All Courses
Courses Organized by Instructor
Instructor: Laurie Thode
Email: OSAcourses.com
ABC’s of Classroom Management and Organization
course # 1000
(3 Credits / 45 hours) in-service credit only
This course is designed to assist all teachers regardless of how many years you’ve been teaching. This class will help all teachers and potential teachers in becoming successful in implementing a management plan that helps all children succeed in your classroom. Classroom management is a term used by teachers and educators to describe the process of ensuring that classroom lessons run smoothly despite potentially challenging events that can occur during a lesson. Many teachers find that classroom management is possibly the most difficult aspect of teaching. This class will include topics such as classroom rules, classroom rewards, bullying, classroom management strategies, seating arrangement styles, consequences, learning objectives, promoting autonomy, and more. This class is appropriate for all educators, potential educators, administrators, or related service providers.
Effective Mainstreaming and Inclusion
course # 1001
(3 Credits / 45 hours) in-service credit only
An increasing number of special education students are receiving instruction in the general education classroom. This course offers definitions, information on diagnoses, observable traits and instructional/behavioral strategies to support each learner. You’ll be better prepared to handle the most frustrating aspects of teaching a child with a learning difference, more prepared to maximize each student’s strengths, better equipped to meet the multitude of challenges ahead and manage change in education. This class is appropriate for all educators, potential educators, administrators, or related service providers.
STEM vs. STEAM
course # 1002
(3 Credits / 45 hours) in-service credit only
It’s hard to remember a time when STEM fields –(science, technology, engineering, and math / art) – weren’t the top priority in education. As STEM pedagogy and practices have evolved, STEAM is gathering momentum. There’s a clear need for students to utilize skills that are derived from artistic experiences – The inclusion of arts learning into STEM education has distinct benefits. STEAM encourages the development of creative problem-solving skills, inventive thinking, imaginative design capabilities, and obtaining a more well-rounded skill set to tackle challenges. These skills can correlate to greater success in careers such as engineering and finance. This course includes an introduction to STEM and STEAM framework, theory, program, classroom establishment supporting adaptable documents on how to create personalized STEM and STEAM lesson plans. You’ll learn the STEAM process and also technological programs that have proven to be valuable within this area. You’ll participate in creating fun and useful classroom activity ideas. This class is appropriate for all educators, potential educators, administrators, or related service providers.
Working Effectively with the Challenging Parent
(3 Credits / 45 hours) in-service credit only
Dealing with difficult parents is one of the biggest problems faced by today’s educators and administrators. This course is designed to provide professionals with an in-depth exploration of strategies and techniques for developing more positive and productive relationships with the most challenging parents, and in doing so, raising students’ self-esteem and increasing their academic success. Methods include building parental support and credibility, problem solving, communication scripts, understanding the different types of parenting, keeping a success journal, stress management, ways to communicate through technology, and developing positive relationships from the start. This class is appropriate for all educators, potential educators, administrators, or related service providers.
Balancing Synchronous and Asynchronous Learning
course # 1004
(3 Credits / 45 hours) in-service credit only
The absence of sharing a physical space with our students in the classroom, faculty have explored various ways to replicate or reimagine the learning environment, including holding synchronous sessions during the time class is scheduled to meet and creating activities that students complete within a flexible time frame. How do you balance asynchronous or synchronous activities to support student learning? This course will help you balance both. We will discuss the differences between asynchronous and synchronous learning, ways to help make remote learning more effective, foster more meaningful assignments, discuss your personal challenges, and provide tips for hybrid learning. This class is appropriate for all educators, potential educators, administrators, or related service providers..
How to Focus on Student Well-Being amid the COVID-19 Pandemic
(3 Credits / 45 hours) in-service credit only
Creating a framework of safety is critical in students’ lives during a pandemic. Abrupt change can trigger stress and fear in students that can leave scars for decades to come. A student in stress is unable to learn effectively. As schools across the country remain closed, students with trauma, difficult home situations, and anxiety need support now more than ever. Help students feel safe through the three C’s, communication, consistency, and control. This class is appropriate for all educators, potential educators, administrators, or related service providers..
Teaching During a Pandemic: Distance Learning
The shift to distance learning has many administrators, teachers, related service providers, parents, and students scrambling. Where do schools start and which tools sync best with the ones already established by district? How can teachers change their established platform to become even more effective? This class will teach you the top virtual learning platforms and tools for distance learning. This course will allow you to work with existing lessons, create lesson plans, create new online learning resources, and also host new multimedia interactive classrooms. This class is appropriate for all educators, potential educators, administrators, or related service providers.
