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 provides participants with a solid framework for planning, implementing and maintaining successful co-teaching relationships that improve the learning instruction of all students. Participants will reflect on the definition of co-teaching, components of the co-teaching relationship, examine a variety of co-teaching models and how they support student learning, and evaluate their current co-teaching programs. Participants will leave the course knowing several co-teaching practices between general and special education teachers, as well as, between two general education teachers in the same classroom, and how to effectively work as a co-teaching partner to create opportunities for success for all learners.
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.
This course is designed to help K–12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers. Teachers will learn the tenets of Positive Psychology (Seligman) and related theories and strategies. These, in turn, will provide the foundation for increasing personal and professional resilience, maintaining flexibility, and tending to physical and mental health as a basis to improve classroom experiences for all. Teachers will also survey current initiatives, standards, and skills, such as the Common Core State Standards, RtI, the Danielson Evaluation model, the Flipped Class model, and 21st century skills. 
This course provides general, special, and paraprofessional K-12 educators with the fundamental concepts and instructional strategies to promote the successful social and academic integration of children with disabilities, and those students at-risk for school failure, in the general education classroom.  Participants will explore the benefits of collaborating with colleagues to design and implement effective instruction to meet the needs of all learners in an inclusive classroom.  A brief history of special education and the federal policies related to the general education teacher and a student’s least restrictive environment, as well as current educational models, used to educate students with disabilities in the general education classroom will be reviewed.
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.
Participants in this course will learn how to build academic success for at-risk students by developing student resilience, designing active learning experiences, motivating underachievers, and fostering social emotional skills. Participants will explore strategies for reaching students of poverty and students with ADHD, and learn how to work effectively with at-risk students and their parents.
This course is designed to help teachers understand school law as it pertains to the rights of students, the rights of teachers, and the legal expectations of today’s public schools; thereby improving their effectiveness.  Participants in this course will develop an overall sense of the spirit of school law so that they may not only teach students to become good citizens, but also to ensure that their rights are protected in the educational process.  In addition, participants will learn about their rights as government employees regarding Freedom of Speech and employment issues.
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.