Course Descriptions

Our Catalog of Course Categories and the names of Courses within those 8 Categories are as follows:

Course Categories

Teaching and Curriculum (TC)
Best Practices in Student Assessment (SA)
Special Education Best Practices (SE)
Teaching Strategies (TS)
Classroom Management (CM)
Best Practices Using Technology in the Classroom (IT)
Communication (CO)
Educational Leadership (EL)

Courses

Courses Details

Teaching and Curriculum (TC)

Course: TC-1 - Using Exemplars

Course Description:

The focus of this Course is the use of exemplars for the purposes of improving student achievement. Through the use of exemplars in the classroom, teachers are able to show students what quality work looks like. Assessment criteria and levels of performance descriptors related to specific tasks become clarified with exemplars as a reference point. The discussion of exemplars with students and their parents promotes a better understanding of performance expectations, and characteristics of work at various levels. Using exemplars as a basis of professional pedagogical discussion facilitates consistency in assessment practices among teachers. Exemplar documents can provide a valuable resource for teachers, students, and parents.

Learning Outcomes:

• Understand the purpose and uses of exemplars;
• Explore the components of exemplars documents;
• Understand a process to develop exemplars;
• Work toward greater consistency in the assessment of student work;
• Expand students’ understanding of assessment criteria and performance descriptors;
• Focus on the qualities of student work at the four levels of achievement

Course: TC-2 - Literacy Across the Curriculum

Course Description:

This Course focuses on strategies for developing literacy skills. Developing literacy skills is a complex process that includes the skills and knowledge needed to read and write effectively. Promoting the value of reading and demonstrating the power of language develops attitudes and skills needed to help students become life-long learners. Strategies that can be used to benefit all students, in any content area, will support them in achieving success and independence. Whether teaching in a rotary system or a homeroom setting, consistent strategies applied in content areas and language-based activities will assist students in making meaningful connections. This Course will look at reading as an active process. The importance of understanding the structure of text and the types of text will be reviewed. The use of graphic organizers will be described. Instructional strategies used before, during and after reading will be introduced with corresponding graphic organizers or explanations. Strategies for vocabulary building in content areas and the importance of the arts will be featured.

Learning Outcomes:

• Review the key elements of reading text;
• Self-assess your prior knowledge of instructional strategies;
• Review a variety of instructional strategies for reading in all content areas;
• Review a variety of graphic organizers to correspond to the instructional strategies;
• Implement two strategies in your classroom and observe student performance.

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Best Practices in Student Assessment (SA)

Course: SA-1 - Developing and Using Rubrics

Course Description:

The focus of this Course is to develop and implement rubrics. Teachers will increase both personal and student understanding of the achievement charts: categories, criteria, and levels of performance. The use of rubrics to clarify expectations will result in improved student learning and performance. Through understanding the descriptors of specific levels, students will be able to self-assess their work and identify the qualities for movement to the next level. Rubrics expand the teacher’s assessment repertoire and provide a focus for conferencing to improve achievement.

Learning Outcomes:

• Learn how to develop and implement rubrics to increase understanding of the categories, criteria and levels of performance;
• Use rubrics to clarify expectations to improve student learning and performance;
• Assist students to assess their work and identify the qualities for movement to the next level;
• Provide a focus for conferencing to improve achievement.

Course: SA-2 - Student-led Conferencing with Portfoliosudent-led Conferencing

Course Description:

This Course focuses on learning how to implement student-led conferencing using portfolios. Teachers will assist students to identify their individual strengths and weaknesses through the conferencing process. This reflection on their learning leads to determination of the next steps. Through conferencing, students’ critical thinking and communication skills are improved. Organization of the portfolio enables students to critically reflect on their demonstrations of the expectations and leads to the development of self-confidence and pride in their accomplishments.

Learning Outcomes:

• Assist students to organize their portfolios in order to critically reflect their demonstrations of the expectations;
• Learn how to develop and implement student-led conferencing using portfolios;
• Improve the students thinking and communication skills.

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Special Education Best Practices (SE)

Course: SE-1 - Developing and Implementing Individual Education Plans (IEPs)

Course Description:

This Course focuses on understanding the Individual Education Plan (IEP) process. Teachers will recognize the benefit of working collaboratively with colleagues to develop an IEP. Through an increased understanding of individual student needs, teachers are able to identify and use strategies to assist students to reach their academic goals. When meeting the individual needs of the student, teachers demonstrate a commitment to their students and their learning.

Learning Outcomes:

• Focus on understanding the Individual Education Plan (IEP) process;
• Recognize the benefit of working collaboratively with colleagues to develop an IEP;
• Identify and use strategies to assist students to reach their academic goals through increased understanding of individual student needs;
• Demonstrate a commitment to students and their learning when meeting the individual needs of students.