Guiding Students to Become Self-Directed Learners
As your classroom changes, so does the role as a teacher. The purpose of the Common Core in the subjects of Mathematics, English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects standards is to ensure that students are college and career ready no later than the end of high school. We need to achieve a greater focus and coherence in the curriculum. With the knowledge of this course, you may find yourself acting more as a coach and facilitator as your students become more active in their own learning. In this course, you will explore how to foster and encourage self-direction in your students and create a learning environment that encourages collaboration and creativity. Learn how you can help your students manage, monitor, and modify their own learning, and inspire them to develop the self-discipline and thinking skills they need to thrive in and outside of the classroom. This class is appropriate for all educators, potential educators, administrators, or related service providers.
Genetics and Environmental Impacts on Cognitive Learning and Behavior in Students
course # 1008
The natural genetic make-up of the body interacts with the environment from the moment of conception. While extreme genetic or environmental conditions can predominate behavior in some cases, these two factors usually work together to produce individual intelligence. During this class, you will learn topics which include the understanding between genetic and environmental influences of cognition, environmental causes, nutrition and cognitive functioning, birth order and how it relates to intelligence, other important factors that influence intelligence, sociocultural influences on learning and behavior, and addressing behaviors within our classroom. This class is appropriate for all educators, potential educators, administrators, or related service providers.
Managing Stress for Student Success
course # 1009
Most students feel stressed at times in class, but some might be more vulnerable to stress than others. When stress builds up to severe levels for a child, they may be at risk to develop toxic stress—which can have lasting effects on their social-emotional, behavioral, and physical health. If you can recognize signs of stress in your students, you can provide them with support to help them manage it before it overwhelms them. It will cover an array of topics such as recognizing symptoms of stress, possible reasons for school related stress, stress management techniques, meditation, truancy/suspensions, trauma, and also distinguishing between good vs. bad stress. This class is created for any educator or service provider. Suggested for all Educators K-12.
Positive Behavior Intervention Program
course # 1010
In this course teachers or potential teachers will learn how to create a positive behavior plan for specific students as well as the classroom as a whole, ensuring success for their students. There are many ways to define or explain the concept of positive behavior intervention. Some of the most common ways include: The application of behavior analysis and systems change perspectives within the context of person-centered values to the intensely social problems created by behaviors such as self-injury, aggression, property destruction, pica, defiance, and disruption A dynamic, problem-solving process involving goal identification, information gathering, hypothesis development, support plan design, implementation, and monitoring An approach that blends values about the rights of people with disabilities with a practical science about how learning and behavior change occur. A comprehensive Positive Behavior Support Plan includes a range of intervention strategies that are designed to prevent the problem behavior while teaching socially appropriate alternative behaviors. The goal is an enhanced quality of life for individuals involved and their support providers in a variety of settings. In this course teachers will learn how to create a positive behavior intervention plan for specific students as well as the classroom as a whole, ensuring success for their students. This class is created for any educator or service provider. Suggested for all Educators K-12.
Surviving Education in this Day and Age
course # 1011
(3 Credits / 45 hours) in-service credit only
The educational field has changed tremendously over the years. In order to keep up with the complex challenges we face in education you may need to tweak your style to become more versed in the field of education. We will cover a broad range of topics such as time management, classroom management, APPR, data collecting, record keeping, observations, administrative personnel, volunteering time, professional presentation and language, professional development, creating “lifelong learners”, adaptive learning, digital literacy, and project based learning. This class will help you “rise to the top” and prove to other teachers, students, parents, and administrators that you have what it takes to make the cut! This class is appropriate for all educators, potential educators, administrators, or related service providers.
Understanding and Working with Resistant Students
Concern is growing for students that are being regarded as “at risk,” “disadvantaged,” “alienated” and “resistant.” This course offering brings current research to teach about the dynamics that fuel resistance within your classroom. How can you make learning achievable to all students? The course gives a full dialogue discussing resistance, strategies for preventing resistance, how to connect with a challenging student, how to solve discipline problems, managing different personality types, Oppositional Defiant Disorder (ODD), and different ways to communicate the struggle with the student’s caretaker. The course creates opportunities for teachers to learn new ways to work with this misunderstood energy. This class is appropriate for all educators, potential educators, administrators, or related service providers.
Suitable for all educators’ grades K-12 and service providers.
Using Computers for Productivity
course # 1013
The overall goal of this course is for learners to develop and implement a plan that will use the computer to increase their personal productivity. By the end of this course, learners will and be able to use technology inside and outside the classroom in a manner that increases productivity; understand how to use technology to improve communication with parents, colleagues, and students; create lesson plans; manage information; develop teaching materials and assessments; make best use of the software, hardware and internet resources that they have available at their school to improve personal productivity; and incorporate the use of the computer for personal productivity into their professional teaching practice.
Suitable for all educators’ grades K-12 and service providers.
