs of this communications platform, and how to protect themselves.  Computing and Society, Computing Systems, and Computational Thinking are three strands of the Massachusetts DLCS standards encompassing the technologies of the web.

With this 15 hour self-paced course, teachers will explore benefits and dangers of distributed networks (for deploying web technologies), the (mis)use and storage of personally identifiable information (PII), and the furthering societal impacts and stressors facing the web today.  Development for the world wide web can be the lens teachers use to provide focus for their students.

The web is one of the most prevalent platforms for communication in this technological age which means it is also one of the most prevalent means for scammers to use.  As a result, students should become more than just familiar with the web.  Web development is one way students can learn the ins and outs of this communications platform, and how to protect themselves.  Computing and Society, Computing Systems, and Computational Thinking are three strands of the Massachusetts DLCS standards encompassing the technologies of the web.

With this 15 hour self-paced course, teachers will explore benefits and dangers of distributed networks (for deploying web technologies), the (mis)use and storage of personally identifiable information (PII), and the furthering societal impacts and stressors facing the web today.  Development for the world wide web can be the lens teachers use to provide focus for their students.

The web is one of the most prevalent platforms for communication in this technological age which means it is also one of the most prevalent means for scammers to use.  As a result, students should become more than just familiar with the web.  Web development is one way students can learn the ins and outs of this communications platform, and how to protect themselves.  Computing and Society, Computing Systems, and Computational Thinking are three strands of the Massachusetts DLCS standards encompassing the technologies of the web.

With this 15 hour self-paced course, teachers will explore benefits and dangers of distributed networks (for deploying web technologies), the (mis)use and storage of personally identifiable information (PII), and the furthering societal impacts and stressors facing the web today.  Development for the world wide web can be the lens teachers use to provide focus for their students.

This 15 hour self-paced online course consists of an introduction and 3 biographical modules: Anne Hutchinson, Benedict Arnold, and John Brown Learning Objectives: Participants will: 1. Identify key events in the lives of Anne Hutchinson, Benedict Arnold, and John Brown, that marked them as both scoundrels and heroes. 2. Explain how meanings ascribed to the actions of these historical figures – fluctuated as historical perspective shifted with the passage of time. 3. Identify methodologies for teaching students how to analyze primary historical documents, role play dramatic historical events and access internet resources. 4. Identify teaching resources available online and in print for each of the historical figures. Course Assessment: Ten question multiple choice questions based content included in each of the three modules content. Two tries are allowed for each test - a score of 80 is required to pass. Learning Outcomes: At the end of the course the individuals will be able to: 1. Critique the contributions to American history of perceived “scoundrels” Benedict Arnold, John Brown and Anne Hutchinson. 2. Identify advantages of using biography to teach American history 3. Outline the American Historical Association procedure for secondary student analysis of primary documents 4. Identify role playing and drama strategies to support student understanding of historical events. 5. Identify web resources for supporting history instruction of secondary students. 6. Discuss the use of biography to teach American history

This 15 hour self-paced online course consists of an introduction and 3 biographical modules: Anne Hutchinson, Benedict Arnold, and John Brown Learning Objectives: Participants will: 1. Identify key events in the lives of Anne Hutchinson, Benedict Arnold, and John Brown, that marked them as both scoundrels and heroes. 2. Explain how meanings ascribed to the actions of these historical figures – fluctuated as historical perspective shifted with the passage of time. 3. Identify methodologies for teaching students how to analyze primary historical documents, role play dramatic historical events and access internet resources. 4. Identify teaching resources available online and in print for each of the historical figures. Course Assessment: Ten question multiple choice questions based content included in each of the three modules content. Two tries are allowed for each test - a score of 80 is required to pass. Learning Outcomes: At the end of the course the individuals will be able to: 1. Critique the contributions to American history of perceived “scoundrels” Benedict Arnold, John Brown and Anne Hutchinson. 2. Identify advantages of using biography to teach American history 3. Outline the American Historical Association procedure for secondary student analysis of primary documents 4. Identify role playing and drama strategies to support student understanding of historical events. 5. Identify web resources for supporting history instruction of secondary students. 6. Discuss the use of biography to teach American history

