This course is designed to equip educators with the Spanish proficiency needed to communicate effectively in educational settings. It places a strong emphasis on cultural competence, recognizing that understanding cultural diversity is essential for creating a more inclusive and supportive learning environment. By building these skills, participants will be better prepared to connect with Spanish-speaking students and their families.

Whether you're a beginner or have some prior knowledge of Spanish, this course will help you develop essential interpersonal language skills. Rather than focusing on introductory language concepts, the course will engage participants in real-life scenarios, such as conducting parent-teacher conferences, giving instructions, and gathering information. Through interactive drills and exercises, educators will enhance their ability to understand and respond to basic verbal and written Spanish communication.

Active participation is key-students will be required to keep their cameras on, engage in breakout room activities, and collaborate with peers to strengthen their language skills.

This is a comprehensive, synchronous course delivered via Zoom. (15 CTLE hours)

Classroom management for challenging classrooms; classroom management for all classrooms. The objective of this course is to conduct a comprehensive analysis of the book, Reclaim Your Challenging Classroom: Relationship-Based Behavior Management, by Alene H. Harris and Justin D. Garwood. In addition to a professional analysis of the book, this course will include professional discussions, the creation of materials and strategies, as well as opportunities for application of materials and strategies through fieldwork. Another objective of this course is to help educators enhance their classroom management systems to reflect the most modern practices. All participants in this course will be able to update, modify, and find alternative methods of classroom management practices and theories. Classroom management is a vital topic for educators at all levels, and is an important component for educators at all levels of experience. As proposed by Kim Collins in the Introduction, "Strive for continuous improvement, instead of perfection,” and classroom management is an important area for all educators to consistently strive for continuous improvement.

Required Materials: An electronic copy of the book will be provided through our Gale eBook library.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

In this course we will begin to explore Positive Behavioral Interventions & Supports and how/why to implement it in our schools and classrooms. Participants will learn what the goals of PBIS are, how to implement PBIS and how to tell if it's working. Activities such as creating a Behavior Matrix and Character Calendar will be done in order to give participants a way to begin PBIS implementation immediately after the course ends.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CLTE hours)

In June 2018, the NYS Regents approved a new certification extension pathway for educators interested in extending their existing certification to address the growing shortage of special education teachers in NYS. This 45-hour course will help teachers analyze the NYS Next Generation Standards focusing on Reading, Writing, and Math at the 10th - 12th-grade level and develop lesson plans that use evidence-based and developmentally appropriate instructional practices to support student achievement. Teachers will apply their knowledge of this age group, current learning research, and technology to demonstrate facility in designing engaging lessons and developing a classroom culture that supports social, emotional, cognitive, and linguistic growth for all students.

The content of this course will be delivered through synchronous meetings online and assignments in Google Classroom (a personal Google account is required to access course materials). Fulfills NYS requirements for SWD Grades 10-12 certification extension.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

In this online course, you'll explore key ideas, learn practical strategies, and gain helpful resources to help you bring your language habits and patterns more in line with your best intentions and positive goals for students.

Understand how the language we use with students is so crucial to their academic and emotional engagement in school.
Consider language habits and patterns in three main areas: culture & climate, positive behavior, and academic engagement.
Explore many "instead of this--try this" examples to help you consider language shifts you might try.
Learn a process for changing language habits and set a goal for personal growth.
Gain access to a wide array of supportive resources including articles, videos, podcasts, and more.

You will have access to this course for a year, so you can go back in over and over again. (6 CTLE hours)

This course is a New York State Education Department approved course and provides the hours and course content required for certification extension for SWD grades 5-8.

Eligible participants must have SWD 1-6 or SWD 7-12 certification and at least 3 years of teaching experience to be eligible for the certification extension.

This 45 hour course requires synchronous and asynchronous work. The course includes 3 sections, Knowledge of Students, Instructional Strategies, and Professional Practices.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. (45 CTLE hours)

This course will explore a variety of anxiety disorders and the symptoms that may appear in the classroom. The course will seek to address concerns of teachers and support staff in addressing and dealing with the impacts that anxiety can have on students in relation to school. Additionally, we will discuss strategies, accommodations, testing accommodations, IEP and 504 plans and how they are used for children with Anxiety Disorders.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course explores evidence-based practices in vocabulary and comprehension. Learn to strategically leverage GPTs to enhance instruction, personalize learning, and boost student reading outcomes based on these essential components.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (3 CTLE hours)

Staring at a blank page can be the most daunting part of the writing process. Writer's block hinders creativity, motivation, and ultimately, the quality of student work. This course explores how Artificial Intelligence (AI) platforms like SchoolAI, Brisk and Magic School can empower students at all grade levels to overcome writer's block and enhance their writing journey through idea generation, outlines, drafting, and revising student work. Participants will walk away with AI-powered strategies to empower their students and transform the writing process from daunting to dynamic.

