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.

15 hour self-paced online course with 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

15 hour self-paced online course with 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 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 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 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 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 is offered the first of every month. Participants have one month to successfully complete the course.

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

This course is an examination of Massachusetts new standards for technology use and skills, which were updated in 2016 from the 2008 standards. The new 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 counts as either 15 PDP's for Technology or Math. This is a self-paced online course that begins monthly.

This course is an examination of Massachusetts new standards for technology use and skills, which were updated in 2016 from the 2008 standards. The new 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 counts as either 15 PDP's for Technology or Math. This is a self-paced online course that begins monthly.

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

During this section of study, students will be able to foster growth of the mentoring relationship. Both mentor and mentee will engage in reflective practice and maintain a blog or journal documenting conversations about teaching and learning and adjustment of pedagogy in response to classroom outcomes. Mentees will be guided as they implement strategies for the development of meaningful relationships with parents and guardians as well as administrators and colleagues. The mentors will assist the mentee in differentiating instruction to meet the needs of diverse learners while following the guidelines set forth in Understanding by Design by Wiggins and McTighe. Mentors will be thoroughly familiar with the Educator Evaluation standards as outlined in 603 CMR 35.00 and use these standards to guide the mentee’s practice.

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

During this section of study, students will be able to foster growth of the mentoring relationship. Both mentor and mentee will engage in reflective practice and maintain a blog or journal documenting conversations about teaching and learning and adjustment of pedagogy in response to classroom outcomes. Mentees will be guided as they implement strategies for the development of meaningful relationships with parents and guardians as well as administrators and colleagues. The mentors will assist the mentee in differentiating instruction to meet the needs of diverse learners while following the guidelines set forth in Understanding by Design by Wiggins and McTighe. Mentors will be thoroughly familiar with the Educator Evaluation standards as outlined in 603 CMR 35.00 and use these standards to guide the mentee’s practice.

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

This 15 hour self-paced online course is intended to prepare you for successful completion of the SEI MTEL exam (56). Each module is designed to have you learn the terms, instructional practices and strategies, and test taking strategies needed for success on this exam through linked sources, presentations, and learning assessments.

This 15 hour self-paced online course is intended to prepare you for successful completion of the SEI MTEL exam (56). Each module is designed to have you learn the terms, instructional practices and strategies, and test taking strategies needed for success on this exam through linked sources, presentations, and learning assessments.