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Online Courses

The Center for Professional Development is excited to offer you a variety of online courses to meet your professional development goals. Each of the courses listed below are available to take online at anytime. There is no official start or end date. The courses are asynchronous and could take between 2 weeks and 6 months to complete. You will receive a link to the course, along with instructions, within 72 hours of registration.

These online programs are compatible with all browsers (e.g. Firefox, Google Chrome, Safari, Internet Explorer)

We also offer online certificate programs. To learn more about the certificates that we offer click here.

 

List of Courses

  • iconEDUC x606 Advanced Classroom Management:  Children as Change Agents (3CEUs)

    Cost
    $295

    Description
    Welcome to Advanced Classroom Management: Children as Change Agents, a course geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologist, counselors) serving children and youths presenting behavior problems in the school or community. This course focuses on cognitive and cognitive-behavioral interventions (often lumped together under the rubric "social skills") with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that you take an introductory behavior management course to learn the basic terms and concepts of behavior management prior to taking this “advanced” course.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Know the terminology in the areas of behavior management, self-management and cognitive-behavior modification
    • Know the relative merits and limitations of the behavioral and social-cognitive approaches to behavior management
    • Understand the rationale for teaching students how to self-manage their behavior
    • Understand the roles that cognitions and emotions play in the development of behavior problems
    • Apply the self-management strategies covered in the course to the behavior problems of their own students
    • Diagnose behavior problems and assess the efficacy of self-management interventions
    • Increase the probability of students using self-management strategies in and outside of the classroom setting

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x633 Attention Deficit Disorder:  Information & Interventions for Effective Teaching (3CEUs)

    Cost
    $295

    Description
    Welcome to Attention Deficit Disorder (ADD/ADHD), an interactive distance learning course designed to help you achieve a better understanding of ADD and provide intervention strategies to facilitate positive student change. Attention Deficit Disorder provides information on the history of the disorder, accepted methods to assess and identify students with the disorder, and various treatment methods that are currently being used to treat the disorder. The course helps you through the referral process when you feel a student needs services beyond what you are capable of or comfortable providing in your classroom environment. This course also lists resources for both teachers and parents who would like more help or information about ADD.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • To define the characteristics of attention deficit for better understanding of the disorder.
    • To provide a history of the disorder to increase knowledge and understanding.
    • To increase ability to identify and assess students possibly having the disorder
    • To increase the number of intervention strategies available to remediate academic problems and distracting or self-defeating behaviors.
    • To provide information on various treatment methods used in the treatment of this disorder.
    • To increase knowledge of the referral process for parents and/or professionals in education.
    • To provide resources for teachers and parents to help them and the students with whom they work.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x632 Autism & Asperger’s Disorder:  Information & Effective Intervention Strategies (3CEUs)

    Cost
    $295

    Description
    Autism & Asperger’s Disorder is an interactive computer-based instruction course designed to help you achieve a better understanding of Autism and Asperger’s Disorder, of intervention strategies to enhance communication and learning, and of methods for teaching more conventional behaviors. Autism & Asperger’s Disorder provides information on the characteristics of the disorder, learning styles associated with the disorder, communication weaknesses, and various intervention strategies that have proven to be successful when working with students with Autism Spectrum Disorders. The course helps you comprehend why individuals with Autism Spectrum Disorders act the way they do, and what you can do to enhance more appropriate behavior. This course is intended for general professional development purposes.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • To define the characteristics of Autistic Disorder and Asperger’s Disorder for better understanding of these disorders
    • To increase the ability to identify students having these disorders
    • To provide information on how individuals with these disorders are different from other students, and how to teach them given these differences
    • To understand their behavior in terms of their differences and communication styles
    • To develop an understanding of the communication differences and weaknesses in students with autism or Asperger’s
    • To provide information on teaching strategies
    • To provide resources for teachers and parents

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x722 Behavior is Language:  Strategies for Managing Disruptive Behavior (4CEUs)

    Cost
    $305

    Description
    Welcome to Behavior is Language, an interactive distance learning course, designed to give you a new perspective on student behavior and effective tools for facilitating positive student change. Behavior is Language provides a developmental framework for understanding what students are trying to tell you through the “language” of their behavior. The course teaches behavioral techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control and reduce your workloads and burnout. This program helps you, as well as students, find creative, effective solutions to behavioral problems.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • To enhance your skills in working with problem students.
    • To improve your ability to identify and understand underlying emotional issues.
    • To heighten your understanding of the problems underlying many difficult behaviors.
    • To increase the number of intervention strategies available to remediate disruptive behaviors.
    • To help you develop classroom management skills while reducing classroom stress.
    • To provide you with tools that can help reduce power struggles in the classroom.
    • To help you significantly reduce feelings of ineffectiveness and burnout resulting from difficult and disruptive student behaviors.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x723 Child Abuse:  Working with Abused & Neglected Children (3CEUs)