Bullying within the Classroom
course # 1014
A safe and supportive school climate can help prevent bullying. Safety starts in the classroom. Students should also feel and be safe everywhere—in the cafeteria, in the library, in the restrooms, on the bus, and on the playground. Everyone at school can work together to create a climate where bullying is not acceptable. By the close of this course, teachers will have a keen understanding on what bullying is. They’ll be able to recognize the different types of bullying, adopt certain techniques so bullying is absent in their classroom. They will analyze a case study on bullying. They will examine different personalities and risk factors of the bully and the victim, identify warning signs that bullying is happening with your students, prevent cyberbullying, and also understanding DASA. Suitable for all educators’ grades K-12 and service providers.
10 Ways Teachers Can Instill a Growth Mindset in Students
(3 Credits / 45 hours) in-service credit only
course # 1015
Growth mindset is an uncharted territory in many educational settings, but understanding it and effectively building it in students should be a priority. It’s clear why this pedagogy focuses on helping students understand the values of effort, persistence and trying new learning methods to cultivate their talents and abilities. Within this course, you will learn how to instill a growth mindset in your students.This course that will give educators a solid foundation in this theory and practice. It includes tools and resources that teachers can use within their classrooms to develop a growth mindset culture. We will discuss what a growth mindset in depth, learn how to praise Intelligence, use diverse teaching strategies within our lessons, teach the underlining values of fixed mindset challenges, help students see the purposes of abstract skills and concepts of improving their mindset, supporting students in changing their fixed mindset language. Suitable for all educators’ grades K-12 and service providers.
Anxiety Management in Any Educational Setting
Anxiety and stress are major factors in the lives of students. The purpose of this course is to enhance student performance by minimizing the negative effects of stress in the classroom. Participants learn a working definition of stress and anxiety, study research findings on the cause of stress, learn reasons explaining its impact upon teaching and learning, investigate answers to this educational epidemic, and conduct a thorough assessment of stress relievers in their classrooms. This knowledge facilitates application of tools and techniques to identify, prevent, and manage stressors to improve academic success. Participants will also identify specific students experiencing debilitating stress and take actions to address these problems and help the student restore personal equilibrium and enhance their performance. Suitable for all educators’ grades K-12 and service providers..
What Every Educator Should Know About an IEP & a 504 Plan
This course is designed to explore & dissect the Individualized Education Plan, the 504 Plan, their laws, and the process of special education. An IEP is a written document that individualizes the disabled students’ program to ensure that a child who has a disability is receiving individualized instruction or related services. This course will discuss at length the differences between an IEP and a 504 Plan, how to develop an IEP/504 Plan, the 13 categories of special education, the differences between modifications and accommodations, federally mandated measurable goals, the IEP process, special education timelines, descriptions and definitions of related service providers, & much more.
Suitable for all educators’ grades K-12 and service providers.
Depression: An Epidemic Occurring Within our Students Today
course # 1018
Depression is becoming a leading concern within our schools today. What exactly is it and how does it impact the mind and body of our students? With an enhanced understanding of this disorder, we will better be able to support and educate our students. In this course we will study the physical and emotional impact of depression, the role schools can play to support students, communicating with parents and families, strategies to help depressed students within the classroom, and common symptoms we might notice while they are in our care. Suitable for all educators’ grades K-12 and service providers.
Implementing Blended Learning into the Classroom
course # 1019
The demands and challenges of the 21st century require innovations on the part of teachers, administrators, schools, and communities to fully prepare students for college, career, and beyond. Educators who take on the whole child approach, which aims to ensure that each student is healthy, safe, engaged, supported, and challenged, set the standard for comprehensive, sustainable school improvement and provide students with the opportunity for long-term success. In this course we will discuss the basics of blended learning, strategies for student engagement, various blended learning models, blended assessment, and classroom management strategies for settings. Participants will have the opportunity to review characteristics of Blended Learning while comparing and contrasting their current professional practices. Suitable for all educators’ grades K-12 and service providers.
Learning Disabilities and Beyond – Resources for Educators
course # 1020
You will develop an understanding of how it feels to have a learning disability. By understanding how a learning disabled student feels, you will be able to teach them differently. You will learn strategies and will be expected to understand the psychology of a learning disability, its definition and causes. You will develop an appreciation for the approaches in educational and employment settings which support individuals with learning disorders, the impact that individuals with learning disorders have on their friends and family; and widen your empathy and respect for individuals with learning disorders regarding their strengths and weaknesses. Suitable for all educators’ grades K-12 and service providers.
NOTE: This instructor also offers an additional course on this subject Learning Disabilities/Strategies to Help Guide the Learning Disabled Student to Success.