This 15 hour self-paced online course consists of an introduction and 3 biographical modules: Anne Hutchinson, Benedict Arnold, and John Brown Learning Objectives: Participants will: 1. Identify key events in the lives of Anne Hutchinson, Benedict Arnold, and John Brown, that marked them as both scoundrels and heroes. 2. Explain how meanings ascribed to the actions of these historical figures – fluctuated as historical perspective shifted with the passage of time. 3. Identify methodologies for teaching students how to analyze primary historical documents, role play dramatic historical events and access internet resources. 4. Identify teaching resources available online and in print for each of the historical figures. Course Assessment: Ten question multiple choice questions based content included in each of the three modules content. Two tries are allowed for each test - a score of 80 is required to pass. Learning Outcomes: At the end of the course the individuals will be able to: 1. Critique the contributions to American history of perceived “scoundrels” Benedict Arnold, John Brown and Anne Hutchinson. 2. Identify advantages of using biography to teach American history 3. Outline the American Historical Association procedure for secondary student analysis of primary documents 4. Identify role playing and drama strategies to support student understanding of historical events. 5. Identify web resources for supporting history instruction of secondary students. 6. Discuss the use of biography to teach American history

This 15 hour self-paced online course consists of an introduction and 3 biographical modules: Anne Hutchinson, Benedict Arnold, and John Brown Learning Objectives: Participants will: 1. Identify key events in the lives of Anne Hutchinson, Benedict Arnold, and John Brown, that marked them as both scoundrels and heroes. 2. Explain how meanings ascribed to the actions of these historical figures – fluctuated as historical perspective shifted with the passage of time. 3. Identify methodologies for teaching students how to analyze primary historical documents, role play dramatic historical events and access internet resources. 4. Identify teaching resources available online and in print for each of the historical figures. Course Assessment: Ten question multiple choice questions based content included in each of the three modules content. Two tries are allowed for each test - a score of 80 is required to pass. Learning Outcomes: At the end of the course the individuals will be able to: 1. Critique the contributions to American history of perceived “scoundrels” Benedict Arnold, John Brown and Anne Hutchinson. 2. Identify advantages of using biography to teach American history 3. Outline the American Historical Association procedure for secondary student analysis of primary documents 4. Identify role playing and drama strategies to support student understanding of historical events. 5. Identify web resources for supporting history instruction of secondary students. 6. Discuss the use of biography to teach American history

This self-paced online course is designed for in service secondary math teachers to earn 15 hours of math content professional development. The content is presented in four modules: Module 1. Inquiry Based Learning (7 hours) This module will consist of some videos and readings surrounding inquiry based and active learning. The goal will be to introduce and define these topics, provide some evidence for why educators decide to use these methods of instruction, and show evidence for why they are effective. Module 2. Exponential Functions and Logarithms (3 hours) Participants will get a chance to strengthen their skills with exponential functions and logarithms. This will happen by working through materials that could be used in an active classroom. Module 3. Trigonometry (3 hours) Participants will get a chance to strengthen their skills with trigonometry. This will happen by working through materials that could be used in an active classroom. Module 4. Course evaluation and final project (2 hours) As a final project participants will write a 2 page reflection on what they learned in the course by citing examples and explaining how this may impact student learning in their classrooms. Each reflection will be reviewed. Participants will then complete a course evaluation before receiving their certificate. Learning Outcomes At the end of this course, participants should have a better understanding of what active learning is, and why many educators are deciding to incorporate this method of instruction into their classroom. Further, they will have an opportunity to refine their pre-calculus skills and experience some questions that can be incorporated into an active learning environment. The explorations will be chosen with the hope that they could be immediately brought into the high school classroom.

This self-paced online course is designed for in service secondary math teachers to earn 15 hours of math content professional development. The content is presented in four modules: Module 1. Inquiry Based Learning (7 hours) This module will consist of some videos and readings surrounding inquiry based and active learning. The goal will be to introduce and define these topics, provide some evidence for why educators decide to use these methods of instruction, and show evidence for why they are effective. Module 2. Exponential Functions and Logarithms (3 hours) Participants will get a chance to strengthen their skills with exponential functions and logarithms. This will happen by working through materials that could be used in an active classroom. Module 3. Trigonometry (3 hours) Participants will get a chance to strengthen their skills with trigonometry. This will happen by working through materials that could be used in an active classroom. Module 4. Course evaluation and final project (2 hours) As a final project participants will write a 2 page reflection on what they learned in the course by citing examples and explaining how this may impact student learning in their classrooms. Each reflection will be reviewed. Participants will then complete a course evaluation before receiving their certificate. Learning Outcomes At the end of this course, participants should have a better understanding of what active learning is, and why many educators are deciding to incorporate this method of instruction into their classroom. Further, they will have an opportunity to refine their pre-calculus skills and experience some questions that can be incorporated into an active learning environment. The explorations will be chosen with the hope that they could be immediately brought into the high school classroom.