    Cost
    $295

    Description
    Welcome to Child Abuse: Working with Abused & Neglected Children, an interactive computer-based instruction course, designed to help you identify and effectively teach students affected by child abuse and/or neglect.  This course discusses the identification of physical, emotional, and sexual abuse; the impact of abuse on the behavior and learning abilities of students; the responsibilities of a teacher to report abuse or provide assistance to students who are the victims of abuse; and methods for teaching students about abuse of all types and its prevention. It also discusses the specific factors that exist in families who abuse or neglect their children.  A major emphasis in this course is on helping the participant understand the special learning needs of the abused or neglected child, and how to meet those needs in the regular classroom.  Working with parents and community agencies is also emphasized.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Understand the educator’s role in protecting and supporting abused or neglected students.
    • Recognize the symptoms of child abuse and neglect.
    • Know their state and school district’s child abuse reporting procedures.
    • Understand the causes of abuse and neglect in families and society.
    • Understand the special learning needs these students bring to the classroom.
    • Gain techniques for supporting students and families affected by abuse or neglect.
    • Learn intervention techniques applicable to the classroom setting.
    • Gain a wider knowledge of available outside resources and support systems
    • Understand the educator’s role in the intervention and prevention of child abuse and neglect.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x724 Drugs & Alcohol in Schools:  Understanding Substance Use & Abuse (3CEUs)

    Cost
    $295

    Description
    Welcome to Drugs & Alcohol in Schools, an interactive computer-based instruction course, designed to give you a more comprehensive understanding of alcohol, drugs, and their influences in your classroom. Drugs & Alcohol in Schools provides a contextual framework for understanding what students may be experiencing through their own substance use or the impact of substance use around them. The course provides a basic historical perspective of substance use along with descriptions of biological, psychological, and social factors that comprise the disease of addiction. This program will help you better understand a multitude of complex dynamics that contribute to this biological and social phenomenon.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • To understand the history of alcohol and drugs in society and their impact on current beliefs in our culture.
    • To develop a basic understanding of the “biopsychosocial” nature of addiction.
    • To understand the disease concept of addiction.
    • To identify different drugs and their effects on the body.
    • To understand the effects of substance abuse on child development and family systems.
    • To develop a foundation of understanding of prevention, intervention and supports.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x200 Early Childhood: Family-Centered Services (3CEUs)

    Cost
    $295

    Description
    Welcome to Early Childhood: Family-Centered Services, a course that seeks to promote the development of thoughtful, knowledgeable, effective educators for a diverse society. The course provides conceptual frameworks for working with families of children from a variety of backgrounds. Course content places an emphasis on family-centered practices designed to help early childhood professionals involve and support families in the care and education of children.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Working knowledge of the major frameworks for understanding about family systems, transitions, and diversity.
    • Competence in communicating about the role of families in promoting optimal growth, development, and learning from pre-birth to age five.
    • Ability to seek out appropriate local, regional and national resources when working with families facing special challenges (e.g. children who have teenaged or divorced parents, are newly immigrated, have experienced abuse/neglect and/or poverty, or have special needs).
    • Skill in designing appropriate professional practices related to enhancing and assessing positive staff-parent communication and involvement.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x201 Early Childhood: Observation & Assessment (4CEUs)

    Cost
    $305

    Description
    Welcome to Early Childhood: Observation & Assessment, an interactive distance learning course which explores observation and assessment instruments, as well as recommended practices and available resources for infants, toddlers, and preschoolers. Content includes an emphasis on observing young children and assessing their early childhood learning environments.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Become aware of your own biases to become skilled in objective observation.
    • Describe the cycle and functions of observation and assessment in early childhood settings.
    • Learn best practices for observing and assessing the development of young children.
    • Identify a variety of observation recording tools for developmental screening and program assessment.
    • Learn advantages and disadvantages of each tool and guidelines for choosing the most appropriate choice for different goals.
    • Understand how to summarize and interpret observation data to assess children and programs.
    • Develop formats for documenting, sharing and explaining observation and assessment practices and information to parents and colleagues.
    • Design a personal strategy for gathering information and keeping records in a specific early childhood setting.
    • Apply observation data to planning for individual children and programs.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x202 Early Childhood: Program Planning (4CEUs)

