Private PLC: The IU1 Aquaponics Collaborative Virtual Meet-ups are for teachers who are currently a part of the collaborative and who are looking to connect with those who engage students in Aquaponics and Hydroponics in their classrooms. During these sessions, we will openly discuss challenges and solutions, spotlight successes, and engage in learning together around topics relevant to the Aquaponics systems and technology integration.

The Science Educator Hub for Secondary Science teachers will meet to form a network of educators dedicated to improving student achievement in middle and high school science. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, provide peer support and planning to one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around an initial need assessment, but may include topics such as: the new science standards, digital science notebooks, engaging students through PBL, and more!

The Science Educator Hub for Secondary Science teachers will meet to form a network of educators dedicated to improving student achievement in middle and high school science. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, provide peer support and planning to one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around an initial need assessment, but may include topics such as: the new science standards, digital science notebooks, engaging students through PBL, and more!

This registration is for a three-day series. By registering for this series, you must attend all three sessions to obtain your Act 48 credit hours.

A link for this virtual session will be sent to your email before the session begins.

The Science Educator Hub for Elementary Science teachers will meet to form a network of educators dedicated to improving student achievement in science. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, provide peer support and planning to one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around an initial need assessment, but may include topics such as: the new science standards, digital science notebooks, engaging students through PBL, and more! This registration is for a three-day series. By registering for this series, you must attend all three sessions to obtain your Act 48 credit hours.

The Science Educator Hub for Elementary Science teachers will meet to form a network of educators dedicated to improving student achievement in science. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, provide peer support and planning to one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around an initial need assessment, but may include topics such as: the new science standards, digital science notebooks, engaging students through PBL, and more!

This registration is for a three-day series. By registering for this series, you must attend all three sessions to obtain your Act 48 credit hours.

A link for this virtual session will be sent to your email before the workshop begins.

Leadership and Curriculum is an asynchronous, online course using Moodle as the instructional vehicle. It is designed to meet the specific needs and interests of PK-12 administrators and principals whose work schedules prohibit leaving their districts during the instructional day. It complies with the requirements of Act 45, addresses the three PA Core Leadership Standards and offers participants one credit/30 hours of Continuing Professional Education. It also fulfills these professional development criteria: enhances content knowledge and leadership skills, fosters knowledge and understanding of the PA Core Standards and provides authentic opportunities for administrators to think and plan strategically. The focus of this course is Instructional Leadership and Curriculum, its characteristics, roles, responsibilities and opportunities. Three distinct lessons encompassing various aspects of leadership comprise the course: Cultural Leader, Accountable Leader and Curricular Leader. Participants will implement their knowledge and skills as related to the PA Core Leadership Standards and will demonstrate their knowledge and skill as Strategic Planners for Student Success, Architects of Standards-Based Reform and Data-Informed Decision-Makers through authentic, Job-Embedded Assignments and a Culminating Project. Participants will also contribute to community conversations using Forum Posts, engage in formative, performance-based and summative assessments and complete a Culminating Project. Participants' assignments, postings assessments and the Culminating Project will be evaluated on a Complete/Incomplete basis. Textbooks are not required for this course; however current articles, case studies, research papers, websites and other Internet resources will be provided online for participants' study and use as support for their assignments and projects.

Information is presented regarding Chapter 14, 15 and 16 regulations as well as IDEA and No Child Left Behind. Participants will be given the opportunity to discuss and evaluate this information with their peers to determine the impact on their districts.

This course is the sixth and final course for obtaining ESL certification. This course is geared toward equipping ESL teachers with the necessary tools to give ESL students the support they need while they undergo the challenges of transition. Issues that may arise concerning the support of students in the classroom, school and the community will be addressed. Professionalism is regarded as a key domain for second language teacher educators. Not only do ESL teachers need to establish themselves as highly qualified experts in their field, they must serve as sources of knowledge about current language policy. To advocate for the profession and their students, ESL teachers must be able to take full advantage of professional resources and relationships at local, regional, and national levels. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments. All students must purchase their own textbook. Required text:Classroom Instruction that Works with English Language Learners, Author: Jane D. Hill and Kathleen M. Flynn Publisher: ASCD ISBN:978-1-4166-0390-0.