The 15-hour course will include a blend of synchronous meetings and asynchronous work for participants to complete at their own pace while also engaging in collegial conversations.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course explores evidence-based practices in phonics, phonemic awareness, vocabulary, comprehension, grammar, and fluency. Learn to strategically leverage GPTs to enhance instruction, personalize learning, and boost student reading outcomes across these essential components.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Compassionate School Practices: Fostering Children's Mental Health and Well-Being discusses how educators can establish a compassionate cultural foundation for strong relationships and holistic skills to weather stress, trauma, and promote well-being for their entire school population. The authors of this book explain how educators can discover a collaborative visioning process to elevate compassion through dialogue, policies, and protocol. Participants will explore how compassion shapes professional practice and organizational functioning. We will read and discuss insights about how educators can be more prepared to deal with students who face struggle, and hardship. Compassion has the potential to transform schools into places of healing, comfort, belonging, and connection amid these difficulties. Participants will also learn skills needed to demonstrate and nurture compassion within their schools, districts, and communities, and will better understand how compassionate instruction can directly support vulnerable populations within schools.

Required Materials: An electronic copy of the book will be provided through our Gale eBook library.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This book study course will examineSupporting Student Mental Health: Essentials for Teachers by Michael Haas & Amy Ardell This text is a guide to the basics of identifying and supporting students with mental health challenges. It is full of accessible and appropriate strategies for responding to students' mental health needs, such as relationship-building, behavioral observation, questioning techniques, community resources, and more. Participants will examine strategies for building classroom community and supporting students' mental health.

The book Supporting Student Mental Health: Essentials for Teachers by Michael Haas & Amy Ardell is available for purchase through Amazon or Barnes and Noble ISBN #978-0367409760.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This book study will help educators get a better understanding of artificial intelligence technology in an educational setting. The author illuminates some of the most exciting things happening with AI in the classroom. In the course, you'll explore a variety of AI technologies with incredible potential to impact teaching and learning. The book also serves as a roadmap for bringing AI to the classroom, sharing frameworks and considerations for using AI tools and technologies with your students along with curated tools and classroom-tested projects that truly empower students to be innovative designers and creative communicators. Participants will be provided with an electronic copy of the book. Each week participants will read required chapters, participate in discussions, and complete activities that can be applied to their classrooms.

Required Materials: An electronic copy of the book will be provided through our Gale eBook library.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

It's not exactly a news flash to say that it's a hard time to be a teacher. In this practical and inspiring asynchronous course, you'll learn concrete strategies to help you get into powerful habits so you can become a more well-balanced and energized educator.

You will have access to this course for a year, so you can go back in over and over again. (6 CTLE hours)

The purpose of this course is to assist Elementary teachers, counselors, support staff, etc. with identifying stressors within themselves and their students. Educators will be able to identify the impact that stress has on our minds and bodies. Participants will develop strategies to mitigate the negative impact of stress by developing a supportive classroom community and incorporating SEL techniques focusing on self-care and self-management.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

The way teachers talk with students has a profound impact on how kids feel about school, for better or worse. The way teacher leaders talk with teachers can have the same kind of impact. In this active and interactive webinar, Mike Anderson, author of What We Say and How We Say It Matter: Teacher Talk That Improves Student Learning and Behavior, will share a few key ideas about effective language in schools:
1. All educators have positive goals and intentions when it comes to their work with students and colleagues.
2. When it comes to the way we talk with others in schools, we have to rely on habits and patterns.
3. We all have at least a few habits and patterns that don't align with our best intentions.