    Cost
    $305

    Description
    Welcome to Early Childhood: Program Planning, an interactive distance learning course designed to give you a new perspective on planning and implementing developmentally appropriate practices for young children from birth through age eight. In this course you will learn what is meant by curriculum, assessment, evaluation, and program planning as these terms apply to early childhood education. We will discuss several historical perspectives and theories on child development and examine best practice for early childhood education. We will also examine key concepts and specific activities for teaching various curricular content areas, including language and literacy, mathematics and science, and the expressive arts.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Identify the general guidelines for early childhood curriculum, assessment, and evaluation as presented by NAEYC.
    • Explain the key components of a developmentally appropriate practice (DAP) for young children.
    • Discuss numerous ways to make adaptations, accommodations, and modifications for students with special learning needs.
    • Explain the three principles for learning presented by the National Research Council (1999) that directly apply to classroom teaching for children of all ages.
    • Discuss research-based positions and standards for various curricular content areas.
    • Identify and plan key components of an integrated early childhood curriculum that fosters curiosity and promotes the process of inquiry.
    • Describe a variety of ways to integrate language and literacy, mathematics and science, and social studies and expressive arts activities in meaningful ways throughout the early childhood curriculum.
    • Provide the most current requirements for earning a CDA Credential or NAEYC Accreditation.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x203 Early Childhood: Typical & Atypical Development (4CEUs)

    Cost
    $305

    Description
    Welcome to Early Childhood: Typical & Atypical Development, an interactive distance learning course that covers development during the first six years of life and research-based best practices in early learning. Included will be typical development from the prenatal stage to middle childhood with an emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability. Discussion will also include instructional technology (IT) and assistive technology (AT) applications for this population.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Understand basic principles of growth and the foundation of development from conception through 6 years, including genetic and environmental influences.
    • Identify the historical roots, common research practices, prominent child development theorists and theories.
    • Describe sequences, characteristics, and concepts of development in the domains of motor and perceptual, cognitive and communication, social and emotional development for each stage.
    • Recognize individual and cultural differences in child development and socialization.
    • Identify how to create environments, programming, and interactions that support the development of young children, including those with special needs, individually and in groups.
    • Provide professional resources on the typical and atypical development and needs of children prenatal-six years.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x293 Educational Assessment: Assessing Student Learning in the Classroom (3CEUs)

    Cost
    $295

    Description
    This course is designed to further develop the attitudes, knowledge, and conceptual and technical skills required by teachers to help them identify the educational goals of students and to select or design and implement relevant, meaningful, and beneficial instructional strategies for effective learning by students with special needs. The focus of this course will therefore be on assessment for instructional programming. The course will outline procedures for designing or selecting, administering, scoring, and interpreting a variety of informal assessment measures for use in schools. A range of informal assessment measures in the academic, social and behavioural skills areas will form the core of the content to be covered. The presentation of assessment information in an acceptable format that is responsive to the needs of parents and teachers will also be addressed.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Discuss the need for authentic educational assessment in the light of current expectations of schools.
    • Develop a comprehensive assessment plan to determine a student’s educational needs.
    • The plan will take into account classroom variables, multiple sources of information, beneficial educational outcomes, and research-based interventions.
    • Administer, score, and interpret a teacher-designed measure of academic achievement in reading, language, and math.
    • Describe any past or current governmental initiatives that either impact educational assessment or define it, and explain the rationale for the initiatives.
    • Describe the major steps in the assessment process. Outline the procedure for processing referrals for assessment.
    • Select and discuss appropriate informal assessment measures to address literacy, numeracy, or social and behavioral aspects of the school curriculum.
    • Demonstrate by discussion or writing the major components for completing a report to a parent/school.
    • Discuss how to make educational or behavioral recommendations based on assessment data and effectively communicate the results to teachers and parents.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x717 Ethics & Safety in Education: Guidelines for Teachers & Administrators (3CEUs)

    Cost
    $295

    Description
    Welcome to Ethics & Safety in Education: Guidelines for Teachers & Administrators, an interactive computer-based instruction course, which is a prevention course developed to help educators reduce and eliminate violations of ethics and professional conduct codes. The course is intended to keep ethical teachers ethical and to be a part of a larger school district plan to protect the district’s teachers, staff, and students.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Know the definition of professionalism, ethics, and what they mean for the teaching profession.
    • Through the completion of the pre-test, identify and explain the possible moral or ethical dilemmas in each vignette.
    • Know and discuss what are considered Administrative Violations.
    • Know and discuss what are considered non-sexual crossings and violations.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x725 Harassment, Bullying & Cyber-Intimidation in Schools (3CEUs)