Learning Disabilities/Strategies to Help Guide the Learning Disabled Student to Success
course # 1021
Research continues to confirm that we can teach students with learning disabilities to “learn how to learn.” We can put them into a position to understand and value their own education. Because everyone learns differently, helping children reach their maximum potential should be the goal in every classroom. A variety of tips and tools have been developed throughout this course to help both teachers and parents provide the most supportive and successful learning environment. This course will provide a wealth of information and a comprehensive overview of evidence-based remediation and accommodation teaching strategies. This course will include: the visible signs of learning disorders; effective teaching and accommodation strategies; most recent technology, diagnostic criteria; and self-esteem. Suitable for all educators’ grades K-12 and service providers.
NOTE: This instructor also offers an additional course on this subject Learning Disabilities and Beyond – Resources for Educators .
Mindful Practices to Bring into Your School and Classroom– Creating Resilience Among Staff and Students
course # 1022
This online course will allow professionals working with children the opportunity to create resilient environments that meets the social, emotional, ethical, and academic needs of students. You will be provided with necessary tools that will enable them to foster compassion, a workable set of values, the skills of cooperation, appropriate decision-making, goal setting, and high academic expectations in their school setting. You will explore some research-based skills and competencies that have a positive impact on the organizational structure of school and the delivery of instruction. Student performance build bridges by acknowledging past accomplishments, validating what is presently working well, and designing future goals to bring the existing classrooms. Mindfulness is about learning to train your attention to the present moment without dwelling on what has happened in the past or worrying about the future. Mindfulness provides many physical and psychological benefits which will be discussed throughout this course.
Suitable for all educators’ grades K-12 and service providers.
Using Technology to Tailor Your Remote Lessons
course # 1023
Over the next three years, a majority of K-12 educators expect online learning and digital curriculum to become ever more-important. New remote learning formats require new thinking to create compelling, engaging, and inclusive content. To ensure strong student engagement during digital classrooms, educators are turning to various technological tools for remote learning. There’s so much information available online that the challenge becomes sorting through it to find accurate, objective materials. This course will train teachers to become confident and comfortable in incorporating various tools within their online classroom. They will become proficient using Edpuzzle, Padlet, Kami, Flipgrid, Peardeck, Nearpod, and much more! We will also focus on various assessment tools as well. Suitable for all educators’ grades K-12 and service providers.
ADD/ADHD Child – Strategies to Help the Educator
course # 1024
This class focuses on the identification of students in regular/special education education classrooms that may have ADD/ADHD, the difference between the two disorders, and how to structure the classroom environment to allow these students to reach their maximum potential. Identification of the most commonly used medical interventions and the impact they may have in the school setting, how to help build-up self-esteem and peer relationships, practical classroom interventions aimed at helping these students to access the curriculum, behavior modification strategies that promote success, and Creating a classroom environment that teaches to all learning styles. Suitable for all educators’ grades K-12 and service providers..
Discussing Politics in the Classroom: What Can and Can’t Teachers Say?
course # 1025
An educator’s words have the tremendous power to influence students’ beliefs. When discussions about politics, race, sexual orientation, religion, class, or any other controversial issue come up in the classroom, it is critical for teachers to tread the fine line between merely sharing their personal views and teaching facts. Educators must remain objective in their teachings to ensure a safe learning environment for students. This course offers thoughtful views to help protect the teacher and the school district. We will discuss neutrality, how to engage in appropriate conversations, social media/politics, freedom of speech and what exactly that means for a teacher, and steps to safely discuss politics within the classroom. This class is suitable for all k-12 educators and service providers.
Homework That Works: Meeting the Needs of Schools, Students, and Families
course # 1026
Homework plays a major role in the learning process. Often enough, if homework is not complete, classroom objectives cannot be met. What is the role of homework in the learning process? How do economic diversity and parenting style affect homework? What does the research on homework reveal? Let’s explore these questions and get specific strategies for customizing homework tasks, enhancing student ownership, and providing feedback about homework. Effects of social class differences and school-family relationships. Suitable for all educators K – 12.
Next Generation Learning – Guiding Students to Become Self Directed Learners
course # 1027
As your classroom changes, so does your role as a teacher. We need to achieve a greater focus and coherence in the curriculum. With the knowledge of this course, you may find yourself acting more as a coach and facilitator as your students become more active in their own learning. In this course, you will explore how to foster and encourage self-directedness in your students and create a learning environment that encourages collaboration and creativity. Learn how you can help your students manage, monitor, and modify their own learning, and inspire them to develop the self-discipline and thinking skills they need to thrive in the outside of the classroom. Suitable for all educators’ grades K-12 and service providers.