We will explore these ideas both through the lens of language teachers can use with their students and through the language that directors/leaders can use with their colleagues. Participants will gain access to an online binder of resources to support further learning and implementation. (1 CTLE hour)

No matter the content area, as teachers we are tasked with being on the frontline of educating our youth to live in an ethnically and culturally diverse America. Educators have a responsibility to create a culturally inclusive classroom and provide a means for students to become more culturally and civically aware. In this course participants will learn approaches to teaching about cultural responsiveness and civic responsibility by discussing and learning strategies to create both a tolerant and accepting classroom. We will discuss how to navigate difficult conversations and engage students in lessons that will prepare them for their future beyond their K-12 education. Coursework will be both synchronous and asynchronous.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Remember circling toys in the catalog as a kid, this is the professional educator's version! We will explore the favorite educational technology of 2025 with a focus on creativity, innovation, and learning. This fast-paced, fun session highlights tools, projects, pros, and cons of tools like Artificial Intelligence, Animation, 3D printing, laser cutting, design, gamification, and more! Attendees will leave this session knowing more about the tools they want to use with staff and students.

This course will give participants strategies for improving classroom management in order to create an orderly and well organized environment where students can succeed and complete rigorous work. Participants will explore approaches for developing positive classroom communities that promote good relationships between the teacher and students as well as between peers.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course will take a look beyond the basics of Canva designs and skills to examine the many creative ways in which Canva can be integrated into your classroom to enhance your educational resources, student engagement, and parent communication. From crafting vibrant classroom organization materials to developing visually stunning educational resources of all kinds, you'll discover how Canva empowers both you and your students to unleash creativity and enhance learning across all subject areas. Designed for the beginner to the expert, or elementary to high school, the content of this course will be customized to your understanding of Canva and your content area. Think of it as a "choose your own adventure” in Canva! So, get ready to transform your teaching toolkit and captivate your students with dynamic visual content! Note: Asynchronous dates & times are place holders, participants will work complete coursework at the times of their choosing. Note 2: No assignments will be posted during the winter recess.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This book outlines a comprehensive, collaborative approach to teaching students living with trauma, violence, and chronic stress that focuses on students' strengths and resiliency. During the course you will be provided with strategies for working with half of the students in the U.S. who are experiencing or have experienced trauma, violence, or chronic stress. Participants will work from a strength-based perspective that draws from the personal, cultural, and world experiences that students and families bring with them and that can be capitalized on to create successful academic outcomes.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Required Materials:

An electronic copy of the book will be provided through our Gale eBook library.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This 3-Week course is designed to help content area teachers support their English Language Learners (ELLs). Each week will highlight digital tools in a specific category: Translation Tools, Engagement Tools, & Literacy Tools. At the end of the course, participants will choose one tool to explore and create a lesson with.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Educators will get a better understanding of children who may experience the internal challenges of being Obsessive Compulsive. Some challenges may be due to stress, depression, anxiety, predisposition and even trauma. Children may also experience conflict with peers and adults in addition to their own internal confusion and disturbances.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

What if playing games could make your classroom more focused, collaborative, and academically rich? It certainly helped in my classroom! In this interactive class, we'll explore various strategic board and digital games while reinforcing NYS Social Emotional Learning (SEL) Benchmarks and addressing Computer Science and Digital Fluency standards. Learn how to intentionally weave gameplay into your lessons to promote problem-solving, collaboration, empathy, and resilience, all while building computational thinking and digital citizenship. You'll leave with online and unplugged ideas, curriculum-aligned strategies, and inspiration to turn your classroom into a thriving community of thinkers-one game at a time.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course is designed to be a meaningful interactive course that helps educators, of any grade or subject, explore and integrate technology into their teaching. Through collaborative discussions and hands-on tutorials, participants will share experiences, brainstorm ideas, and discover practical ways to use digital tools in the classroom. Each week, we'll explore different technologies, discuss their benefits, and develop lesson ideas that enhance student learning. By the end of the course, educators will gain valuable strategies to engage students and make learning more interactive and effective.

This course is part 1 of a 3 part series. Each part focuses on a different category of technology. Part 1 is not a mandatory prerequisite of Part 2 or 3, but it is recommended. Participants may choose to take all, one or two of the courses in this series.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This is a asynchronous and synchronous course. There is 15 hours for the asynchronous segment and the synchronous segment is optional ZOOM MEETINGS. This course will allow educators the opportunity to create resilient schools that meet the social, emotional, ethical, and academic needs of students. Participants will explore the research-based skills and competencies that have a positive impact on the organizational structure of their school, the delivery of instruction, and student performance.

By participating in this course educators will be able to build bridges by acknowledging past accomplishments, validating what is presently working well, and designing future SEL goals to bring the existing programs to new levels of development. SEL must be an ongoing process and "way of life” which will bring about systemic change.