    Cost
    $295

    Description
    Harassment, Bullying & Cyber-Intimidation in Schools will discuss definitions and the personal, social, and legal ramifications associated with sexual harassment, bullying, and cyber-intimidation. The course will address what we know about these troubling areas. We will then explore preventative strategies as well as how school staff can address these issues when they occur. A clear understanding of what constitutes harassment and the harmful effects of harassment on people and institutions is essential to providing a safe and inclusive school environment for all.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • To increase awareness and understanding of social and cultural factors contributing to harassment, and the response to and perception of harassment.
    • To know and understand the legal and operational definitions of harassment.
    • To know and understand the forms of sexual harassment and its relationship to prejudice, discrimination, and power differentials.
    • To know and understand the concepts behind the term “reasonable woman” as it pertains to sexual harassment issues.
    • To know and understand the problematic legal issues surrounding workplace romances.
    • To provide guidelines for the development and implementation of a sexual harassment policy applicable to the school or work site.
    • To increase knowledge of the extent and impact of sexual harassment on the victim and in the workplace.
    • To understand the steps that can be taken if someone is sexually harassed.
    • To identify strategies/behaviors to stop sexual harassment.
    • To increase knowledge of the responsibilities of supervisors and organizations in preventing and responding to harassment.
    • To know about gender harassment on the Internet and preventative steps to take.
    • To identify the dynamics of bullying in general. To know the impact of bullying on the individuals involved
    • To comprehend the impact of bullying on the school environment
    • To understand the definition of cyber-bullying and intimidation
    • To understand the methods used in cyber-bullying. To be aware of the types of cyber-bullying that can occur
    • To identify prevention strategies for bullying and cyber-bullying that schools can implement
    • To offer ways that schools can support parents in preventing cyber-bullying
    • To know and understand remediation possibilities for bullying and cyber-bullying

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x635 Inclusion: Working with Students with Special Needs in General Education Classrooms (3CEUs)

    Cost
    $295

    Description
    Inclusion: Working with Students with Special Needs in General Education Classrooms was written to help teachers understand concepts and terms related to educating students in inclusive classrooms. The course also helps teachers learn about the continuum of placements school systems can use in providing special education and related services to students with disabilities. Information discussed is also designed to help you understand the federal definition of students entitled to special education services, as well as procedures you can use in determining whether these students can be educated in the regular classroom. The course also identifies and describes the roles and responsibilities of special and general educators in providing special education services to students educated in inclusive classrooms and instructional and classroom management strategies teachers can use to work with these students in the least restrictive environment.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • List and describe the federal definition of students with disabilities and the criteria used to determine whether they qualify for special education and related services.
    • List and describe key concepts and terms related to educating students with disabilities in inclusive classrooms.
    • Describe the continuum of placements school systems can use to provide special education and related services to students with disabilities.
    • Identify and describe federal legislation and court cases that have contributed to the movement toward educating students with disabilities in inclusive classrooms.
    • List and describe the advantages (pros) and disadvantages (cons) of educating students with disabilities in inclusive classrooms.
    • List and describe federal laws and regulations and procedures IDEA, NCLB, Section 504, and ADA require school systems and educators to use in assessing, identifying, and providing special education and related services to students with special needs.
    • List and describe the special education and related services school systems are mandated to provide to students with disabilities.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x204 Infant & Toddler Mental Health: Issues & Information for Educators (3CEUs)

    Cost
    $295

    Description
    Welcome to Infant & Toddler Mental Health: Issues & Information for Educators, an interactive computer-based instruction course designed to help you achieve a better understanding of infant and toddler mental health, child development, and strategies you can use to promote positive relationships with children and their families. This course provides information that will help you to understand and identify your role as a child care provider, educator, and early childhood professional. Infant & Toddler Mental Health will provide you with research-based information on child development, attachment, temperament, and curriculum. This course also lists resources for both teachers and parents who would like more help or information about infant and toddler mental health.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • To define Infant and Toddler Mental Health.
    • To provide an overview of child development from birth to thirty-six months.
    • To increase the ability to observe typically developing infants and toddlers, as well as to identify infants and toddlers with mental health issues.
    • To provide information and best practice methods used in the care of infants and toddlers and their families.
    • To increase knowledge in the research areas of attachment and temperament.
    • To provide resources for early childhood educators and care-providers to help them strengthen the children and families with whom they work.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x634 Learning Disabilities:  Practical Information for the Classroom Teacher (4CEUs)