Providing Effective Feedback for Deeper Learning
course # 1028
An important aspect of successful classroom instruction is the teacher’s ability to give effective feedback to his or her students. Feedback can be one of the most powerful influences on student learning. Feedback should be designed to improve future performance. This course focuses on—what appropriate feedback is, why it is important, some of the barriers to effective feedback, and how to give helpful feedback. We will also explore the various methods such as research based tips, feedback sentence frames, types of feedback including oral and written, and the use of adjusting feedback practices for the different types of learners. Suitable for all educators’ grades K-12 and service providers.
Instructor: Lee Markowitz
Email: MarkowitzOSA@gmailcom
Academic Dishonesty: Instill and Maintain Integrity
course # 1029
(3 Credits / 45 hours) in-service credit only
Academic Dishonesty. It happens. From the tiny sheet of paper that hides cleverly under a leg to the blatantly wondering eye that scans nearby papers, to the seemingly limitless range of possibilities that cell phones bring, cheating has become an art form for some students in this modern era. Yes, if they spent a tenth of that time studying there would be no need to cheat, but we all know how far that adage goes. As teachers, we must stay current and adept to evolutionary cheating tactics, we must remain consistent in our punishments, and we must always make it clear that academic honesty is of paramount importance.
Teachers enrolled in this course will explore realistic pedagogical methodologies that focus on maintaining and upholding academic honesty and dealing with academic dishonesty if/when it does happen.
Applicable to middle/high school teachers of any subject/level.
Acceptance and Tolerance: Making Every Student Feel Welcome
Course # 1030
(3 Credits / 45 hours) in-service credit only
As educators, it is vital to check some of our personal viewpoints and opinions at the door. We must not only remain objective in our curriculum execution and assessments, but also in the way we deal with students of various backgrounds, races, religions, ethnicities, sexual orientations, and genders. We must recognize that we are role models, that our students look up to us, and that the examples we set can have a significant impact on our students’ futures. Tolerance and Acceptance are virtues that must be practiced, taught, and expected.
Teachers enrolled in this course will explore these concepts in an effort to make their classrooms safe, welcoming environments for all students.
Applicable to teachers of any subject/grade level.
Back to School Night: Making a Positive Impression
course # 1031
(3 Credits / 45 hours) in-service credit only
First impressions are, as they say, everything. And you don’t get a second chance at making a good one. For many teachers – even those with decades of experience – the mere thought of parents entering their classroom for an evening of explanatory dialogue is enough to make them sick to the stomach. Open School Night is a parent’s way of meeting the teachers who interact with and affect their children every day, and a teacher’s way of discussing and establishing guidelines, expectations, means of communication, and areas of focus.
Teachers enrolled in this course will explore tangible tools and effective strategies aimed at creating a positive first impression and a successful, meaningful Back-to-School evening.
Applicable to teachers of any subject/grade level.
The Building Blocks of Effective Questioning
course # 1032
(3 Credits / 45 hours) in-service credit only
It isn’t until we dive into the world of teaching when we realize the true importance of effective questioning. It seems like a simple concept: Pose a question, wait for a hand to go up, call on the student, and hope the answer fulfils your expectations. There is, however, a science behind the art of questioning. Teachers must consider question types, variations in difficulty, appropriate wait time, and what to do with received responses (or lack thereof).
Teachers enrolled in this course will explore the possibilities, variations, and applications of Bloom’s Taxonomy as well as the varied tactics of operative questioning.
Applicable to teachers of any subject/grade level.
Character Education: The Most Important Subject We Teach
course # 1033
(3 Credits / 45 hours) in-service credit only
Reading, Writing, and Arithmetic. Yes, these are often the focal points of our lessons. That said, we must consider that there is more to what we do. Our students – regardless of age or grade level – enter our classrooms in September and leave in June. During that span, there is noticeable maturation, emotional growth, and cognitive development. Our role is vital, and Character Education is crucial. Yes, our students are measured by tests and numbers, but helping them grow to be well-adjusted, respectable members of society is essential.
Teachers enrolled in this course will explore realistic pedagogical methodologies that focus on helping our students develop pride, integrity, and character.
Applicable to teachers of any subject/grade level.
Cooperative Learning: It Can Work!
course # 1034
(3 Credits / 45 hours) in-service credit only
We’ve all tried group work. Sometimes students work well together, and sometimes they don’t. How many students per group? Do we let the students make their own groups? Do we keep them in groups for the entire period? What happens when a student is absent? Or when one student gets stuck doing all the work? The truth of the matter is that cooperative learning takes careful preparation, some trial and error, and a degree of patience.
Teachers enrolled in this course will explore proven pedagogical strategies for effectively constructing and conducting cooperative learning lessons.
Applicable to teachers of any subject/grade level.