Participants will develop a toolbox of SEL strategies, and create a SEL Portfolio that serve as a resource tool and guide for implementation. Participants will be provided with the opportunity for independent inquiry, learning in cooperation with others, and reflective practice.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. (15 CTLE hours) District approval is needed for in-service credit. (15 CTLE hours)

Participants will learn how to focus the learning taking place in the classroom on the students with the teacher as an instructional content creator. By introducing Choice Boards and Hyperdocs into lesson plans, teachers will assist students in learning advocacy, decision-making and time management freeing up more time for instructors to provide feedback and guidance. Recapture a sense of balance to the teacher workload where instructor and students do equal work for a more individualized learning experience.

The 15-hour course will include a blend of synchronous meetings and asynchronous work for participants to complete at their own pace while also engaging in collegial conversations.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course explores the philosophy of identifying priorities and focusing on the truly "essential.” Teachers are often overwhelmed by countless tasks and responsibilities, leading to either action paralysis or action overexertion. Instead, creating a hierarchy of task management by identifying long-term goals, prioritizing quality over quantity, acknowledging trade-offs, and overcoming the cultural obsession with busyness can help in achieving greater efficiency and overall professional satisfaction. The key principles from Greg McKeown's Essentialism will be thoroughly analyzed. Excerpts from several other notable texts will be examined, including The One Thing, The Power of Less, Overwhelmed, and Deep Work. Teachers can use strategies for advancing professional growth as well as promoting student development.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

An Individualized Education Program (IEP) is a strategic planning document that lays out the program of special education instruction, supports, and services a student with a disability needs within the educational environment. This course will foster a collaborative deconstruction of all parts of an IEP to understand better how each component is interconnected to support the overall needs of the students entitled to this legally-binding document. Participants will also learn how to enhance their ability to write cohesive and comprehensive IEPs to ensure measurable outcomes for students with disabilities. An IEP is the cornerstone of the special education process; however, components of the framework can be used to support any student. Therefore, this course will be designed to meet the needs of general or special education teachers district-wide.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

A Multi-tiered System of Support (MTSS) is a framework that helps educators provide educational and behavioral strategies for students with various needs. This framework can be successful by utilizing tools and best practices that support students emotionally, academically, and behaviorally.

More students are struggling than ever before. We will delve into the MTSS framework and explore best practices and tools that provide equitable learning and create positive learning experiences to support the current learning environment and meet the needs of ALL students.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

It is no secret that a large number of teachers hit a point of burnout at some point in their career. Teachers today have an unbelievable amount of pressure and responsibility that often stretches far beyond the content they were hired to teach. Expectations are high and come from within schools, administration, the public and the nation at large. Additionally, teachers have seen rapid changes to curriculum, technology, social- emotional initiatives, APPR, and state and federal standards.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course explores the transformative potential of artificial intelligence (AI) in education. Participants will develop skills in analyzing how AI reshapes learning, integrating AI tools for personalized instruction, and using AI systems to streamline tasks. The course connects AI concepts to Computer Science and Digital Fluency Standards while exploring the dynamic nature of AI technology. This course empowers educators to confidently leverage AI, freeing them to focus on enriching student interactions and preparing students for an AI-driven future.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

In this hybrid course, educators will explore how technology can be used to amplify student voice and provide meaningful choice in the learning process. Grounded in Universal Design for Learning (UDL) and principles of differentiated instruction, participants will discover practical strategies and tools that support student agency, engagement, and diverse learning needs. Teachers will examine research-based benefits of student choice, explore free and accessible digital platforms to facilitate it, and design tech-enhanced learning experiences that promote ownership and creativity. This course emphasizes real-world application, allowing educators to build and share choice-driven lessons that are ready to implement across content areas and grade levels.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This asynchronous course offers an in-depth exploration of collective student efficacy, a transformative approach where students learn more effectively through collaboration. Throughout the course, emphasis will be placed on developing effective strategies that foster both individual self-belief and a collective spirit in the classroom. This includes practical techniques aimed at boosting student participation and collaboration. The course also offers actionable insights and methodologies for implementing collective efficacy, focusing on elevating student engagement and driving impactful learning outcomes. Ideal for educators, this course presents a unique opportunity to cultivate an educational environment where collective learning is not just supported but flourishes. It's an invitation to transform the classroom experience, benefiting every student involved.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

