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 Identify methodologies for teaching students how to analyze primary historical documents, role play dramatic historical events and access internet resources. 4.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 Identify methodologies for teaching students how to analyze primary historical documents, role play dramatic historical events and access internet resources. 4.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

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 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 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.

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 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.

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.

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.