Connecting to Literature: Keeping Characters Real
course # 1035
(3 Credits / 45 hours) in-service credit only
It’s difficult – if not sometimes impossible – to motivate students to open their minds to literature. If the students found a way to relate to characters on a realistic level, they might be more willing to read and engage in class discussions. They could feel more ownership of the literature.
Middle and high school English teachers enrolled in this course will explore creative ways to bring some of the most famous literary characters into the 21st century classroom.
Applicable to teachers of Secondary English
Distractions and Disruptions: Effective Classroom Management
course # 1036
(3 Credits / 45 hours) in-service credit only
When their books are out, their smiles are wide, and their minds are open, all is well in the world of the classroom. Unfortunately, however, this is not always the case. Even in a class of “good” students, there may exist that one, two, or small handful of pupils who try your patience and leave you exhausted and drained. These students can disrupt even the most well-planned lesson and can infect the experience for those who are interested and engaged. How do we handle such students?
Teachers enrolled in this course will explore proven pedagogical strategies for effectively dealing with disruptive, disengaged, and/or disrespectful students.
Applicable to teachers of any subject/grade level.
Fair and Consistent: Effective Grading and Assessment Systems
course # 1037
3 Credits / 45 hours) in-service credit only
Points or percentages? Weights? Dropping the lowest mark? Offering a curve? There are many variables when it comes to implementing grades and grading policies, all of which must be considered as we strive to create a fair, dependable, understandable system for our students and their parents, as well as for administration.
Teachers enrolled in this course will explore tried and true grading practices that focus on creating such a system while steering clear of pitfalls and common mistakes.
Applicable to teachers of any subject/grade level.
Excel/Sheets: Valuable Educational Tools
course # 1038
(3 Credits / 45 hours) in-service credit only
Aside from teaching, there are numerous responsibilities that are inherently part of what we do each day. Often, these tasks and obligations can be overwhelming and time-consuming. It has been proven that organization is one way to reduce stress, which is the primary focus of this course.
Teachers enrolled will explore ways of using Microsoft Excel/Google Sheets for record-keeping. Even if you’re not a proficient computer whiz, these applications make it easy to customize and maintain spreadsheets. The assignments are designed to help you simplify, minimize, maintain, and track data. Additionally, Annual Professional Performance Reviews (APPRs) include an evaluative section on maintaining accurate records.
Teachers enrolled in this course will learn new ways of improving this particular rating.
Applicable to teachers of any subject/grade level.
Lesson Plans: Deconstructing the Elements
course # 1039
(3 Credits / 45 hours) in-service credit only
As any educator would agree, effective planning and preparation lead to effective lessons. We all learned about lesson construction way back when in our college years, but times have changed and district/administrative goals and expectations can and will vary. What does not and has not changed is the key concept that planning is one of a teacher’s paramount responsibilities. Teachers enrolled in this course will explore the essential elements that comprise purposeful lesson planning.
Applicable to all subjects/grade levels.
Motivating Your Students: Maximizing Productivity
course # 1040
(3 Credits / 45 hours) in-service credit only
It can be argued that motivation must come from within. While that may hold a degree of truth, it can never be an excuse for a teacher to not try his/her best to inspire even the most unmotivated students. Even when all efforts have seemingly been exhausted, there is always a way.
Teachers enrolled in this course will explore various methods for stimulating and motivating students of all ages, levels, and abilities.
Applicable to teachers of any subject/grade level.
Neat and Organized: A Classroom Set for Success
course # 1041
(3 Credits / 45 hours) in-service credit only
By nature, some of us are inherently more organized than others. But even those of us who don’t regularly practice effective organizational habits can appreciate walking into a room of someone who does. You can picture it – everything is neat and tidy, the spacing of furniture and décor evokes a welcoming feel, a sense of cleanliness permeates the air, and the occupants can enjoy the tranquility and order. The same rules that apply to our homes should apply to our classrooms.
Teachers enrolled in this course will explore tangible tools and effective strategies to keeping their classrooms neat and organized in order to facilitate learning.
Applicable to teachers of any subject/grade level.
Parent-Teacher Conferences: The Importance of Communication
course # 1042
(3 Credits / 45 hours) in-service credit only
Even the most seasoned teachers can experience a degree of anxiety when it comes to communicating with parents, especially if not-so-good news has to be delivered. While we can all agree that consistent, informative teacher-parent communication is essential for student success, there are plenty of teachers who feel uncomfortable about the process.
Teachers enrolled in this course will explore proven and effective methods to ensure communicative, productive parent-teacher conferences.
Applicable to teachers of any subject/level.