The fastest way to get our students thinking at a higher level is to question them at higher level. With higher and more exhaustive standards being placed on our students, we must use our ability to question students in a manner that improves their ability to think critically and problem solve. This course will prepare teachers to meet the demands of the Next Generation Learning Standards and improve student learning outcomes. This course is appropriate for K-12 teachers.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

This online class will help educators get a better understanding of children who may experience emotional and externalizing challenges because of divorce. Some challenges may be behavior disorders, depression, anxiety and loss. In addition, children may also experience more conflict with peers and adults after a divorce.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course is designed to be a meaningful interactive course that helps educators, of any grade or subject, explore and integrate technology into their teaching. Through collaborative discussions and hands-on tutorials, participants will share experiences, brainstorm ideas, and discover practical ways to use digital tools in the classroom. Each week, we'll explore different technologies, discuss their benefits, and develop lesson ideas that enhance student learning. By the end of the course, educators will gain valuable strategies to engage students and make learning more interactive and effective.

Note 1: Asynchronous dates & times are place holders, participants will work complete coursework at the times of their choosing. Note 2: No assignments will be posted during the winter recess. This course is part 2 of a 3 part series. Each part focuses on a different category of technology.

Part 2 is not a mandatory prerequisite of Part 3, but it is recommended. Participants may choose to take all, one or two of the courses in this series. (15 CTLE hours)

This book study will help educators understand and apply assistive technology in the classroom. The author provides a framework for consistently selecting technology to create accessible and inclusive learning experiences for all students. As technology and teaching methods evolve, so do successful educators.

By the end of this book study, you will have learned:
How to use modern teaching philosophies, such as Project-Based Learning and Growth Mindset, to better support students with disabilities.
Strategies for designing and implementing technology-centered learning experiences that meet the needs of students with disabilities.
A systematic process for selecting technological supports based on an individual student's specific needs.
How to assist an Individualized Education Program (IEP) team in determining appropriate supports for a student with a disability.
Effective ways to provide professional development and training on inclusive practices to colleagues.
How to create a customized action plan to foster a school-wide culture of inclusivity and accessibility.

Required Materials: An electronic copy of the book will be provided "The New Assistive Tech: Make Learning Awesome for All" by Christopher R. Bugaj

Please note: District approval is needed for in-service credit. (15 CTLE Hours)

Teachers have key fundamental psychological needs (autonomy, competence, purpose, belonging, curiosity, and fun). When we as school leaders can help meet those needs, teachers can be fired up and passionate educators. In this session will explore practical strategies for doing just that!

Based on my newest ASCD book, participants will gain a deeper and more complete understanding of human motivation--an understanding that will help them create conditions where teachers' self-motivation can thrive. Participants will learn about 6 key intrinsic motivators (autonomy, competence, purpose, belonging, curiosity, and fun) and how to leverage these in their work with teachers. We'll explore practical strategies that can be used throughout the daily work of running a school.

The session will be active and interactive. I will give some direct presentations and participants will share and talk together through chats and breakout rooms. Participants will gain access to an online binder of resources to support further learning and implementation.(1 CTLE hour)

Improved reading strategies is the focus of all content areas, not just for ELA teachers. In Michele Haiken's new edition, she focuses on practical approaches and easy-to-use ideas to engage students in the digital age focusing on five different types of learners: struggling readers, reluctant readers, English learners, advanced readers and emerging readers. Online discussions via Google Classroom and class activities will include tools and resources to meet the needs of all learners where they are, empowering strategies to help students decide for themselves how they learn best, and hands-on activities that ignite students' personal passions and joy for learning.

Required Materials: An electronic copy of the book will be provided through our Gale eBook library.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Learning is one of the key success ingredients in any area of life. Yet, most of us are learning the wrong way. Make It Stick explains why many of our existing learning strategies are ineffective, and presents a better approach that will deliver deeper, more precise and more lasting learning. These ideas and tips are useful for students, teachers, trainers, and anyone who believes in lifelong learning. In this book study we will discuss the findings of the authors but also create materials for our own classrooms that put the theory into practice. Every assignment for this class will be directly related to what the participant teaches, predominantly built around them making lessons, activities, assessments and more that they can use the next day with their students.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (30 CTLE hours)

"Culturally Responsive Teaching for Multilingual Learners” is NOT just for English as a New Language (ENL) Teachers. It is a guide for ALL teachers who have students from different linguistic and cultural backgrounds in their classrooms. In their innovative book, Sydney Snyder and Diane Staehr Fenner share research-based tools, case studies, videos, and sketches to promote the success of Multilingual Learners in and out of the classroom. In this 8-week course, participants will keep a reflection journal where they will reflect on each chapter. Participants will collaborate through discussion questions on Google Classroom. Finally, participants will create a lesson plan focusing on the five principles of culturally responsive teaching.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit.