This course is part of the ESL Certification Program you must be accepted into the program to take this course. This course is for Teachers seeking ESL Certification in grades K-12 and meets the following professional development criteria: ESL Standards for Reading, Speech and Listening as well as the Pennsylvania Professional Education Criteria for classroom teachers, guidance counselors and education specialists, Enhances the educator's content knowledge in the area of the educator's certification or assignment, increases the educator's teaching skills based on research on effective practice and empowers educators to work effectively with parent and community partners, and reading comprehension. Second Language Learners of any age undergo certain processes to be able to learn a new language. In this course participants will be exposed to these processes. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments. Because of the heavy linguisitic background needed for the Field work, the first two weeks are concentrated on the textbook activities. Field work begins in Week Three with an ESL classroom Profile and Assessment. All Students Must Purchase their own book. Required text: Essential Linguistics: What you Need to Know to Teach Reading, ESL, Spelling, Phonics and Grammar.,Author(s)David E. Freeman and Yvonne S. Freeman, Publisher: Heinemann, ISBN 0-325-00274-6.

This course is part of the ESL Certification Program you must be accepted into the program to take this course. This course will provide an examination of theory, diversity, and pedagogy constructs for explicit applications to practice in classrooms with English Language Learners. A historical exploration of immigration, cultural perspectives, and teaching practices that demonstrate and explicate the interconnectedness of culture and cognition are provided. By examining the background of English Language Learners and their cultures a framework for creating a culturally responsive classroom environment is developed. ESL teachers will be prepared to view culture as a dynamic and multilayered system of symbolic resources that impact individuals identity, values and behaviors in varying degrees. They will also be prepared to address the deep and often invisible dimensions of culture (i.e. worldviews, power, privilege)and their impact on student achievement, participation in the target language community, and patterns of interaction between home and school. Moreover, successful candidates view cultural identity or affiliation as an on-going process of negotiation within and among groups as well as within individuals. Participants will develop an awareness of how their own culture impacts their views of teaching, learning, and classroom expectations; explore the varied roles of teacher, parent, and student in terms of cultural and educational expectations; and understand that acculturation is not only a complex process, but a matter of individual choice. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments. Participants will need to purchase the book "The Crosscultural, Language and Academic Development Handbook- A Complete K-12 Reference Guide" by Lynne T. Diaz-Rico and Kathryn Z. Weed, second edition. The ISBN is: 0-205-33685.

This Induction workshop is only for IU 1 Induction Consortium participants. Please inform your district´s Induction Coordinator of your registration.

In this workshop, participants will learn essential background of the GSuite for Education. They will focus on tools such as Google classroom, Drive, Calendar, Gmail, Sites, Slides, and Chrome and learn effective ways to integrate such tools into their individual settings. The facilitators will also share information about the process in becoming a "Google Educator" for those who wish to pursue that status.

No two students learn the same way. In this three-credit online course learn how to use technology to create a learning environment in which all students can achieve their very best. Explore the latest tech tools that are available for the K-12 classroom and how to use these trending tools to differentiate any lesson or activity. The course content will provide participants with ideas and activities on how to use social media, podcasts, gamification tools, websites, and much, much more. By the conclusion of the course, participants will not only have a collection of activities and lessons that they created for their classroom, but also the confidence to use the tech tools successfully. When using technology, students are more engaged. A more engaged student learns. More learning leads to higher student achievement. This is a self-paced online Moodle Course that consists of six modules. You will receive specific information concerning this course or workshop on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. Forty-five hours of out-of-class time are required for this course.

This course is designed for all Teachers in grades K-12 and provides professional development in content knowledge in reading, reading comprehension and teaching skills. Participants will complete a written project, performance assessment and an action plan for implementation. Participants will be assessed using a 20 item multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required. In an online format, participants (k-12 teachers) will discover and implement reading activities (pre-reading, during reading, and post reading) within the classroom, written evaluations of the reading activities, shared discussions with fellow classmates regarding the pros and cons of reading activities as part of their personal research, implementation and growth. This course is online and available for 24 hours a day during the term of the course. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. If books or materials are included in the tuition, these items will be mailed to you, provided the course is paid for, before the start of the course. Participants must have a working knowledge of computers and Internet use, high speed Internet access, and a working email account for the duration of the course. Make sure your email address and PDE ID# is correct in your account on this site.

Emergency Substitute Online Program

This workshop is for individuals who have met with the Human Resources Department at Intermediate Unit 1 and who have been instructed to attend in order to become certified as an Emergency Substitute.

Information about starting this course will be sent to your email address.

This class is completed online in the IU1 Moodle. Instructions will be sent to the email address you used during registration on the day the class begins.

An overview of the scoring of the PSSA items will be reviewed as well as several instructional strategies to improve a student's chances of success.