Plan and Deliver: Ace the Observation
course # 1043
(3 Credits / 45 hours) in-service credit only
We’ve all felt the stress of teaching in front of an administrator; the nervousness that encapsulates us while we try to do our best and show what kind of teacher we are. Preparation is the key to any successful performance, and delivering a lesson while being observed is no exception. The more work you put in, the better the outcome will be.
Teachers enrolled in this course will explore proven lesson-planning strategies, questioning tactics, and behavior management approaches that not only focus on the occasional observation, but elevate our teaching for every other day of the year.
Applicable to teachers of any subject/grade level.
Presence and Poise: Keys to Commanding the Classroom
course # 1044
(3 Credits / 45 hours) in-service credit only
Being a master of your content area is half the challenge of being an effective teacher. What is the other half? The delivery. The ability to execute your lesson plans, to keep your audience of students engaged and connected. For some, this comes naturally; the entertainer, so to speak, emerges when the bell rings and we put on the show. For others, however, commanding the room is not so easy. Sometimes, it’s about confidence. Sometimes it’s about finding ways to make the material relatable. And sometimes it’s a matter of employing a few proven tactics to ensure the classroom environment is orderly, respectful, and productive.
Teachers enrolled in this course will explore tried and true tactics and tools that will facilitate consistently effective leadership.
Applicable to teachers of any subject/grade level.
Purposeful Objectives and Meaningful Closures: The Foundations of a Lesson
course # 1045
(3 Credits / 45 hours) in-service credit only
Where do we start? How do we end? The beginning and the end of any lesson must be carefully considered when constructing lesson plans. What is the purpose of a measurable objective? Why must a closure clearly connect to the objective? These are key questions that must be regularly addressed, and doing so can be frustrating. And, as many of us can agree, these are elements that administrators often focus on and deem crucial.
Teachers enrolled in this course will focus on understanding and crafting purposeful objectives and operative closures, both as a means of facilitating effective lesson planning.
Applicable to teachers of any subject/grade level.
Recommendation Letters: A Helpful Guide to Supporting Your Students
course # 1046
(3 Credits / 45 hours) in-service credit only
As seniors enter school in September, their hopes of a breezy year are quickly squashed by the overwhelming college application process. Among the many boxes that await checking is the need for teacher letters of recommendation. This can lead to teachers being bombarded with student requests and taunted with lingering deadlines. What do I write? What does a college want to see? Is it ever okay to say “no” to a student?
Teachers enrolled in this course will explore the world of college recommendation letters and examine tangible tools and effective strategies to writing efficient, purposeful letters on behalf of deserving students.
Applicable to high school teachers of any subject/level.
September: The Most Important Month of the Year
course # 1047
(3 Credits / 45 hours) in-service credit only
After a summer of (hopeful) recuperation, we enter a new school year with renewed enthusiasm and energy. With that, however, can come nervousness and apprehension. What kind of students will I have? What new challenges will I face? How can I ensure I start the new school year on the right foot? September is a crucial month because it’s our opportunity to set the tone for the rest of the year.
Teachers enrolled in this course will explore tried and true pedagogical methods for making the first month productive and purposeful.
Applicable to teachers of any subject/grade level.
Staying in Touch and Keeping with the Times: Remaining Relevant in the Classroom
course # 1048
(3 Credits / 45 hours) in-service credit only
Despite our best efforts, we, as educators, cannot help the fact that while our students stay the same age (assuming we teach the same grade level), we continue to age. Aside from graying hair and possibly shortening fuses, we can sometimes find ourselves growing detached and less able to relate to our students. The music they listen to, the shows they watch, the pop culture they are immersed in seem foreign to us. And the truth is, staying connected to our students is a key component to effective teaching and learning.
Teachers enrolled in this course will explore innovative tactics and tangible tools that will help in staying current, in staying connected, in staying relevant.
Applicable to teachers of any subject/grade level.
Student-Athletes: Success on the Field AND in the Classroom
course # 1049
(3 Credits / 45 hours) in-service credit only
All too often, secondary students who participate in sports place athletics ahead of academics. Even parents sometimes over-emphasize the importance of making the varsity team, earning a starting position, or receiving an athletic scholarship. Where does school fit in? Students (and parents) need to recognize that academia is of the utmost importance.
Teachers enrolled in this course will explore communicative and pedagogical strategies teachers and coaches can use to positively reinforce the idea that “student” comes before “athlete” and to encourage the young men and women we teach and coach to work as hard in the classroom as they do on the field.
Applicable to teachers of any subject/grade level.
Student-Centered Planning: Keeping the Learning Active
course # 1050
(3 Credits / 45 hours) in-service credit only
While there will always be a need for the occasional teacher-driven, lecture-style lesson, the student-centered structure is a must for any modern teacher. The students are the ones who have to learn and master the material and, therefore, the students are the ones who should be doing the work. Instead of sitting passively in their classrooms watching a lesson unfold before them, students should have the opportunity to be active learners, to take a hands-on approach, to have control over their own learning.
