This course is designed to teach participants the importance of metacognition, provide background knowledge of the core executive function processes, and help apply their knowledge of executive function processes to help students better understand themselves as learners. Participants will learn how executive functioning skills are the cognitive powers that help develop good habits which leads to effective school and life management. The course will also look at the process of how to create effective assessments. Assessments are essential to the learning process, as evidenced in that assessments inform the instructor on the effectiveness of their instruction, as well as they provide a way to measure students' mastery of the course's educational learning targets. The course will explore how to identify course goals for assessment, determine test structure and design, write effective questions, and apply a variety of testing methods to differentiate testing methods.

Course #: IMF25013
Dates: 11/03/25 - 12/07/25
Categories:

Positive Classroom Management 21st-Century Teaching Instructional Strategies

Format:

Interactive

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This course empowers educators to transform discipline from a reactive process to a proactive opportunity for connection and growth. Participants will explore research-based strategies to de-escalate conflict, foster student accountability, and create a culture of respect. Grounded in the work of researchers such as Dr. Ross Greene (The Explosive Child) and Dr. Bruce Perry (The Boy Who Was Raised as a Dog), participants will explore how behavioral challenges are often manifestations of unmet needs and lagging skills—not intentional defiance. The course integrates principles of restorative justice (as advanced by Howard Zehr) to reframe misbehavior as an opportunity for growth and relationship-building. Educators will analyze discipline systems, recognize the role of equity and trauma, and design practices that build student relationships and restore trust. A toolkit of practices will be developed to foster safe, responsive, and equitable learning environments. By the end of this course, educators will be equipped with practical, research-based strategies to replace punitive discipline with relational, restorative approaches that prioritize connection, accountability, and student dignity. Participants will design an implementation plan or presentation that demonstrates their ability to apply student-centered practices to real-world classroom or schoolwide challenges. Through this comprehensive approach, educators will be empowered to build trust, repair harm, and create inclusive learning environments where every student feels seen, supported, and capable of success. Throughout the course, participants will engage in interactive dialogue through a variety of mediums to receive valuable feedback to reflect on from their instructor. All formative and summative projects are reviewed and graded, and feedback from the instructor will be provided, allowing the participant to enhance their portfolio of educational tools/resources to impact their classroom or school community.

Course #: IMW26004
Dates: 01/19/26 - 02/15/26
Categories:

Positive Classroom Management Instructional Strategies

Format:

Interactive

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This course equips K–12 educators with the tools and understanding necessary to support the emotional regulation of students and transform the student-teacher relationship. Rooted in the latest research in neuroscience and child development, participants will examine how emotional regulation is closely tied to brain function, executive skills, and the impact of trauma. They will explore how dysregulation affects learning, behavior, and student-teacher relationships, and how adverse childhood experiences (ACEs) and chronic stress can manifest in the classroom. Drawing from the groundbreaking work of Dr. Marc Brackett (Permission to Feel) and Dr. Susan David (Emotional Agility), the course highlights how emotions influence decision-making, attention, and academic success. Educators will gain practical strategies to recognize signs of emotional dysregulation, co-regulate with students, and build a classroom environment that fosters psychological safety, trust, and student voice. Emphasis will be placed on the intersection of trauma, SEL (social-emotional learning), and emotional regulation to help students develop resilience and self-awareness. The course emphasizes emotional regulation strategies that are adaptable for both younger and older students, ensuring relevance across all grade levels (K-12). Participants will learn how to design proactive classroom systems that promote structure and empathy, use de-escalation strategies to respond to challenging behaviors, and implement restorative practices such as community-building circles and restorative conversations. They will also reflect on their own emotional regulation habits and develop self-assessment tools to strengthen their responses to student behavior. Rather than relying on punitive measures, educators will be empowered to distinguish between consequences, punishment, and meaningful accountability that encourages growth. Throughout the course, participants will create a toolkit of resources, including co-regulation visuals and routines, trauma-informed behavior response plans, and a customizable emotional regulation guide for classroom use. As a culminating activity, educators will design an implementation plan or presentation that applies these strategies in a real-world setting, ensuring they are prepared to lead with compassion, support student well-being, and build emotionally supportive classrooms where every learner can thrive.

Course #: IMW26012
Dates: 02/24/26 - 03/22/26
Categories:

Social & Emotional Learning Positive Classroom Management

Format:

Interactive

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Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that impacts a student's ability to focus, behave, and learn effectively. This course provides a comprehensive and updated overview of ADHD, including its symptoms, diagnostic criteria, and effects on students' academic performance. It also addresses common co-occurring conditions, such as anxiety and mood disorders, as noted by the National Institute of Mental Health and the Child Mind Institute. Educators participating in this course will focus on the learning challenges faced by students with ADHD, emphasizing the need for tailored teaching strategies and supportive learning environments. The course highlights the importance of executive function skills for organization and time management, as well as the role of Social Emotional Learning (SEL) in promoting positive behaviors, as explained by Understood (a leading nonprofit organization committed to empowering tens of millions of people with learning and thinking differences in the United States). Participants will learn about Individual Education Plans (IEPs) and educational rights, exploring various treatment options. Finally, this course will address the significance of collaboration between educators and families, alongside strategies to foster motivation, self-advocacy, and essential life skills in students with ADHD, in line with insights from the Centers for Disease Control and Prevention.

Course #: IMW26014
Dates: 03/23/26 - 04/19/26
Categories:

Equity & Diversity Instructional Strategies

Format:

Interactive

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This course is designed to support educators with practical tools to deliver feedback that promotes student growth while addressing the often-overlooked impact of perfectionism in the classroom. Participants will examine how different types of feedback can either hinder or empower learning (Schunk & Ertmer, 2025) and explore strategies for fostering a classroom culture that encourages risk-taking, resilience, and self-confidence (Reid, 2025; McCabe, 2024). Through research-based practices and real-world examples, teachers will learn to recognize signs of perfectionism and intervene in ways that support healthier learning mindsets (Ganimian, Fryer, & Dweck, 2022). The course prepares educators to craft feedback that motivates rather than discourages, shifting the focus from flawless performance to meaningful progress (FeedbackFruits, 2023; Xu, Chen, & Zhao, 2023). Participants will engage in reflective practice, collaborative discussions, and the development of actionable plans tailored to their own teaching contexts. Ultimately, this course equips educators to create inclusive, growth-centered environments where all students can thrive.

Course #: IMW26021
Dates: 04/27/26 - 05/26/26
Categories:

Social & Emotional Learning Positive Classroom Management Content-Area Teaching

Format:

Interactive

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