An overview of the scoring of the PSSA items will be reviewed as well as several instructional strategies to improve a student's chances of success.

An overview of the scoring of the PSSA items will be reviewed as well as several instructional strategies to improve a student's chances of success.

An overview of the scoring of the PSSA items will be reviewed as well as several instructional strategies to improve a student's chances of success.

In order to keep pace with the changing world, teachers need to infuse 21st century skills into their classrooms. The students of today need to be prepared to enter a world that requires them to be able to think critically, create, communicate and collaborate to solve meaningful problems. Problem-Based Learning and Challenge-Based Learning are two instructional strategies, when used that can accomplish these goals. Project-Based and Challenge-Based learning are instructional strategies that require students to work together in order to solve real-world problems/challenges. The implementation of these instructional strategies helps to promote life-long learning. In this three credit on-line Moodle course, through a series of lessons, videos and articles, participants will learn the basic pedagogy, benefits and framework of Project-Based Learning and Challenged-Based Learning. This course is applicable for any teacher at any grade level that would like to implement Project-Based and/or Challenge-Based Learning into their classroom.

This course is for all teachers in K - 12 and meets the professional-k development requirements for academic content, reading comprehension, and teaching skills. In an online format, participants will discover and implement writing across the curriculum activities (graphic organizers, essay writing, writing to learn, and project writing) within the classroom, written evaluations of the writing activities, collaboration and shared discussions with fellow classmates regarding the pros and cons of writing across the curriculum activities as part of their personal research, implementation and professional growth. This course is online and available for 24 hours a day during the term of the course. This is an online course. You will receive specific information concerning this course or workshop on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. If books or materials are included in the tuition, these items will be mailed to you, provided the course is paid for, before the start of the course. Participants must have a working knowledge of computers and Internet use, high speed Internet access, and a working email account for the duration of the course. Make sure your email address and PDE ID# is correct in your account on this site.

This courses takes place on-site at the Ohiopyle State Park Visitor's Center, 124 Main St. Ohiopyle, PA 15470

The course begins in-person at the Ohiopyle State Park Visitor's Center on Saturday, February 12, 2022 AND Saturday, February 26, 2022 from 8:00 am to 4:00 pm.

This course is only offered in-person, on-site during the dates listed above. This will not be offered as a virtual online course.

You must attend both sessions on the dates listed above in order to receive credit for this course.

Get Outdoors Ohiopyle is an educational, interdisciplinary, winter based programs for grades 4-12. It encourages the study of the winter environment, both inside and outside of the classroom. Participants will gain information on how NASA studies our planet's climate and the cryosphere. Teachers will be given the tools and training to facilitate a comprehensive study of a winter in their classroom. This includes investigating snow flakes, thin sectioning ice, viewing ice crystals under polorizing sheets, determining snow density and temperature in the snow pack, the albedo effect and investigating winter through the use of thermochrons. Participants will also participate in a winter ecology snowshoe hike and spend time using snowshoes during a history activity. The majority of the lessons will be hands on both in the classroom and outside.

Participants in this program will spend a great deal of time outside. Students should be prepared for the outdoors. Information regarding weather preparedness will be sent to participants prior to the workshop.

The course takes place in-person at the Ohiopyle State Park Visitor's Center on Saturday, February 12, 2022 AND Saturday, February 26, 2022 from 8:00 am to 4:00 pm.

Participants will be required to complete a homework assignment, a pre/post test and a plan for using the curriculum in their classrooms.

2012 marked the start of the iPad invasion into the classroom. The use of this device has the power to revolutionize the way students learn. These 21st Century learners need the opportunity to use 21st Century Skills. They need to be creative, think critically, collaborate and communicate in order to be successful. Using the iPad as part of instruction can help to achieve the 21st Century Student Outcomes that are outlined by the Partnership for 21st Century Skills in their Framework for 21st Century Learning. In this three credit online Moodle course, through a series of lessons, videos and articles, participants will identify the unique needs that the 21st century student brings to the classroom, explore apps that align with Bloom's Digital Taxonomy, learn how to effectively integrate the use of iPads into the classroom according to best practices and discover a plethora of apps that are available. By the conclusion of the course, participants will have not only a collection of apps and lessons that they created for their classroom, but also the confidence to use the iPad effectively. It is not necessary to have an iPad. This course is applicable for any teacher at any grade level that would like to integrate the iPad into instruction.