    Cost
    $305

    Description
    Learning Disabilities: Practical Information for the Classroom Teacher, is an interactive computer-based instruction course, which provides an introduction to the field of Learning Disabilities for special education teachers, general classroom teachers, integration teachers and related professionals, especially those working in the areas of language, psychology and counseling.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • To understand the major causes of learning disabilities (LD).
    • To understand the main factors that impact social understanding of learning disabilities.
    • To understand the models and types of assessments used to evaluate students for a possible learning disability.
    • To understand the primary sources from which curriculum is derived for LD students.
    • To understand the required process of a complete Individualized Educational Program.
    • To understand strategies for instructional planning and programming.
    • To understand the major professional and parent pitfalls that impact the working relationship between parents and teacher.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x461 Reading & Writing in Content Area (3CEUs)

    Cost
    $305

    Description
    This course offers instruction in teaching reading and writing in various subject matter fields at the secondary level. The material stresses the skills of vocabulary building, comprehension, and writing, as well as methods for motivating adolescents to read and write.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Identify various reading skills. Identify and discuss factors that contribute to reading failure.
    • Describe and implement approaches to improve comprehension skills.
    • Identify methods for vocabulary development. Develop reasonable instructional goals for the content reader.
    • Stress the acquisition of reading and writing skills across the curriculum.
    • Summarize research for the teaching of reading and writing at the secondary level.
    • Provide methods for the teaching of skills using technology resources.
    • Use specific methods for dealing with reading and writing problems.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x462 Reading Fundamentals #1: An Introduction to Scientifically-based Research (3CEUs)

    Cost
    $295

    Description
    An Introduction to Scientifically-based Research, the first in the three-course Reading Fundamentals series on effective reading instruction, was designed to give background on scientifically-based instruction as it applies to the federal legislation of 2001. The course discusses the research that supports scientifically-based research as it applies to phonetically-based instruction, assessment, and evaluation. The course explores myths and misconceptions concerning reading instruction and remediation. It also presents an evaluation checklist designed to assess the effectiveness of your current reading program. The goal of the course is to present you with research, trustworthy evidence, and background information that support the need for a reading program that is based on scientific research and proven methods.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Describe what is meant by critical thinking.
    • Explain what science is and illustrate the six scientific principles.
    • Explain the myths and misconceptions of science, and describe the ways in which we gain information.
    • Describe the impact science has had on medicine, clinical psychology, and education.
    • Illustrate the constraint levels in educational research.
    • Describe the concepts of reliability and validity. Explain what is meant by variability, including the sources of variability.
    • Describe the terms internal and external validity, and explain the threats to each.
    • Illustrate the different research designs/methods (i.e., experimental, single-case, causal-comparative, co-relational, and qualitative).
    • Describe the importance of replications and illustrate the types of replications.
    • Describe what is meant by the term research syntheses, and illustrate the National Reading Panel synthesis.
    • Describe the evaluation instrument for Stage I review of reading programs.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x463 Reading Fundamentals #2: Laying the Foundation for Effective Reading Instruction (3CEUs)

    Cost
    $295

    Description
    The federal legislation enacted in 2001 mandates the use of scientifically-based research in programs receiving federal funding that deal with remedial readers. The concept of scientifically-validated methods is so prevalent in the legislation that it appears 110 times in these documents. This three-course Reading Fundamentals series will help improve your knowledge of science and the scientific process suggested for development of remedial reading programs. This knowledge will make you a more informed consumer and an even better advocate for students. The purpose of this second course in this three-course series is to lay the foundation for effective reading instruction. As part of this course, you will learn about the elements of effective instruction. It is important that all teachers have a firm understanding of effective instructional procedures. Teachers benefit, and more importantly, students benefit, both in terms of their behavior and their academic performance, from effective instruction. Further, you will learn about the importance of reading instruction and read some sobering statistics on reading performance in this country and what happens when individuals are not proficient in reading.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Describe the elements of effective instruction.
    • Discuss the importance of reading instruction.
    • Describe the reading theories/models.
    • Differentiate between basal (core/comprehensive), supplemental, and intervention reading programs. Provide information on reading psychology and development.
    • Trace the evolution of reading from Adams (1990) to Snow et al. (NRC, 1998) to the National Reading Panel Report (2000) and Put Reading First (2001).
    • Describe key legislation that affects reading.
    • Discuss what key legislation means to educators.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x464 Reading Fundamentals #3: The Elements of Effective Reading Instruction & Assessment (4CEUs)