This self-paced online course is designed for in service secondary math teachers to earn 15 hours of math content professional development. The content is presented in four modules: Module 1. Inquiry Based Learning (7 hours) This module will consist of some videos and readings surrounding inquiry based and active learning. The goal will be to introduce and define these topics, provide some evidence for why educators decide to use these methods of instruction, and show evidence for why they are effective. Module 2. Exponential Functions and Logarithms (3 hours) Participants will get a chance to strengthen their skills with exponential functions and logarithms. This will happen by working through materials that could be used in an active classroom. Module 3. Trigonometry (3 hours) Participants will get a chance to strengthen their skills with trigonometry. This will happen by working through materials that could be used in an active classroom. Module 4. Course evaluation and final project (2 hours) As a final project participants will write a 2 page reflection on what they learned in the course by citing examples and explaining how this may impact student learning in their classrooms. Each reflection will be reviewed. Participants will then complete a course evaluation before receiving their certificate. Learning Outcomes At the end of this course, participants should have a better understanding of what active learning is, and why many educators are deciding to incorporate this method of instruction into their classroom. Further, they will have an opportunity to refine their pre-calculus skills and experience some questions that can be incorporated into an active learning environment. The explorations will be chosen with the hope that they could be immediately brought into the high school classroom.

This self-paced online course is designed for in service secondary math teachers to earn 15 hours of math content professional development. The content is presented in four modules: Module 1. Inquiry Based Learning (7 hours) This module will consist of some videos and readings surrounding inquiry based and active learning. The goal will be to introduce and define these topics, provide some evidence for why educators decide to use these methods of instruction, and show evidence for why they are effective. Module 2. Exponential Functions and Logarithms (3 hours) Participants will get a chance to strengthen their skills with exponential functions and logarithms. This will happen by working through materials that could be used in an active classroom. Module 3. Trigonometry (3 hours) Participants will get a chance to strengthen their skills with trigonometry. This will happen by working through materials that could be used in an active classroom. Module 4. Course evaluation and final project (2 hours) As a final project participants will write a 2 page reflection on what they learned in the course by citing examples and explaining how this may impact student learning in their classrooms. Each reflection will be reviewed. Participants will then complete a course evaluation before receiving their certificate. Learning Outcomes At the end of this course, participants should have a better understanding of what active learning is, and why many educators are deciding to incorporate this method of instruction into their classroom. Further, they will have an opportunity to refine their pre-calculus skills and experience some questions that can be incorporated into an active learning environment. The explorations will be chosen with the hope that they could be immediately brought into the high school classroom.

Mentor Training:  

  ‘Mentor Training for the Experienced Teacher, 2nd edition’   

Course Description: This comprehensive mentoring training covers information needed to become an effective mentor to a new teacher. In this course, you will learn about the profound effect that mentors have on the lives of others and what is necessary for a successful mentoring relationship; you will examine the challenges faced by new teachers, consider the importance of self-care for teachers, and explore the power of collaboration; you will also learn strategies to support your mentee with ELLs and students on IEPs and 504s.  Happy mentoring!

Prerequisite: Three years teaching experience and a professional teaching license.
 

Mentor Training:  

  ‘Mentor Training for the Experienced Teacher, 2nd edition’   

Course Description: This comprehensive mentoring training covers information needed to become an effective mentor to a new teacher. In this course, you will learn about the profound effect that mentors have on the lives of others and what is necessary for a successful mentoring relationship; you will examine the challenges faced by new teachers, consider the importance of self-care for teachers, and explore the power of collaboration; you will also learn strategies to support your mentee with ELLs and students on IEPs and 504s.  Happy mentoring!

Prerequisite: Three years teaching experience and a professional teaching license.
 

Mentor Training:  

  ‘Mentor Training for the Experienced Teacher, 2nd edition’   

Course Description: This comprehensive mentoring training covers information needed to become an effective mentor to a new teacher. In this course, you will learn about the profound effect that mentors have on the lives of others and what is necessary for a successful mentoring relationship; you will examine the challenges faced by new teachers, consider the importance of self-care for teachers, and explore the power of collaboration; you will also learn strategies to support your mentee with ELLs and students on IEPs and 504s.  Happy mentoring!

Prerequisite: Three years teaching experience and a professional teaching license.
 

