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Explore several different models/theories and identify strategies that can be used in K-12 classrooms. Covers basic skills and knowledge for creating an effective leaning environment that encourages positive interaction and communication,

Instructor: Charlie Cooper

Classes do NOT have to be taken in sequence

An overview of the research of current standards-based best practices in the field of education and how that is translated effectively into the classroom with regular and special needs students.

Instructor: Charlie Cooper

Classes do NOT have to be taken in sequence

An examination of the changes, post-covid, that educators are facing and a review of the strategies that can enhance acadmemic and social-emotional success.

Instructor: Charlie Cooper

Classes do NOT have to be taken in sequence

An overview of the research on teaching reluctant learners: skills and strategies across the curriculum consideration of social factors, choice and control, building motivation and confidence and assisting struggling students.

​This course provides the necessary academic, pedagogical and clinical preparation for teaching in situations involving limited English proficient students learning through the medium of the first or second language or a combination of both. A primary focus is on developing the most appropriate materials, approaches and methods and the necessary sets of strategies and techniques

Instructor: Charlie Cooper

Classes do NOT have to be taken in sequence

How our students have changed post-covid and their expectations (and those of their parents) have shifted. This means addressing students who feel left out, disengaged and unmotivated in the transition.

Instructor: Charlie Cooper

Classes do NOT have to be taken in sequence

This course will explore new and creative ways to engage students, to implement classroom management, to implement technology and revise our instruction to ensure differentiation.

This course is a required course for the ESL endorsement. Covers a range of assessments of English as a second language leaners

Gottlieb, M. (2021). Classroom Assessment in Multiple Languages. A Handbook for Teachers. Corwin. Helman, L., Ittner, A. C., & McMaster K. L. (2020). Assessing Language and Literacy with Bilingual Students. Practices to Support English Learners. Guilford.

Exploration of second language learning and acquisition theories as they pertain to ESL instruction. Sociolinguistic and sociocultural issues related to the teaching of English as a second language are also investigated.

An overview of the development and submission of proposals for government and private funding. Students will submit a proposal for potential submission. A foucus on funding sources, admnsitration and evaluation of projects.

GRAD CREDIT ONLY (in lieu of lane credit)

PD Clock Hours

Theoretical and practical aspects of assessing learners with special needsan overview of descriptive statistics and theoretical and practical aspects of assessing learners with special needs. Tests used to assess intelligence, school achievement, aptitude, language development, and social and emotional adjustment of exceptional children will be reviewed. Procedural techniques for administration, scoring, and interpretation of a variety of norm referenced, criterion referenced, curriculum-based, and informal assessment are also covered.

The identification, etiology, and the intellectual, physical, emotional, social, behavioral, and educational variance of students with disabling conditions. Definitions, prevalence, causation, legal issues, and special education interventions and techniques will also be discussed. GRAD CREDIT ONLY

The course is appropriate for all grade levels K-12 and covers the design, implementation, and evaluation of a Multi-Tiers System of Support (MTSS or RtI) for reading, math, and other subjects as well as for behavioral purposes. The course is appropriate whether you are using the MTSS for eligibility purposes, on-going progress monitoring, or simply as a way to improve instruction and/or behavior and to increase learning.​

For educators who are begining learners of Spanish, this is an introduction to simple Spanish grammar and knowledge of the Hispanic culture. Covers how to communicate with English learners (and their parents) whose native language is Spanish. Emphasis on basic communication skills and real-life classroom situations.

GRAD CREDIT ONLY (in lieu of lane credit) PD Clock Hours

For those who have completed Spanish 1, couse will continue the study of Spanish grammar and how to communicate with English language learners and their parents. Continued study of real-life classroom applications.

GRAD CREDIT ONLY (in lieu of lane credit) PD Clock Hours

Course will provide 1. an overview of the continuum of substance use, the effect on the family 2. the effect on a child's emotional, social and academic development, whether they or a family member are abusing substances, and 3. school-based and classroom-based strategies educators can use to address them.

This course will present an overview the latest research on the effects of trauma on children, covering the range of emotional and behavioral disorders from attention deficit disorders, to depression, to conduct disorders, and their effects in the classroom. It will emphasize what educators can do to identify these disorders, assist children struggling with them, and support their social, emotional and academic success in the classroom.

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