Course: SE-2 - Inclusionary Practices

Course Description:

This Course provides teachers with the opportunity to develop and implement effective inclusionary practices that will ensure that exceptional learners in their classrooms receive the support required to meet curriculum expectations. Teachers will have the opportunity to investigate and reflect on their inclusive practices.

Learning Outcomes:

• Understand what is inclusion;
• Identify key components of Inclusionary practices;
• Examine personal attitudes toward inclusion;
• Address learning and teaching strategies for successful inclusion;
• Develop and implement an Inclusionary plan for your classroom.
  

Course: SE-3 - Teaching the Autistic Learner

Course Description:

This Course focuses on the teaching of students with Autism Spectrum Disorders.  General characteristics are discussed and related to the unique learning styles of the students.  Teachers have an opportunity to investigate effective learning / teaching strategies that may be used across the curriculum.

Learning Outcomes:

• Understand the definition of Autism Spectrum Disorder;
• Understand the general characteristics of a student with Autism Spectrum Disorders;
• Recognize the quality of the classroom that reflects an environment for optimal learning;
• Understand the unique learning style of students with Autism Spectrum Disorders;
• Examine effective teaching strategies to meet this unique learning style.
  

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Teaching Strategies(TS)

Course: TS-1 - Addressing Different Learning Styles

Course Description:

This Course focuses on the differing learning styles that students may have, and the learning needs associated with these styles. Teachers, cognizant of the various learning styles and differing types of intelligence, make conscious decisions to ensure classroom experiences address students’ diverse approaches to learning. These decisions include the selection of appropriate resources and the opportunities provided so that students can effectively demonstrate their learning, as well as the teaching and learning activities and assessment practices. All of these factors contribute to increased student achievement by complimenting the ways students learn and by using them to the students’ advantage.

Learning Outcomes:

• Understand the different types of intelligence;
• Recognise the various learning styles and intelligences of students in the classroom;
• Critically examine present teaching practices for evidence that the different learning styles are being addressed;
• Develop a lesson or series of lessons including teaching strategies to address the different learning styles;
• Provide students with multiple opportunities to learn and demonstrate their knowledge, using your knowledge of their learning styles;
• Help students understand their areas of strength and how they learn, to enable them to become life-long learners.
  

Course: TS-2 - Implementing Collaborative Learning in the Classroom

Course Description:

This Course focuses on the basic principles of collaborative / cooperative learning and some strategies and structures for making it part of a teacher’s classroom practice. Collaborative learning allows teachers to effectively address and assess expectations from diverse curriculum areas in the local Curriculum (e.g. communication, cooperative teamwork, goal setting, problem solving, organization, interpersonal). It allows students to process their own learning and construct their own meaning from a lesson or task, strategies that generally lead to deeper understanding of concepts. Teachers will examine how to assess individual student achievement within a group context. In addition, students receive valuable skills for the world of work – achievement beyond school.

Learning Outcomes:

• Understand why collaborative learning is a powerful strategy to adopt as part of your repertoire;
• Learn the basic principles that make cooperative learning more effective than simple group work;
• Learn five structures that have the basic principles already built in;
• Try Think-Pair-Share, or an adaptation, in your own teaching situation;
• Incorporate one of the other five structures into a lesson plan;
• Reflect on how all five of these structures could be used in your teaching situation.
  

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Classroom Management (CM)

Course: CM-1 - Behavior Management

Course Description:

This Course focuses on the development and implementation of a behavior management plan for the classroom. Teachers will learn the management components necessary to assist students to focus on learning, thereby improving their achievement. The Course is structured to include classroom rules, the importance of positive recognition of students, and consequences of misbehavior.  The Teacher will be required to complete five related tasks, to reflect on current practices, and to develop a learning environment to promote improved student learning.

Learning Outcomes:

• Understand a process to develop and implement a behavior management plan;
• Develop and implement a behavior management plan in the classroom;
• Reflect on current classroom practices in behavior management;
• Understand the importance of positive recognition of students;
• Develop increased awareness of recognition techniques to foster positive relationships with students;
• Identify the differences between logical and illogical consequences of student behavior;
• Become aware of the necessity of teaching behavior management in a classroom setting.
  

Course: CM-2 - Classroom Management Tips and Tricks

Course Description:

This Course focuses on the importance of developing an organized, structured, resource-appropriate classroom, where the teacher facilitates student learning through understanding and consideration of individual learning styles.  Students actively engaged in the learning process, and whose individual needs are being addressed, will demonstrate continual improvement in their achievement.