Mentor Training:  

  ‘Mentor Training for the Experienced Teacher, 2nd edition’   

Course Description: This comprehensive mentoring training covers information needed to become an effective mentor to a new teacher. In this course, you will learn about the profound effect that mentors have on the lives of others and what is necessary for a successful mentoring relationship; you will examine the challenges faced by new teachers, consider the importance of self-care for teachers, and explore the power of collaboration; you will also learn strategies to support your mentee with ELLs and students on IEPs and 504s.  Happy mentoring!

Prerequisite: Three years teaching experience and a professional teaching license.
 

Mentor Training

 ‘Creating a Successful Mentoring Program’

Course Description:  This course is in compliance with DESE Mentoring Guidelines and provides school districts with resources for creating a successful Mentoring Program.  The course is designed for educators who have a leadership role in their school district‘s mentoring program, such as district mentor coordinators, human resource personnel, head mentors, or other district administrators. Through readings, research, and discussion, the course will guide the participants through a process for evaluating their current mentoring program and develop an action plan to improve the program so that it is in compliance with DESE guidelines for mentoring programs.  Focus is on laws governing Mentoring Programs, strategies and information for implementing or refining your Mentoring Program, and activities and support structures for beginning teachers. 

Mentor Training

 ‘Creating a Successful Mentoring Program’

Course Description:  This course is in compliance with DESE Mentoring Guidelines and provides school districts with resources for creating a successful Mentoring Program.  The course is designed for educators who have a leadership role in their school district‘s mentoring program, such as district mentor coordinators, human resource personnel, head mentors, or other district administrators. Through readings, research, and discussion, the course will guide the participants through a process for evaluating their current mentoring program and develop an action plan to improve the program so that it is in compliance with DESE guidelines for mentoring programs.  Focus is on laws governing Mentoring Programs, strategies and information for implementing or refining your Mentoring Program, and activities and support structures for beginning teachers. 

Mentor Training

 ‘Creating a Successful Mentoring Program’

Course Description:  This course is in compliance with DESE Mentoring Guidelines and provides school districts with resources for creating a successful Mentoring Program.  The course is designed for educators who have a leadership role in their school district‘s mentoring program, such as district mentor coordinators, human resource personnel, head mentors, or other district administrators. Through readings, research, and discussion, the course will guide the participants through a process for evaluating their current mentoring program and develop an action plan to improve the program so that it is in compliance with DESE guidelines for mentoring programs.  Focus is on laws governing Mentoring Programs, strategies and information for implementing or refining your Mentoring Program, and activities and support structures for beginning teachers. 

Mentor Training

 ‘Creating a Successful Mentoring Program’

Course Description:  This course is in compliance with DESE Mentoring Guidelines and provides school districts with resources for creating a successful Mentoring Program.  The course is designed for educators who have a leadership role in their school district‘s mentoring program, such as district mentor coordinators, human resource personnel, head mentors, or other district administrators. Through readings, research, and discussion, the course will guide the participants through a process for evaluating their current mentoring program and develop an action plan to improve the program so that it is in compliance with DESE guidelines for mentoring programs.  Focus is on laws governing Mentoring Programs, strategies and information for implementing or refining your Mentoring Program, and activities and support structures for beginning teachers. 

A 15 hour self-paced online music content course for Music Educators Course Description The overarching goal of this course is to provide an enhanced appreciation of jazz as an American art form. We will begin by exploring the features that make jazz such a beautiful and exciting musical style. We will provide an overview of the history and development of jazz and develop listening skills as we trace significant contributions of individual artists. Suggestions will be provided in order to integrate Jazz in a music classroom. The 4 modules are: 1-What is Jazz and why is it so special? Why is it important to integrate elements of jazz in a music classroom? 2-Early New Orleans Jazz - How jazz got started and what it means for today 3-The Big Bands of the Swing Era - How jazz became America’s popular music 4-Modern Jazz - An American art form for the world PDPs: 15 music content area PDPs

A 15 hour self-paced online music content course for Music Educators Course Description The overarching goal of this course is to provide an enhanced appreciation of jazz as an American art form. We will begin by exploring the features that make jazz such a beautiful and exciting musical style. We will provide an overview of the history and development of jazz and develop listening skills as we trace significant contributions of individual artists. Suggestions will be provided in order to integrate Jazz in a music classroom. The 4 modules are: 1-What is Jazz and why is it so special? Why is it important to integrate elements of jazz in a music classroom? 2-Early New Orleans Jazz - How jazz got started and what it means for today 3-The Big Bands of the Swing Era - How jazz became America’s popular music 4-Modern Jazz - An American art form for the world PDPs: 15 music content area PDPs

