Courses by format: Site Based

This course is designed to explore the essential elements needed for the acquisition of knowledge and competencies to promote 21st century learning skills. Participants in this course will learn about the need for collaboration, communication, and critical and creative thinking. The effective use of technology and media literacy will be investigated. This course prepares teachers by engaging them in thoughtful dialogue and activities that promote 21st century ideas and understanding of students’ diverse, digital, and global learning needs.
This course is designed to enhance a participant’s knowledge of assessment and grading practices. The following themes will be investigated: formative assessment, summative assessment, learning targets and outcomes, methods of assessing, types of assessment protocols, grading practices, providing feedback, and defining mastery. This course prepares teachers by providing them with the essential elements needed to translate assessment of learning to assessment for learning. 
Participants in this course will examine collaborative, engaged, cooperative learning—a significant shift away from the typical teacher-centered classroom. Participants will learn how developing a classroom culture of trust, safety, challenge, and joy can foster engaged and effective learning. Research suggests that effective communication and collaboration are essential to becoming a successful learner. Participants will learn how to develop classroom learning experiences around students’ constructing knowledge and engaging in action together. Techniques to develop intrinsic motivation that leads to student engagement and achievement will be researched. Foundational work in this course will include the research and use of collaborative learning, engaged learning, and cooperative learning models. Participants will synthesize these paradigms and create applications for implementation into their own classrooms.
This course is designed to give educators at all levels (K–12) an overview of research related to harassment, bullying and cyberbullying. Influences within and outside of the school will be explored. Educators will develop effective tools for the identification and prevention of bullying behaviors. Interventions, including home/school connections, will be presented to address opportunities for change, which can positively influence student achievement.  
This course is designed to promote an awareness of intellectual giftedness, its description, and characteristics of gifted and talented students. Participants will examine characteristics of gifted students, myths and perceptions, as well as curriculum and best practices associated with gifted education. Participants will be provided multiple opportunities to engage in discussions and activities that refine and define strategies and practices focusing on meeting the comprehensive needs of gifted and talented students.
Participants in this course will examine research-based proactive practices and best practices of the alternative discipline. Strategies for improving classroom and school culture through the use of alternative discipline will be explored. Participants will reflect on their discipline philosophy to establish a framework for growth to effectively implement positive alternative discipline interventions and strategies. Participants will learn about alternatives to school discipline and the most effective ways to reach students and to reward positive behaviors. When students do misbehave participants will learn ways that students can still receive appropriate instructional time and be part of the classroom community. Participants will leave the course with a toolkit of resources to impact their classroom and school community through alternative discipline.
This course is designed to enhance a participant’s knowledge of brain research. The following themes will be explored throughout the course: brain development, information processing, memory and retention, transferring learning, and critical thinking. Participants in this course will explore ways to design brain-friendly and effective lesson plans using the latest scientific findings and discoveries. This course prepares teachers by providing them with the essential elements needed to translate the biology of brain-based learning from theory into classroom practice.
Educators will learn how to use a Chromebook, Google Apps, and various other applications for delivering any course content to their students. Educators will become skilled on how Chromebooks can promote their content area, differentiate instruction, provide multiple representations, and motivate their own professional development. Educators will gain understanding of Internet resources, Google Chromebook applications, Google Play, Google Classroom, the flipped classroom, videos, and more to maximize the learning environment.
This course is designed to provide teachers with research-based, proactive practices, and habits of mind for transformative classroom leadership. Strategies for creating a high-functioning learning community can promote skills that are critical for success both in and outside the classroom. The following attributes of a transformative classroom will be explored: clarity of purpose, self-responsibility, relationships among students, and an increasing level of function over time (based on Schindler’s model of Transformative Classroom Management). Grounded with an inner purpose, key attitudes, and strategies, teachers will learn how to discern the underlying effective teacher-student interactions, so they can recognize how to proactively prevent misbehaviors and intervene effectively when misbehaviors occur. Self-assessment and reflection are built into the activities, projects, and discussions so that teachers can examine their dispositions and efficacy as educators.