    Cost
    $305

    Description
    This course will focus on learning to read, reading to learn, and an introduction to reading assessment. As part of these two key areas of reading instruction, the five elements of effective reading instruction will be highlighted, including definitions, implications for instruction, and future directions. These five elements include instruction in: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Further, we discuss information on teacher preparation in learning about comprehension strategy instruction and reading instruction, as well as how to integrate computer technology into the classroom. Additionally, the course will provide information on important assessment terms and definitions and will explore how reading assessment fits within federal mandated programs. This analysis includes specific recommendations on 29 reading assessments. Finally, the course describes how teachers can conduct pivotal curriculum-based measurement procedures in their classrooms.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Describe learning to read and reading to learn.
    • Discuss important aspects of phonemic awareness instruction.
    • Identify important aspects of phonics instruction.
    • Describe important aspects of fluency instruction.
    • Note important aspects of vocabulary instruction. Discuss important aspects of text comprehension.
    • Describe various aspects of teacher preparation and education in comprehension strategy instruction and reading instruction.
    • Note how computer technology can be used in reading instruction.
    • Provide details on the Consumer’s Guide to Evaluating a Core Reading Program by Simmons and Kame’enui (2003) and the Planning and Evaluation Tool for Effective Schoolwide Reading Programs by Kame’enui and Simmons (2000).
    • Describe accomplishments that can be expected for students in grades K-3.
    • Describe reading remediation guidelines and interventions for students in grades K-12.
    • Describe how to incorporate tutoring as an effective reading intervention.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x911 Talented & Gifted:  Working with High Achievers (3CEUs)

    Cost
    $295

    Description
    Welcome to Talented & Gifted, an interactive computer-based instruction course designed to help you achieve a better understanding of the talented and gifted student, methods used in identification, and strategies for instruction of these students in an inclusive classroom. Talented & Gifted provides information on the history of the exceptional in relation to education, current law, and accepted methods for referral, assessment, and identification of these students. The course also covers methods of differentiating instruction to meet the rate and level of learning of those students identified. The course gives you an understanding of ways to meet the affective needs of the gifted and talented student in the regular classroom.

    Learning Objective
    Upon successful completion of this course, students will:

    • Have become familiar with common practice in relation to identification of and service to gifted and talented students.
    • Have gained working knowledge of common school practices in the identification of TAG process.
    • Be familiar with tools used in assessment for identification purposes in TAG education.
    • Be familiar with the characteristics and needs of typical talented and gifted students from special populations.
    • Be able to select appropriate programming based upon individual student needs.
    • Have gained a working knowledge of common models of delivery of instruction that meet TAG needs.
    • Become familiar with methods of differentiating curriculum for talented and gifted students.
    • Have developed an understanding of the social and emotional needs of TAG students (affective domain).

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x432 Teaching Elementary Math Conceptually: A New Paradigm (3CEUs)

    Cost
    $295

    Description
    Welcome to Teaching Elementary Math Conceptually, an interactive computer-based instruction course designed to expand your methodology for teaching Mathematics. The course will explore an innovative teaching model that incorporates strategies for teaching concepts constructively and contextually. The goal is for you to gain a deeper understanding of the underlying concepts of various math topics and to explore the principles of teaching those concepts to learners. This course will focus on the topics of number sense, basic operations, and fractions.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Expand conceptual understanding of number sense, basic operations, and fractions.
    • Explore a conceptual model of teaching math.
    • Develop skill in designing constructive learning experiences.
    • Explore foundational mathematical principles Investigate integrating conceptual teaching into curriculum.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x726 Teaching Diversity: Influences & Issues in the Classroom (3CEUs)