A 15 hour self-paced online music content course for Music Educators Course Description The overarching goal of this course is to provide an enhanced appreciation of jazz as an American art form. We will begin by exploring the features that make jazz such a beautiful and exciting musical style. We will provide an overview of the history and development of jazz and develop listening skills as we trace significant contributions of individual artists. Suggestions will be provided in order to integrate Jazz in a music classroom. The 4 modules are: 1-What is Jazz and why is it so special? Why is it important to integrate elements of jazz in a music classroom? 2-Early New Orleans Jazz - How jazz got started and what it means for today 3-The Big Bands of the Swing Era - How jazz became America’s popular music 4-Modern Jazz - An American art form for the world PDPs: 15 music content area PDPs

A 15 hour self-paced online music content course for Music Educators Course Description The overarching goal of this course is to provide an enhanced appreciation of jazz as an American art form. We will begin by exploring the features that make jazz such a beautiful and exciting musical style. We will provide an overview of the history and development of jazz and develop listening skills as we trace significant contributions of individual artists. Suggestions will be provided in order to integrate Jazz in a music classroom. The 4 modules are: 1-What is Jazz and why is it so special? Why is it important to integrate elements of jazz in a music classroom? 2-Early New Orleans Jazz - How jazz got started and what it means for today 3-The Big Bands of the Swing Era - How jazz became America’s popular music 4-Modern Jazz - An American art form for the world PDPs: 15 music content area PDPs

Reading

'The New MA DESE Dyslexia Guidelines-The Teachers Role in Meeting Compliance'

Course Description:  This professional development opportunity allows stakeholders to understand the MA DESE Dyslexia Guidelines to better support students at risk for dyslexia. Essential content of the Dyslexia Guidelines is presented to you in easy to follow presentations. At the completion of the modules, course participants will be able to:

Use Scarborough's Reading Rope as a grounding construct for learning to read
Create a working definition of dyslexia
Explain the importance of assessment and the MTSS model
Identify criteria for selecting screeners and progress monitoring tools
Explain Instructional Focus Areas in the MTSS model
Assess Dyslexia in special populations
 

Reading

'The New MA DESE Dyslexia Guidelines-The Teachers Role in Meeting Compliance'

Course Description:  This professional development opportunity allows stakeholders to understand the MA DESE Dyslexia Guidelines to better support students at risk for dyslexia. Essential content of the Dyslexia Guidelines is presented to you in easy to follow presentations. At the completion of the modules, course participants will be able to:

Use Scarborough's Reading Rope as a grounding construct for learning to read
Create a working definition of dyslexia
Explain the importance of assessment and the MTSS model
Identify criteria for selecting screeners and progress monitoring tools
Explain Instructional Focus Areas in the MTSS model
Assess Dyslexia in special populations
 

Reading

'The New MA DESE Dyslexia Guidelines-The Teachers Role in Meeting Compliance'

Course Description:  This professional development opportunity allows stakeholders to understand the MA DESE Dyslexia Guidelines to better support students at risk for dyslexia. Essential content of the Dyslexia Guidelines is presented to you in easy to follow presentations. At the completion of the modules, course participants will be able to:

Use Scarborough's Reading Rope as a grounding construct for learning to read
Create a working definition of dyslexia
Explain the importance of assessment and the MTSS model
Identify criteria for selecting screeners and progress monitoring tools
Explain Instructional Focus Areas in the MTSS model
Assess Dyslexia in special populations
 

Reading

'The New MA DESE Dyslexia Guidelines-The Teachers Role in Meeting Compliance'

Course Description:  This professional development opportunity allows stakeholders to understand the MA DESE Dyslexia Guidelines to better support students at risk for dyslexia. Essential content of the Dyslexia Guidelines is presented to you in easy to follow presentations. At the completion of the modules, course participants will be able to:

Use Scarborough's Reading Rope as a grounding construct for learning to read
Create a working definition of dyslexia
Explain the importance of assessment and the MTSS model
Identify criteria for selecting screeners and progress monitoring tools
Explain Instructional Focus Areas in the MTSS model
Assess Dyslexia in special populations
 

This  course meets the professional educator license requirements for a content area course in science. Participants may adapt the content to any grade level. In this course, participants will learn about physical and biological relationships that shape populations and contribute to evolutionary processes. In particular, simple empirical and conceptual models will be utilized to measure these relationships.

This course has four modules. Participants complete each module in order. Each module consists of an outline, assignments and tasks, and a learning assessment. After completing the last module and learning assessment, participants use the "Lesson plan prep" link and prepare a simple and brief lesson plan for their class. There is a link to submit the lesson plan for review. Finally, participants must complete the course evaluation.