This course is only for IU 1 Induction Consortium participants. Please inform your district´s Induction Coordinator of your registration.

Course Description: This course is divided into two sections, which means 2 weeks for School Law and 2 weeks for Technology Integration. This course is designed to meet the requirement for Year 1 Days 3 & 4 for IU 1 Induction Consortium Schools and teachers in grades K-12. Participants in the course will have hands on experience with the T-Pack model, Google, PLN's, and educational websites using the Internet. Participants in the course will be required to complete pre and post tests and develop at least one lesson integrating technology and complete an action plan for implementation. The second half of the course will take pre and post-tests in school law. In addition, participants will write a paper summarizing a court case that they have read.

Objectives: Participants will develop knowledge and skills in integration of technology. Participants identify the crucial areas of school law relevant to working with students, staff, and parents in public and non-public schools.

This registration is only for those in Induction who are attending this CPE Course for Induction as part of the two day course for Induction and Act 48 hours. You will have to attend both days and complete all the course requirements to receive credit.

This is an online course delivered through our Moodle platform. You will receive specific information concerning this course or workshop on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then.

Intermediate Unit 1 Curriculum Coordinators Meetings are informational and training meeting for IU 1 district curriculum coordinators and/or district representatives. Meetings generally include updates about PA Department of Education mandates as well as topics related to curriculum, instruction, and assessment.

Monthly district principal meeting.

Students today are known as the "Touch-Screen Generation". These students do not know of a time when computers did not exist. They are immersed in technology. Many have smart phones. They know how to tweet and post images but are they digitally literate? Do they know how to analyze and interpret the information they acquired from a Google search? Can students use digital tools appropriately? In this three-credit online Moodle course through a series of lessons, videos and articles, participants will explore the skills necessary to be a digitally literate teacher and the role they play in creating and supporting digitally literate students. By the conclusion of the course, participants will have not only a collection of activities and lessons that they created, but also the confidence to use these Digital Tools and resources effectively. This course is applicable for any teacher at any grade level that would like to help students become digital literate. This is a self-paced online Moodle Course that consists of six modules. You will receive specific information concerning this course or workshop on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. Forty-five hours of out-of-class time are required for this course.

Information is presented regarding Chapter 14, 15 and 16 regulations as well as IDEA and No Child Left Behind. Participants will be given the opportunity to discuss and evaluate this information with their peers to determine the impact on their districts.

This training offers staff the foundational skills in Applied Behavior Analysis and data collection necessary to conduct Functional Behavior Assessments(FBA). Staff will identify guidelines and demonstrate procedures for the FBA and Positive Behavior Support Plan (PBSP) as well as practice creating effective interventionsthat match the function of behaviors.

The Language Arts Network for Elementary teachers will meet to form a community of educators dedicated to improving student achievement in the language arts. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, support one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around participants' interests and identified needs. Each half-day session will include:


• Introductory activity such as a mindfulness moment or ice breaker activity


• Open discussion about challenges and solutions


• Professional development based on participants' identified interests facilitated by IU professionals and/or guest speakers


• Resource Rescue where members present a favorite resource for the team


• Open discussion to debrief and plan next steps Ancillary benefits include:


• Newsletter


• Research Review (i.e.: The Science of Reading)


• Resource Repository Sessions are in person with a virtual option. We are flexible and will work with you!

The Language Arts Network for Elementary teachers will meet to form a community of educators dedicated to improving student achievement in the language arts. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, support one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around participants' interests and identified needs. Each half-day session will include:




• Introductory activity such as a mindfulness moment or ice breaker activity




• Open discussion about challenges and solutions




• Professional development based on participants' identified interests facilitated by IU professionals and/or guest speakers




• Resource Rescue where members present a favorite resource for the team




• Open discussion to debrief and plan next steps Ancillary benefits include:




• Newsletter




• Research Review (i.e.: The Science of Reading)




• Resource Repository Sessions are in person with a virtual option. We are flexible and will work with you!

10.5 Act 48 credits will be awarded after completion of the 3-part series.

The Language Arts Network for middle and high school teachers will meet to form a community of educators dedicated to improving student achievement in the language arts. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, support one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around participants' interests and identified needs. Each half-day session will include:


• Introductory activity such as a mindfulness moment or ice breaker activity


• Open discussion about challenges and solutions


• Professional development based on participants' identified interests facilitated by IU professionals and/or guest speakers


• Resource Rescue where members present a favorite resource for the team


• Open discussion to debrief and plan next steps Ancillary benefits include:


• Newsletter


• Research Review (i.e.: The Science of Reading)


• Resource Repository Sessions are in person with a virtual option. We are flexible and will work with you!