    Cost
    $295

    Description
    Welcome to Teaching Diversity: Influences & Issues in the Classroom, an interactive computer-based instruction course, designed to give you the knowledge and tools to facilitate a diverse classroom effectively. This course will help you understand and identify differences in approaches to learning and performance, including different learning styles and ways in which students demonstrate learning. This course will emphasize understanding how students’ learning is influenced by individual experiences, talents, disabilities, gender, language, culture, family, and community values. You will be challenged to apply knowledge of the richness of contributions from our diverse society to your teaching field.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Demonstrate through online exams how our society has changed, the diversity of our society as a whole, and the community in which the participant lives and works.
    • Discuss through written essays the learning styles and how these influence student learning.
    • Participants will determine their own learning/teaching style and apply this knowledge in adapting instruction for all student learning styles, especially for students of diverse cultures.
    • Examine and reflect through online exams how participants can combine and apply their knowledge of learning styles and teaching theories in a multicultural classroom.
    • Participants will be challenged to honestly evaluate their own attitudes and teaching, and to change those if needed in order to teach so that all students succeed in their classrooms.
    • Demonstrate through online exams how poverty issues in our society affect the students in your classroom.
    • Exhibit an understanding through written essays of the ability to gather information from several sources on individual student cultures, knowledge, skills, language proficiencies, and interests.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x727 Traumatized Child: The Effects of Stress, Trauma & Violence on Student Learning (3CEUs)

    Cost
    $295

    Description
    Welcome to Traumatized Child: The Effects of Stress, Trauma & Violence on Student Learning, an interactive computer-based instruction course designed to help you identify and effectively teach students affected by stress, trauma, and/or violence. This course teaches you to recognize the signs of stress, trauma or violence in students. It also discusses the specific factors that exist in families and communities where stress and violence are common. A major emphasis in this course is on helping the participant understand the special learning needs of the student who is experiencing stress, trauma or violence in his/her life and how to meet his/her needs in the regular classroom. Working with parents and community agencies is also emphasized.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • To understand the educator’s role in supporting and accommodating students who have special learning needs due to exposure to stress, trauma or violence in their lives.
    • To understand the educator’s role in protecting and supporting vulnerable students.
    • To recognize the symptoms of stress, trauma and violence
    • To understand how stress, trauma or violence affects brain development and learning.
    • To understand the causes of stress, trauma and violence in families and society.
    • To understand the special learning needs these students bring to the classroom
    • To gain techniques for supporting students and families affected by stress, trauma or violence.
    • To learn intervention techniques applicable to the classroom setting.
    • To gain a wider knowledge of available outside resources and support systems.
    • To understand the educator’s role in the intervention and prevention of violence.
    • To explore violence prevention resources and curricula.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x291 Try DI!: Planning & Preparing a Differentiated Instruction Program (4CEUs)

    Cost
    $305

    Description
    Welcome to Try DI!: Planning & Preparing a Differentiated Instruction Program, an interactive computer-based instruction course. This course is designed to provide you an opportunity to learn about an instructional framework, Differentiated Instruction (DI), aimed at creating supportive learning environments for diverse learning populations. Students will be presented a method for self-assessment of the extent to which their current instructional approach reflects the perspective, principles, and practices of the DI approach. The course reflects an approach that aligns the principles of DI with the practices of DI. The concept of a “theory of action” will also be provided within a DI context. The course has also been designed to introduce students to a range of strategies associated with a DI approach. Strategies included in this course have been selected on the basis that they are effective in the widest possible range of educational K-12 settings. This course follows Why DI?: An Introduction to Differentiated Instruction, which addressed the What, Why, and Who of a classroom that reflects a DI approach. The focus of Try DI!: Planning & Preparing a Differentiated Instruction Program is on the When, Where, and How of the DI approach.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Understand how differentiated instruction is defined and the distinctive elements of a classroom where DI is practiced.
    • Outline elements of the rationale supporting implementation of a DI approach (i.e., why DI?).
    • Identify the essential principles from which a DI approach is developed and implemented. Demonstrate understanding of a teacher reflection strategy aligned with principles of DI.
    • Understand the need for alignment between instructional paradigm, educational priorities, principles of differentiation, and practices selected on a daily basis.
    • Demonstrate understanding of a self-assessment tool used to reflect on current practice in comparison with elements of the DI approach.
    • Understand the importance of having a “theory of action” as a teacher and the potential for elements entailed in the DI approach to enhance current practice.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x728 Understanding Aggression:  Coping with Aggressive Behavior in the Classroom (4CEUs)