 

This  course meets the professional educator license requirements for a content area course in science. Participants may adapt the content to any grade level. In this course, participants will learn about physical and biological relationships that shape populations and contribute to evolutionary processes. In particular, simple empirical and conceptual models will be utilized to measure these relationships.

This course has four modules. Participants complete each module in order. Each module consists of an outline, assignments and tasks, and a learning assessment. After completing the last module and learning assessment, participants use the "Lesson plan prep" link and prepare a simple and brief lesson plan for their class. There is a link to submit the lesson plan for review. Finally, participants must complete the course evaluation.

 

This  course meets the professional educator license requirements for a content area course in science. Participants may adapt the content to any grade level. In this course, participants will learn about physical and biological relationships that shape populations and contribute to evolutionary processes. In particular, simple empirical and conceptual models will be utilized to measure these relationships.

This course has four modules. Participants complete each module in order. Each module consists of an outline, assignments and tasks, and a learning assessment. After completing the last module and learning assessment, participants use the "Lesson plan prep" link and prepare a simple and brief lesson plan for their class. There is a link to submit the lesson plan for review. Finally, participants must complete the course evaluation.

 

This  course meets the professional educator license requirements for a content area course in science. Participants may adapt the content to any grade level. In this course, participants will learn about physical and biological relationships that shape populations and contribute to evolutionary processes. In particular, simple empirical and conceptual models will be utilized to measure these relationships.

This course has four modules. Participants complete each module in order. Each module consists of an outline, assignments and tasks, and a learning assessment. After completing the last module and learning assessment, participants use the "Lesson plan prep" link and prepare a simple and brief lesson plan for their class. There is a link to submit the lesson plan for review. Finally, participants must complete the course evaluation.

 

This Social Emotional Learning (SEL) online course meets the licensure requirements as a content area course in Physical Education and Health Education, however, the content is appropriate for all teachers, in all subjects, and at all grade levels. Research indicates that to improve student success, teachers should provide a classroom environment that supports the Social Emotional Learning needs of their students. This course addresses SEL needs by providing teachers with short, simple mindfulness-based self care skills to personally practice and share with their students at any grade level in order to release stress, build focus, enhance self-regulation, and support social, emotional, and physical health.

The assignments will consist of readings, videos, audios, Self Care Breathing Breaks, Self Care Movement Breaks, and Mindfulness Activities which participants will be asked to integrate into their life and into their teachings through Mindful Living Practices and Mindful Teaching Practices.
 

This Social Emotional Learning (SEL) online course meets the licensure requirements as a content area course in Physical Education and Health Education, however, the content is appropriate for all teachers, in all subjects, and at all grade levels. Research indicates that to improve student success, teachers should provide a classroom environment that supports the Social Emotional Learning needs of their students. This course addresses SEL needs by providing teachers with short, simple mindfulness-based self care skills to personally practice and share with their students at any grade level in order to release stress, build focus, enhance self-regulation, and support social, emotional, and physical health.

The assignments will consist of readings, videos, audios, Self Care Breathing Breaks, Self Care Movement Breaks, and Mindfulness Activities which participants will be asked to integrate into their life and into their teachings through Mindful Living Practices and Mindful Teaching Practices.
 

This Social Emotional Learning (SEL) online course meets the licensure requirements as a content area course in Physical Education and Health Education, however, the content is appropriate for all teachers, in all subjects, and at all grade levels. Research indicates that to improve student success, teachers should provide a classroom environment that supports the Social Emotional Learning needs of their students. This course addresses SEL needs by providing teachers with short, simple mindfulness-based self care skills to personally practice and share with their students at any grade level in order to release stress, build focus, enhance self-regulation, and support social, emotional, and physical health.

The assignments will consist of readings, videos, audios, Self Care Breathing Breaks, Self Care Movement Breaks, and Mindfulness Activities which participants will be asked to integrate into their life and into their teachings through Mindful Living Practices and Mindful Teaching Practices.
 

This Social Emotional Learning (SEL) online course meets the licensure requirements as a content area course in Physical Education and Health Education, however, the content is appropriate for all teachers, in all subjects, and at all grade levels. Research indicates that to improve student success, teachers should provide a classroom environment that supports the Social Emotional Learning needs of their students. This course addresses SEL needs by providing teachers with short, simple mindfulness-based self care skills to personally practice and share with their students at any grade level in order to release stress, build focus, enhance self-regulation, and support social, emotional, and physical health.