This online course will give you a snapshot look at the complex world of brain and mind. A "look inside” if you will of children battling eating disorders. This course will look at why teens turn to eating disorders to deal with problems or difficulties that are placed upon them from home, school, or society. There will be readings, internet work to be done, worksheets, reflections and online discussion.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. (15 CTLE hours) District approval is needed for in-service credit.

This course offers educators a comprehensive exploration of a diverse range of educational apps, extensions, and Artificial Intelligence (AI) tools, providing practical insights for seamless integration into the classroom environment. Participants will gain hands-on experience with a variety of AI applications, as well as browser extensions, all designed to enhance teaching, engage students, and optimize educational processes. The course covers a range of apps and extensions applicable across different subjects and grade levels, offering practical insights into their implementation for improved learning outcomes. Upon completion, participants will possess the knowledge and skills necessary to adeptly integrate a variety of apps, extensions, and AI tools into their classrooms, creating a technologically enriched and engaging learning environment.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Are you looking to gain a deeper understanding of Universal Design for Learning (UDL) and how to implement it in your classroom? This asynchronous course is here to help! This course is a comprehensive and personalized approach to understanding UDL - a framework ensuring all learners can succeed. With the help of the book "Dive Into UDL: Immersive Practices to Develop Expert Learners," which aligns with UDL principles and meets the needs of educators at all levels, you will embark on a personalized learning journey that gradually builds your knowledge and skills through various activities. You will have the freedom to customize how you want to learn. The course includes assigned reading, activities, implementation, and reflection opportunities, all designed to enhance your knowledge and skills in UDL. Let's dive into UDL together and create an inclusive learning environment for all students!

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

Classroom management for challenging classrooms; classroom management for all classrooms. The objective of this course is to conduct a comprehensive analysis of the book, Reclaim Your Challenging CLassroom: Relationship-Based Behavior Management, by Alene H. Harris and Justin D. Garwood. In addition to a professional analysis of the book, this course will include professional discussions, the creation of materials and strategies, as well as opportunities for application of materials and strategies through fieldwork. Another objective of this course is to help educators enhance their classroom management systems to reflect the most modern practices. All participants in this course will be able to update, modify, and find alternative methods of classroom management practices and theories. Classroom management is a vital topic for educators at all levels, and is an important component for educators at all levels of experience. As proposed by Kim Collins in the Introduction, "Strive for continuous improvement, instead of perfection,” and classroom management is an important area for all educators to consistently strive for continuous improvement.

Required Materials: An electronic copy of the book will be provided through our Gale eBook library.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course is designed to be a meaningful interactive course that helps educators, of any grade or subject, explore and integrate technology into their teaching. Through collaborative discussions and hands-on tutorials, participants will share experiences, brainstorm ideas, and discover practical ways to use digital tools in the classroom. Each week, we'll explore different technologies, discuss their benefits, and develop lesson ideas that enhance student learning. By the end of the course, educators will gain valuable strategies to engage students and make learning more interactive and effective. This course will examine Jennifer Freedman's "Technology When to Use What: Utilizing District Approved Applications” guide. This course is part 3 of a 3 part series. Each part focuses on a different category of technology. Part 1 or 2 is not a mandatory prerequisite of Part 3, but it is recommended. Participants may choose to take all, one or two of the courses in this series.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Retrieval practice- the act of bringing information to mind- is one of the most powerful, research-backed strategies for improving student learning and long-term retention. It's simple, powerful, and backed by decades of research in cognitive science. This course will explore the "why” and the "how” of retrieval practice in a supportive, practical, and engaging way. In this 15-hour professional learning experience, you'll explore the "why" and the "how" of retrieval practice in a supportive, practical, and engaging way. Together, we'll dive into what makes retrieval practice so effective for student understanding and application of all content areas. Participants will better understand how to incorporate retrieval practice into their classroom to further support and enhance student learning. No assignments will be posted during the Spring recess.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)