In addition, this Course will focus on the variety of supports available to classroom teachers in order to meet the needs of individual students. These may include peer tutors, teaching assistants, and volunteers.  Strategies to access and effectively use these types of support assist the teacher to address individual needs and improve student learning and achievement. 

Learning Outcomes:

• Learn a variety of organizational and management strategies;
• Consider learning styles and how they relate to classroom management;
• Identify how the implementation of several resources can support classroom management.
  

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Best Practices Using Technology in the Classroom (IT)

Course: IT-1 - The Internet as a Resource

Course Description:

This Course focuses on the use of the Internet as a tool to improve student learning. It will provide the Teacher with the ability to select appropriate Internet resources and incorporate them into lesson and unit plans. It will provide the Teacher with the ability to add current, relevant, and interesting material to the classroom. The Internet will become an efficient and productive use of student and teacher time.

Learning Outcomes:

• Gain an increased awareness of resources available via the Internet;
• Supplement current teaching practices with the use of Internet resources;
• Connect curriculum to the world beyond the classroom.
  

Course: IT-2- Technology as a Teaching / Learning Tool

Course Description:

Technology has the ability to assist the Teacher and students in the delivery and acquisition of the required knowledge and skills.  Just as critical is the potential to cultivate higher order thinking skills, motivate student learning and develop skills required in the student’s future learning environment and workplace. This Course links Howard Gardner’s different types of intelligences and software and demonstrates the selection of software based on student needs.  The potential of a variety of software including database, spreadsheet, word processing and presentation applications to help the Teacher handle the paper work, plan programs and add interest to lessons or units is explored. Through the use of technology and networking with colleagues via listservs, discussion groups and professional sites the course focuses on how the teacher can continue to grow in an awareness of the potential of technology in education.

Learning Outcomes:

• Be introduced to the reasons for integrating technology into the Teacher's and students' working and learning environments;
• Become acquainted with the connection between learning styles and software;
• Be introduced to criteria for the selection of educational software;
• Be presented with guidelines for the selection of software for remedial and enrichment students;
• Be introduced to the benefits of software for the Teacher;
• Be presented with ways to remain current in the area of technology and education.

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Communication (CO)

Course: CO-1 - Conflict Resolution

Course Description:

The focus of this Course  is resolution of  conflict. Through an understanding and use of conflict resolution techniques, the teacher provides a safe, non-threatening and productive learning environment.  This Course explores a variety of strategies to deal with resolving conflict in your classroom.

Learning Outcomes:

• Understand the definition of conflict and conflict resolution as it applies to your school setting;
• Identify the types of conflict in your classroom;
• Become familiar with a variety of conflict resolution techniques;
• Develop and implement a classroom plan using conflict resolution strategies;
• Investigate ways to incorporate conflict resolution strategies into your teaching practice;
• Analyze the effectiveness of your plan.
  

Course: CO-2 - How to Conduct Parent/Teacher/Student Conferences

Course Description:

This Course focuses on an understanding and use of strategies for effective conferencing, so that Teachers conduct more productive communication sessions with parents and students. When conference participants have clear information on the direction to improve learning, an increase in achievement can result.

Learning Outcomes:

• Understand the importance of parent/teacher/student conferences;
• Explore various types of parent/teacher/student conferences;
• Be aware of the roles and responsibilities parents, students, teachers and administrators;
• Determine the type of conferencing required given specific circumstances;
  Improve communication among all partners involved.
  

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Educational Leadership (EL)

Course: EL-1 - Strategies for Mentoring Beginning Teachers

Course Description:

This Course supports an educator who is acting as a mentor to a new or beginning Teacher.  The Course reflects on the need for mentorship and reflects strategies that mentors can use with their novice or protégé.  Participants evaluate the effectiveness of specific strategies.  Included are resources and areas where teachers are offered assistance.

Learning Outcomes:

• Identify mentoring strategies;
• Examine specific resources;
• Identify areas where teachers need assistance;
• Apply the strategies;
• Evaluate the effectiveness of the selected strategies.
  

Course: EL-2 - Teachers as Leaders in the School

Course Description:

This Course focuses on the knowledge and skills necessary for teachers to become leaders in their schools. Teachers who participate in the decision-making process play an important role in building leadership within the school. This leadership is about working and learning together to focus on the development of a caring, safe and academically focused learning environment. To be effective, teacher leaders must use appropriate strategies to learn about their leadership style, the school culture and the resources available to them. They will use this knowledge to improve the quality of daily life in the school.   

Learning Outcomes:

• Examine the characteristics of effective leaders in the school;
• Identify strategies to be an effective teacher leader;
• Implement specific strategies in personal situations and evaluate their effectiveness.