The Language Arts Network for middle and high school teachers will meet to form a community of educators dedicated to improving student achievement in the language arts. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, support one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around participants' interests and identified needs. Each half-day session will include:



• Introductory activity such as a mindfulness moment or ice breaker activity



• Open discussion about challenges and solutions



• Professional development based on participants' identified interests facilitated by IU professionals and/or guest speakers



• Resource Rescue where members present a favorite resource for the team



• Open discussion to debrief and plan next steps Ancillary benefits include:



• Newsletter



• Research Review (i.e.: The Science of Reading)



• Resource Repository Sessions are in person with a virtual option. We are flexible and will work with you!

Information is presented regarding Chapter 14, 15 and 16 regulations as well as IDEA and No Child Left Behind. Participants will be given the opportunity to discuss and evaluate this information with their peers to determine the impact on their districts.

Intermediate Unit 1 Curriculum Coordinators Meetings are informational and training meeting for IU 1 district curriculum coordinators and/or district representatives. Meetings generally include updates about PA Department of Education mandates as well as topics related to curriculum, instruction, and assessment.

Monthly district principal meeting.

This course is for Administrators, Principals, & other Education Leaders looking to acquire 45 PIL hours online. Leadership & Human Relations is a practical, hands-on 7 week course that consists of 14 hours of online instruction and 16 hours of relevant, job-embedded learning. Participants will also benefit from individual, personalized onsite coaching with an experienced educational leader. The course focuses on three aspects of leadership and includes job-related assignments, current topical readings and a culminating project based on concepts and content organized around these three lessons: Personnel Relations Leader Community Relations Leader Family Relations Leader In addition to all the day-to-day roles and responsibilities of school administrators and principals, another critical issue is finding time for their own professional growth and development. PDE requires that school leaders engage in at least 180 hours of continuing professional education during every five year cycle, but leaving the district or school during the instructional day is often problematic. One solution is for school leaders to participate in PDE authorized online courses to earn the required hours, to keep current on important topics and to network with colleagues across the region.

Intermediate Unit 1 Curriculum Coordinators Meetings are informational and training meeting for IU 1 district curriculum coordinators and/or district representatives. Meetings generally include updates about PA Department of Education mandates as well as topics related to curriculum, instruction, and assessment.

Information is presented regarding Chapter 14, 15 and 16 regulations as well as IDEA and No Child Left Behind. Participants will be given the opportunity to discuss and evaluate this information with their peers to determine the impact on their districts.

Monthly district principal meeting.

Intermediate Unit 1 Curriculum Coordinators Meetings are informational and training meeting for IU 1 district curriculum coordinators and/or district representatives. Meetings generally include updates about PA Department of Education mandates as well as topics related to curriculum, instruction, and assessment.

Information is presented regarding Chapter 14, 15 and 16 regulations as well as IDEA and No Child Left Behind. Participants will be given the opportunity to discuss and evaluate this information with their peers to determine the impact on their districts.

Leadership and Instruction is an asynchronous, online seven week course using Moodle as the instructional vehicle. It is designed to meet the specific needs and interests of PK-12 administrators and principals whose work schedules prohibit leaving their districts during the instructional day. It complies with the requirements of Act 45, addresses the three PA Core Leadership Standards and offers participants one credit/30 hours of Continuing Professional Education. It also fulfills these professional development criteria: enhances content knowledge and leadership skills, fosters knowledge and understanding of the PA Core Standards and provides authentic opportunities for administrators to think and plan strategically. The focus of this course is Instructional Leadership, its characteristics, roles, responsibilities and opportunities. Three distinct lessons encompassing various aspects of leadership comprise the course: Quality Leader, Instructional Leader and Learning Leader. Participants will implement their knowledge and skills as related to the PA Core Leadership Standards and will demonstrate their knowledge and skill as Strategic Planners for Student Success, Architects of Standards-Based Reform and Data-Informed Decision-Makers through authentic, Job-Embedded Assignments and a Culminating Project. Participants will also contribute to community conversations using Forum Posts, engage in formative, performance-based and summative assessments and complete a Culminating Project. Participants' assignments, postings assessments and the Culminating Project will be evaluated on a Pass/Revise/Fail basis. Textbooks are not required for this course; however current articles, case studies, research papers, websites and other Internet resources will be provided online for participants' study and use as support for their assignments and projects.