    Cost
    $305

    Description
    The course speaks to the hate, the fights, the anger, the crimes committed and the victims in our schools and society. It is a course about students, children, teenagers, adults and neighbors, all of us. The course will consider the many forms of aggression, both criminal and otherwise; its costs and motivation; its perpetrators and targets; its likely and unlikely locations; its impact on our schools, the children; and, most especially, its several causes and promising solutions.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • To review the history of aggression and how society came to be such an aggressive place.
    • To identify the causes of aggressive behavior, both internal and external.
    • To explain how aggression is expressed in various social settings such as schoolyards, classrooms, sports, homes, etc.
    • To identify perpetrators and victims of aggression and violence.
    • To identify locations of high aggression and violence.
    • To provide solutions for reducing aggression and violence in classroom and other school settings.
    • To provide information on how educators can help students/children reduce feelings of aggression and violent tendencies.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x729 Violence in Schools:  Identification, Prevention & Intervention Strategies (3CEUs)

    Cost
    $295

    Description
    Welcome to Violence in Schools, an interactive computer-based instruction course, designed to give you a better understanding of school violence and increase your interventions strategies. Violence in Schools provides a foundational understanding of violence and the motivational purposes behind aggression. The correlation with and impact of the media, community and family upon violence will be investigated. The course teaches identification and intervention approaches for working with out-of-control behaviors. In addition, each student will receive information on available national resources for both parents and teachers. This course will help each person to increase his or her understanding of violence, the motivations behind the use of violence and specific strategies to minimize the occurrence of violence in a school and community.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • To identify factors contributing to violent behaviors.
    • To develop strategies to address school/community violence
    • To effectively intervene, provide safety and minimize violent actions.
    • To develop a “school violence” assessment with specific intervention strategies.
    • To assess the climate of the classroom and school, making the necessary adjustments to increase safety.
    • To address preventative methods within the school system for students
    • To write out an action plan for school safety.
    • To complete a formal written evaluation of the school’s violence plan after implementation.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x292 Why DI?: An Introduction to Differentiated Instruction (4CEUs)

    Cost
    $305

    Description
    Welcome to Why DI?: An Introduction to Differentiated Instruction, an interactive computer-based instruction course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. In this course you will learn what is meant by Differentiated Instruction (DI) and the common myths associated with creating the differentiated classroom. We will discuss the legal, theoretical, and pedagogical foundations in the field of education that support the utilization of differentiated instructional practices and principles. We will reflect on best practices and national trends in the design of the educational setting to meet the needs of a diverse learning population. Why DI?: An Introduction to Differentiated Instruction will also provide connections to a variety of concepts, variables, and resources that will assist practitioners in aligning their own professional practices with those found in the differentiated classroom.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Understand how differentiated instruction is defined.
    • Articulate why differentiated instruction is not a prescriptive approach.
    • Outline the major elements within a classroom that teachers typically differentiate.
    • Explain the role of curriculum and instruction in a differentiated classroom.
    • Relate ways in which differentiated instruction may be useful when creating a personal teaching philosophy.
    • Identify the core principles of classrooms reflecting a differentiated instructional approach.
    • Outline the current systems-level, theoretical, legal, and pedagogical foundation for differentiation.
    • Identify ways in which differentiated instruction compares and contrasts with specially designed instruction for students with disabilities.
    • Explain how assessment in a classroom best exemplifies a differentiated approach.
    • Articulate the primary methods for obtaining information about student interests, preferences, and overall learning profile.

    For Questions call Paige Webster at 408-554-3418

  • iconEDUC x294 Understanding & Implementing Common Core Standards

    Cost
    $305

    Description
    Welcome to Understanding & Implementing Common Core Standards, an interactive computer-based instruction course designed to give you a deeper understanding of the rationale for and structure of this particular standards-based framework. In this course you will learn a number of factors that contributed to the overall design of the Common Core Standards as well as practical pedagogical approaches that will support practitioners working toward deeper implementation. We will reflect on the instructional “shifts” emphasized throughout the Common Core Standards and contextualize the shifts based on the diverse population of students course participants serve. Understanding & Implementing Common Core Standards will also provide connections to a variety of instructional considerations that will support implementation regardless of educational context. Practitioners will be provided opportunities to reflect on current practice and the degree to which they align with the Common Core Standards as well as with colleagues across a wide range of settings implementing these standards.

    Learning Objective
    As a result of this course, participants will demonstrate their ability to:

    • Understand the major shifts in English and Language Arts/Literacy (ELA) and Mathematics reflected in the Common Core State Standards (CCSS).
    • Learn about the design features of the CCSS (what to teach) and implications for professional practice (how to teach it).
    • Explore research-based pedagogical strategies that align with what is emphasized in the CCSS.
    • Appreciate the importance of mapping any implementation gap that may exist between current.

    For Questions call Paige Webster at 408-554-3418

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