The assignments will consist of readings, videos, audios, Self Care Breathing Breaks, Self Care Movement Breaks, and Mindfulness Activities which participants will be asked to integrate into their life and into their teachings through Mindful Living Practices and Mindful Teaching Practices.
 

This online course meets the licensure requirements as a content area course in art. Participants may adapt the content to any grade level. Participants will engage in online text and complete end of module learning assessments.

Participants will use design applications for a studio class in a two-dimensional design format. Concepts will be applied in relation to the arts through in-depth readings and analysis of studio works of art.

This course is offered the first of every month. Participants have one month to successfully complete the course.

Massachusetts curriculum framework for digital literacy and computer science recognizes students’ need for 21st century skills and the increased responsibilities that involves for teachers in all subject areas.  Citizenship confers rights, but also involves responsibilities, and this includes digital citizenship. This course focuses on developing good digital citizenship in students by integrating instruction within all subject areas. 

This course is an examination of Massachusetts new standards for technology use and skills. This curriculum framework recognizes the necessity of students’ need for 21st century skills and the increased responsibilities that involves for teachers in all subject areas. This course focuses on mastery of standards through elementary level math instruction. This course meets professional educator license requirements for  either 15 PDP's for Technology or Math. 

The web is one of the most prevalent platforms for communication in this technological age which means it is also one of the most prevalent means for scammers to use.  As a result, students should become more than just familiar with the web.  Web development is one way students can learn the ins and outs of this communications platform, and how to protect themselves.  Computing and Society, Computing Systems, and Computational Thinking are three strands of the Massachusetts DLCS standards encompassing the technologies of the web.

With this 15 hour self-paced course, teachers will explore benefits and dangers of distributed networks (for deploying web technologies), the (mis)use and storage of personally identifiable information (PII), and the furthering societal impacts and stressors facing the web today.  Development for the world wide web can be the lens teachers use to provide focus for their students.

This 15 hour self-paced online course consists of an introduction and 3 biographical modules: Anne Hutchinson, Benedict Arnold, and John Brown Learning Objectives: Participants will: 1. Identify key events in the lives of Anne Hutchinson, Benedict Arnold, and John Brown, that marked them as both scoundrels and heroes. 2. Explain how meanings ascribed to the actions of these historical figures – fluctuated as historical perspective shifted with the passage of time. 3. Identify methodologies for teaching students how to analyze primary historical documents, role play dramatic historical events and access internet resources. 4. Identify teaching resources available online and in print for each of the historical figures. Course Assessment: Ten question multiple choice questions based content included in each of the three modules content. Two tries are allowed for each test - a score of 80 is required to pass. Learning Outcomes: At the end of the course the individuals will be able to: 1. Critique the contributions to American history of perceived “scoundrels” Benedict Arnold, John Brown and Anne Hutchinson. 2. Identify advantages of using biography to teach American history 3. Outline the American Historical Association procedure for secondary student analysis of primary documents 4. Identify role playing and drama strategies to support student understanding of historical events. 5. Identify web resources for supporting history instruction of secondary students. 6. Discuss the use of biography to teach American history

This self-paced online course is designed for in service secondary math teachers to earn 15 hours of math content professional development. The content is presented in four modules: Module 1. Inquiry Based Learning (7 hours) This module will consist of some videos and readings surrounding inquiry based and active learning. The goal will be to introduce and define these topics, provide some evidence for why educators decide to use these methods of instruction, and show evidence for why they are effective. Module 2. Exponential Functions and Logarithms (3 hours) Participants will get a chance to strengthen their skills with exponential functions and logarithms. This will happen by working through materials that could be used in an active classroom. Module 3. Trigonometry (3 hours) Participants will get a chance to strengthen their skills with trigonometry. This will happen by working through materials that could be used in an active classroom. Module 4. Course evaluation and final project (2 hours) As a final project participants will write a 2 page reflection on what they learned in the course by citing examples and explaining how this may impact student learning in their classrooms. Each reflection will be reviewed. Participants will then complete a course evaluation before receiving their certificate. Learning Outcomes At the end of this course, participants should have a better understanding of what active learning is, and why many educators are deciding to incorporate this method of instruction into their classroom. Further, they will have an opportunity to refine their pre-calculus skills and experience some questions that can be incorporated into an active learning environment. The explorations will be chosen with the hope that they could be immediately brought into the high school classroom.

