Steve Novak | Online Learning for Teachers pursuing Continuing Education and Professional Development | The Connecting Link

 

Steve Novak

Instructor photo

Steve brings over thirty years' experience in K-12 education, ranging from teacher, assistant principal, elementary school principal, administrator, project manager, and executive coach. His graduate degrees are in Educational Administration and Supervision and Music Education. Steve has designed professional development and workshops for teachers, directors, and parents on student assessments, 21st-century learning, Common Core Standards, Danielson Framework for Teaching, and best practices. In his free time, he enjoys writing, listening to music, taking long walks, biking, and kayaking.

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 #: IMF26013
Dates: 11/30/26 - 12/27/26
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 #: IMW27000
Dates: 01/04/27 - 01/31/27
Categories:

Social & Emotional Learning Positive Classroom Management Content-Area Teaching

Format:

Interactive

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This comprehensive course equips educators with the knowledge, strategies, and practical tools needed to effectively support students with specific learning disabilities in reading, writing, and math. Drawing on research and resources from leading organizations such as the National Center for Learning Disabilities and the Child Mind Institute, participants will explore the neurobiological foundations of dyslexia, dysgraphia, and dyscalculia, learning to identify early indicators, interpret assessment data, and collaborate with specialists and families throughout the identification process. The course emphasizes evidence-based interventions across all three disabilities, including structured literacy approaches for dyslexia, explicit handwriting and composition instruction for dysgraphia, and conceptual math strategies for dyscalculia. Beyond instructional strategies, this course addresses the critical elements of creating truly inclusive classrooms where students with learning disabilities thrive academically, socially, and emotionally. Educators will design differentiated lessons, develop culturally responsive communication materials for families, and implement social-emotional supports that build student self-advocacy, resilience, and confidence. The course concludes with a focus on educator well-being, helping participants recognize burnout risks specific to special education contexts and develop sustainable wellness practices that maintain their passion and effectiveness in supporting diverse learners throughout their careers.
Course #: IMW27019
Dates: 01/04/27 - 01/31/27
Categories:

Equity & Diversity Instructional Strategies Content-Area Teaching

Format:

Interactive

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Differentiation doesn’t have to mean creating multiple lessons, adding hours to your planning, or trying to meet every student need at once. This course focuses on practical, manageable ways to make small shifts in instruction that can have a meaningful impact. Participants will explore what differentiation can look like in a real classroom, unpack common misconceptions, and consider how student readiness, interests, and learning needs can guide everyday instructional choices. Drawing on Dr. Carol Ann Tomlinson’s differentiation framework (including Tomlinson & Imbeau, 2023), Universal Design for Learning connections from CAST’s UDL Guidelines 3.0 (2024), and contemporary research on differentiated instruction and teacher professional development (including recent meta-analyses and reviews such as Kahmann et al., 2022, and Langelaan et al., 2024), educators will learn to adjust content, process, and assessment through scaffolds, flexible grouping, and formative checks. Technology and applications for differentiation will also be explored, including educator AI tools that reduce repetitive work. After completing this course, participants will be prepared to implement a personalized, sustainable differentiation plan tailored to their unique classroom needs.
Course #: IMW27005
Dates: 02/08/27 - 03/07/27
Categories:

Positive Classroom Management Instructional Strategies Content-Area Teaching

Format:

Interactive

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This course examines the factors contributing to student overwhelm during lessons, particularly when excessive information is presented simultaneously. Participants will investigate the reasons for student disengagement and analyze the three types of cognitive load: intrinsic, extraneous, and germane. The course will provide strategies to mitigate memory overload and effectively manage cognitive load within classroom settings. The course will also address digital fatigue and its neurological effects, emphasizing how prolonged screen exposure can alter the neural mechanisms involved in attention, memory, and emotional regulation. These changes impact students' capacity for sustained engagement and effective learning. Participants will gain an understanding of brain function and learn evidence-based strategies they can implement to enhance memory and support information retrieval. Educational research in this course is grounded in the work of Dr. John Sweller, an educational psychologist who developed cognitive load theory, which explains how learning suffers when working memory is overloaded. Dr. Dylan Wiliam, an education researcher known for his work on formative assessment and assessment for learning, contributes to the course through his emphasis on using what we know about working memory to make classroom instruction more effective. Dr. Michael Rich, a pediatrician whose work focuses on how the "interactive media environment" affects children's physical and neurological development, is also explored. Dr. Daniel T. Willingham, a cognitive scientist and author of Outsmart Your Brain, offers research-based insight into how attention and memory work and how students can study and learn more effectively. Together, this research informs the course's examination of student overwhelm, digital fatigue, and classroom outcomes. Participants will synthesize these paradigms and develop a deeper understanding of an educator’s role in the classroom, along with the latest tools, methods, and techniques for cultivating students’ learning and a state-of-the-art teaching approach to meet their educational goals.
Course #: IMW27008
Dates: 02/15/27 - 03/14/27
Categories:

Social & Emotional Learning Positive Classroom Management

Format:

Interactive

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This course is designed to give educators an understanding of perfectionism in the classroom and its impact on K-12 students. Participants will explore what perfectionism is, how to recognize its hidden signs, and how it shows up differently across race, gender, culture, and students from affluent vs. low-income households. Drawing on recent studies by Dr. Molnar, Blackburn, Tacuri, Dr. Zinga, Dr. Hewitt, and Dr. Flett (2026) on perfectionism, educators will examine the academic and mental health consequences of perfectionism, then build practical strategies for fostering growth mindset and healthy achievement in the classroom. The course also addresses partnering with families and confronting educators' own biases and perfectionistic tendencies. This will equip teachers to recognize and support perfectionist students with understanding and compassion.
Course #: IMW27010
Dates: 02/22/27 - 03/21/27
Categories:

Social & Emotional Learning Positive Classroom Management Content-Area Teaching

Format:

Interactive

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In today’s classrooms, students face a range of pressures that can affect their ability to focus and engage in learning. This course invites K–12 educators to examine how anxiety, stress, and distraction influence student well-being and academic experiences, while exploring practical ways to create more supportive learning environments. Participants will investigate contributing factors such as constant connectivity, social comparison, reduced unstructured play and independence, and academic pressure, and will consider how these forces shape attention, belonging, behavior, and learning. Drawing on recent research and frameworks associated with Dr. Denise Pope and colleagues at Challenge Success, Dr. Jorge Verlenden and colleagues at the Centers for Disease Control and Prevention (CDC), the U.S. Surgeon General’s advisories on youth mental health, and the Collaborative for Academic, Social, and Emotional Learning (CASEL), educators will strengthen their ability to recognize signs of student anxiety, respond within professional role boundaries, and design classroom conditions that protect focus and psychological safety without lowering academic expectations. After completing this course, participants will be prepared to implement a personalized, sustainable action plan that strengthens student confidence, calm, and agency in their classroom.
Course #: IMW27013
Dates: 04/05/27 - 05/02/27
Categories:

Social & Emotional Learning Positive Classroom Management

Format:

Interactive

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This comprehensive course equips educators with the knowledge, strategies, and practical tools needed to effectively support students with specific learning disabilities in reading, writing, and math. Drawing on research and resources from leading organizations such as the National Center for Learning Disabilities and the Child Mind Institute, participants will explore the neurobiological foundations of dyslexia, dysgraphia, and dyscalculia, learning to identify early indicators, interpret assessment data, and collaborate with specialists and families throughout the identification process. The course emphasizes evidence-based interventions across all three disabilities, including structured literacy approaches for dyslexia, explicit handwriting and composition instruction for dysgraphia, and conceptual math strategies for dyscalculia. Beyond instructional strategies, this course addresses the critical elements of creating truly inclusive classrooms where students with learning disabilities thrive academically, socially, and emotionally. Educators will design differentiated lessons, develop culturally responsive communication materials for families, and implement social-emotional supports that build student self-advocacy, resilience, and confidence. The course concludes with a focus on educator well-being, helping participants recognize burnout risks specific to special education contexts and develop sustainable wellness practices that maintain their passion and effectiveness in supporting diverse learners throughout their careers.
Course #: IMW27015
Dates: 04/05/27 - 05/02/27
Categories:

Equity & Diversity Instructional Strategies Content-Area Teaching

Format:

Interactive

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This course is designed to explore the impact of technology, digital communication, and the ways children and adolescents socialize, learn, and are perceived in the classroom. Participants in this course will learn about the nature of digital devices and the pressure they place on K-12 students, and how they can impede the development of critical life skills such as empathy, conflict resolution, and resilience. The effective use of technology and media literacy will be investigated. This course prepares educators by engaging them in thoughtful dialogue and activities that promote 21st-century ideas and understanding of students’ diverse, digital, and global learning needs. [1] Educational research is based on the findings of Riin Seema, Ph.D., Ene Varik-Maasik, Ph.D., Daniele Giansanti, Ph.D., Olusola O. Adesope, Ph.D., and Patricia L. Maarhuis, Ph.D,[2] and the research on artificial intelligence and its impact on student development is based on the findings of Ying Xu, Ph.D., Faith Rogow, Ph.D., Michael Ali, Ph.D., Ryan Nagelhout, Ph.D., Emily Weinstein, Ph.D., and Carrie James, Ph.D. Foundational work in this course will include research on understanding effective practices, student learning strategies, and classroom outcomes. Participants will synthesize these paradigms and develop a new understanding of educators’ roles in the classroom, along with the latest tools, methods, and techniques for cultivating students’ learning and a state-of-the-art teaching approach to meet their educational goals.
Course #: IMW27017
Dates: 04/26/27 - 05/23/27
Categories:

Positive Classroom Management Technology Tools for the Classroom Content-Area Teaching

Format:

Interactive

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Participants in this course will examine foundational elements that make up student anxiety. Participants will learn about the signs and symptoms of anxiety in students at various grade levels, maturities, and cultures. Anxiety-reducing strategies and frameworks will be centered around the research of Edmund J. Bourne, Ph.D., and Tom Thelen (founder of Resetschools.org). Participants will explore research studies on the causes of anxiety, learn how it impacts students’ learning and classroom interactions, and how teaching style and classroom structures can increase or decrease anxiety. This knowledge will aid in applying strategies and practices/frameworks to identify, minimize, and address a variety of anxiety factors and disorders. Additional topics include effective lesson planning to combat anxiety, explore online/digital resources to support classroom needs, including students with special needs, and connecting parents/homes to strengthening the support system to reduce anxiety. The course will conclude with participants developing an implementation plan or presentation to demonstrate knowledge and application of how anxiety impacts their classroom so they can improve student well-being and performance. 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 #: SPC23026
Categories:

Equity & Diversity Social & Emotional Learning Positive Classroom Management

Format:

Online Self-Paced

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This course is designed to explore the impact of technology, digital communication, and the ways children and adolescents socialize, learn, and are perceived in the classroom. Participants in this course will learn about the nature of digital devices and the pressure they place on K-12 students, and how they can impede the development of critical life skills such as empathy, conflict resolution, and resilience. The effective use of technology and media literacy will be investigated. This course prepares educators by engaging them in thoughtful dialogue and activities that promote 21st-century ideas and understanding of students’ diverse, digital, and global learning needs. [1] Educational research is based on the findings of Riin Seema, Ph.D., Ene Varik-Maasik, Ph.D., Daniele Giansanti, Ph.D., Olusola O. Adesope, Ph.D., and Patricia L. Maarhuis, Ph.D,[2] and the research on artificial intelligence and its impact on student development is based on the findings of Ying Xu, Ph.D., Faith Rogow, Ph.D., Michael Ali, Ph.D., Ryan Nagelhout, Ph.D., Emily Weinstein, Ph.D., and Carrie James, Ph.D. Foundational work in this course will include research on understanding effective practices, student learning strategies, and classroom outcomes. Participants will synthesize these paradigms and develop a new understanding of educators’ roles in the classroom, along with the latest tools, methods, and techniques for cultivating students’ learning and a state-of-the-art teaching approach to meet their educational goals.
Course #: SPC25037
Categories:

Positive Classroom Management Technology Tools for the Classroom Content-Area Teaching

Format:

Online Self-Paced

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This course is designed to help educators build a classroom structure where all students feel empowered and included in the classroom environment. Through the use of videos, readings, personal reflection, and online forum questions, participants will experience the multicultural classroom, as well as learn methods to implement strategies in their own classroom. Participants will learn to shape and maintain learning conditions that facilitate a multicultural perspective during instruction, including how to identify and promote diversity, multicultural learning styles, create culturally aware lesson plans and activities, using social emotional learning strategies to impact classroom management, and strategies/ideas to educate parents on the multicultural classroom. Participants will leave the course with resources and strategies to reach students in a variety of cultures and educate them on the importance of understanding a multicultural classroom and the benefits of being multiculturally competent.
Course #: SPC18182
Categories:

Equity & Diversity Positive Classroom Management

Format:

Online Self-Paced

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This course is designed to provide educators with the knowledge and skills necessary to build strong, positive relationships with students and their families. Participants will explore the crucial role these relationships play in fostering student achievement and creating a supportive classroom culture. The course covers key topics such as effective communication techniques, cultural competence, and strategies for engaging parents and caregivers. Drawing on the influential work of Dr. Joyce L. Epstein, whose framework of six types of parental involvement has significantly shaped how schools engage with families, educators will gain deeper insights into fostering meaningful family-school partnerships. Additionally, the course will highlight the research of Dr. Anne T. Henderson, who has extensive publications on building strong relationships. Educators will also learn methods to support students’ emotional and academic needs, manage conflicts, and build collaborative partnerships with families. By the end of this course, participants will develop an implementation plan or presentation to demonstrate their knowledge and application of these strategies. 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 #: SPC24136
Categories:

Educational Leadership Social & Emotional Learning Positive Classroom Management

Format:

Online Self-Paced

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Participants in this course will examine student-centered classrooms with a constructivist approach - a significant shift away from the typical teacher-centered classroom. In a student-centered classroom, much of the direction and leadership is passed onto the students and the teacher becomes the classroom facilitator. This course provides participants with an in-depth exploration of how student-centered classrooms can engage and enhance the learning of all students. Effective student-centered teaching strategies, lesson planning, classroom management methods, and differentiated assessments will be explored. Participants will learn how having a constructivist approach to the student-centered classroom can have students take charge of their learning at any grade level and become independent learners who can create, discover, and problem solve on their own.
Course #: SPC19183
Categories:

21st-Century Teaching Instructional Strategies

Format:

Online Self-Paced

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This course examines the factors contributing to student overwhelm during lessons, particularly when excessive information is presented simultaneously. Participants will investigate the reasons for student disengagement and analyze the three types of cognitive load: intrinsic, extraneous, and germane. The course will provide strategies to mitigate memory overload and effectively manage cognitive load within classroom settings. The course will also address digital fatigue and its neurological effects, emphasizing how prolonged screen exposure can alter the neural mechanisms involved in attention, memory, and emotional regulation. These changes impact students' capacity for sustained engagement and effective learning. Participants will gain an understanding of brain function and learn evidence-based strategies they can implement to enhance memory and support information retrieval. Educational research in this course is grounded in the work of Dr. John Sweller, an educational psychologist who developed cognitive load theory, which explains how learning suffers when working memory is overloaded. Dr. Dylan Wiliam, an education researcher known for his work on formative assessment and assessment for learning, contributes to the course through his emphasis on using what we know about working memory to make classroom instruction more effective. Dr. Michael Rich, a pediatrician whose work focuses on how the "interactive media environment" affects children's physical and neurological development, is also explored. Dr. Daniel T. Willingham, a cognitive scientist and author of Outsmart Your Brain, offers research-based insight into how attention and memory work and how students can study and learn more effectively. Together, this research informs the course's examination of student overwhelm, digital fatigue, and classroom outcomes. Participants will synthesize these paradigms and develop a deeper understanding of an educator’s role in the classroom, along with the latest tools, methods, and techniques for cultivating students’ learning and a state-of-the-art teaching approach to meet their educational goals.
Course #: Pre-Order SPC26048
Categories:

Social & Emotional Learning Positive Classroom Management

Format:

Online Self-Paced

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Participants in this course will learn how to build a learning environment that embodies the goals necessary for teaching social tolerance and thoughtfulness. This course is intended to help navigate areas of social comprehension that are critical to the growth of today’s students and school communities. Participants will learn to design opportunities that will assist their students in recognizing and appreciating both their own identities and the identities of their peers. Self-reflection is a crucial step in realizing the need for anti-bias education, and it will inspire participants to take innovative steps toward doing so. Participants will also analyze how they and their school community can create inclusive and respectful learning environments. Participants will learn to create a classroom that is free of prejudice and teaches children to celebrate the diversity of those around them. Participants will leave the course having learned to use teaching tolerance and thoughtfulness goals to build and solidify a socially responsive culture within their school community. Participants will develop a new understanding of educators’ role in the classroom, along with the latest tools, strategies, and techniques for cultivating students’ learning and a state-of-the-art teaching approach to meet their educational goals. Educational research in the course is based on renown psychologists, inclusive specialists, and educational leadership experts such as Julie Cuaston PhD., Joseph A. Durlak PhD., Allison B. Dyminicki PhD., Nancy Frey PhD., Ross W. Greene PhD., Paula Kluth PhD., Rebecca D. Taylor PhD., and Roger P. Weissberg, PhD. 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 #: SPC24035
Categories:

Equity & Diversity Social & Emotional Learning Diverse Learners Positive Classroom Management

Format:

Online Self-Paced

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