Mentor Training:  

  ‘Mentor Training for the Experienced Teacher, 2nd edition’   

Course Description: This comprehensive mentoring training covers information needed to become an effective mentor to a new teacher. In this course, you will learn about the profound effect that mentors have on the lives of others and what is necessary for a successful mentoring relationship; you will examine the challenges faced by new teachers, consider the importance of self-care for teachers, and explore the power of collaboration; you will also learn strategies to support your mentee with ELLs and students on IEPs and 504s.  Happy mentoring!

Prerequisite: Three years teaching experience and a professional teaching license.
 

Mentor Training

 ‘Creating a Successful Mentoring Program’

Course Description:  This course is in compliance with DESE Mentoring Guidelines and provides school districts with resources for creating a successful Mentoring Program.  The course is designed for educators who have a leadership role in their school district‘s mentoring program, such as district mentor coordinators, human resource personnel, head mentors, or other district administrators. Through readings, research, and discussion, the course will guide the participants through a process for evaluating their current mentoring program and develop an action plan to improve the program so that it is in compliance with DESE guidelines for mentoring programs.  Focus is on laws governing Mentoring Programs, strategies and information for implementing or refining your Mentoring Program, and activities and support structures for beginning teachers. 

A 15 hour self-paced online music content course for Music Educators Course Description The overarching goal of this course is to provide an enhanced appreciation of jazz as an American art form. We will begin by exploring the features that make jazz such a beautiful and exciting musical style. We will provide an overview of the history and development of jazz and develop listening skills as we trace significant contributions of individual artists. Suggestions will be provided in order to integrate Jazz in a music classroom. The 4 modules are: 1-What is Jazz and why is it so special? Why is it important to integrate elements of jazz in a music classroom? 2-Early New Orleans Jazz - How jazz got started and what it means for today 3-The Big Bands of the Swing Era - How jazz became America’s popular music 4-Modern Jazz - An American art form for the world PDPs: 15 music content area PDPs

Reading

'The New MA DESE Dyslexia Guidelines-The Teachers Role in Meeting Compliance'

Course Description:  This professional development opportunity allows stakeholders to understand the MA DESE Dyslexia Guidelines to better support students at risk for dyslexia. Essential content of the Dyslexia Guidelines is presented to you in easy to follow presentations. At the completion of the modules, course participants will be able to:

Use Scarborough's Reading Rope as a grounding construct for learning to read
Create a working definition of dyslexia
Explain the importance of assessment and the MTSS model
Identify criteria for selecting screeners and progress monitoring tools
Explain Instructional Focus Areas in the MTSS model
Assess Dyslexia in special populations
 

Reading:  'Instructional Routines for developing readers, Part 1'

Course Description: This 15 PDP self-paced online course is designed to provide teachers, specifically K-2 teachers with instructional routines for developing readers to support several areas of critical reading components including phonemics awareness, phonics, high frequency words, fluency, and vocabulary knowledge.  Additionally, specific background knowledge on these components will be provided to help participants understand and implement why these practices are necessary for developing readers’ foundational skills. 
The focus of this course is:
1-How to use Elkonin boxes for mapping phonemes and writing graphemes and the use of mapping sounds to help facilitate the process of orthographic mapping
2-Link for Elkonin boxes to print
3-Several example videos for decodable and heart words
4-Examples and take aways for teachers to be implement with students immediately
5-Syllable types

This  course meets the professional educator license requirements for a content area course in science. Participants may adapt the content to any grade level. In this course, participants will learn about physical and biological relationships that shape populations and contribute to evolutionary processes. In particular, simple empirical and conceptual models will be utilized to measure these relationships.

This course has four modules. Participants complete each module in order. Each module consists of an outline, assignments and tasks, and a learning assessment. After completing the last module and learning assessment, participants use the "Lesson plan prep" link and prepare a simple and brief lesson plan for their class. There is a link to submit the lesson plan for review. Finally, participants must complete the course evaluation.

 

This Social Emotional Learning (SEL) online course meets the licensure requirements as a content area course in Physical Education and Health Education, however, the content is appropriate for all teachers, in all subjects, and at all grade levels. Research indicates that to improve student success, teachers should provide a classroom environment that supports the Social Emotional Learning needs of their students. This course addresses SEL needs by providing teachers with short, simple mindfulness-based self care skills to personally practice and share with their students at any grade level in order to release stress, build focus, enhance self-regulation, and support social, emotional, and physical health.

The assignments will consist of readings, videos, audios, Self Care Breathing Breaks, Self Care Movement Breaks, and Mindfulness Activities which participants will be asked to integrate into their life and into their teachings through Mindful Living Practices and Mindful Teaching Practices.