Teachers enrolled in this course will explore realistic pedagogical methodologies and proven strategies that focus on crafting purposeful student-centered lessons.
Applicable to teachers of any subject/grade level.
The Classroom: A Positive, Productive Environment
course # 1051
(3 Credits / 45 hours) in-service credit only
Some teachers are quite strict, allowing no room for misconduct. Others are more relaxed and permit behaviors other teachers might consider disruptive. Perhaps finding an effective balance is the key. What matters most is that students feel comfortable and safe in our classrooms so effective teaching and learning can take place.
Teachers enrolled in this course will examine various classroom settings and practices, focusing on the goal of creating a classroom climate that is conducive to education.
Applicable to teachers of any subject/grade level.
The “Do Now:” A Classic with Potential
course # 1052
(3 Credits / 45 hours) in-service credit only
Forty (or so) minutes go by quite quickly. By the time we get our students seated, take attendance, check homework, explain the objective, and start the lesson, our allotment of time has dwindled considerably. Also considering how often our students are taken out of our classes because of field trips, visits to the nurse, or other various reasons, the clock often seems to be set on fast forward. Essentially, we want to get the most out of our class periods. The “Do Now,” offers an opportunity to get class started immediately. However, there are key factors to remember when implementing the infamous “Do Now.”
Teachers enrolled in this course will explore the possibilities, variations, and applications of the “Do Now” as a means of engaging students immediately and getting the most of class time.
Applicable to teachers of any subject/grade level.
The Gifted Student: Rising to the Challenge
course # 1053
(3 Credits / 45 hours) in-service credit only
The squeaky wheel gets the oil, right? The student who struggles, who asks a thousand questions in a week, who attends extra help, who needs your extra attention, usually gets it. It’s in our nature, as educators, to do whatever we can to help those students who need – and seek – it most. And sometimes we take for granted the strong student, assuming he/she is moving along swimmingly and needs little, if any, attention or motivation. One of the many challenges a teacher faces is trying to reach every student and ensure each receives equal focus.
Teachers enrolled in this course will explore various methods for not only reaching the gifted, intrinsically motivated student, but pushing that student to be even better.
Applicable to teachers of any subject/grade level.
Working with Colleagues: Maintaining an Enriching Professional Environment
course # 1054
(3 Credits / 45 hours) in-service credit only
Yes, when the bell rings and the door closes, we teach alone. But this job is about more than what happens between those bells. How we get along with our department members can have a drastic effect on our teaching. A positive, friendly, cooperative work environment paves the way for collaboration, teamwork, and improved results.
Teachers enrolled in this course will explore proven methods that facilitate positive, productive, professional interactions and relationships.
Applicable to teachers of any subject/grade level.
Meaningful and Measurable Objectives
course # 1055
(3 Credits / 45 hours) in-service credit only
When observing teachers, many administrators look for clear and purposeful objectives. What will the students actually do by the end of the period? While this may sound simple and logical, crafting learning goals and lesson aims isn’t always easy. How do we know the students will be able to do what we’ve asked of them? How can we ensure that our objectives are meaningful and measurable?
Teachers enrolled in this course will explore the craft of constructing useful objectives.
Applicable to teachers of any subject/grade level.
Instructor: Richard Faber
Email: FaberOSA@gmail.com
Repairing the Harm
course # 1056
(3 Credits / 45 hours) in-service credit only
Educators across the nation recognize the importance of fostering positive, healthy school climates and helping students learn from their mistakes. Increasingly, they are partnering with parents, students, district officials, community organizations, and policymakers to move away from harmful and counterproductive zero-tolerance discipline policies and toward proven restorative approaches to addressing conflict in schools. Restorative practices is an emerging social science that studies how to strengthen relationships between individuals as well as social connections within communities. Restorative justice also promotes a positive, orderly school environment. Students and all members of the school community can learn and practice self-discipline, empathy, and accountability.
Applicable to teachers of any subject/level.
Understanding Conflict
course # 1057
(3 Credits / 45 hours) in-service credit only
In a world where conflict is usually equated with violence, and therefore, fear is a common reaction, it is essential to underscore the opportunities presented by conflict. When violence emerges as a predominant aspect of conflict, these opportunities are lost. Conflicts emerge constantly from our perceptions of the commonplace events of everyday life, and demonstrate what each individual considers to be important and relevant to them. Thus, the elements for the peaceful settlement of a conflict are to be found in the conflict itself. In this course, teachers will learn how to more effectively express and mange the value differences, tensions, and misunderstandings associated with conflict. At the same time, they will be able to teach their students how to acknowledge one another, and build understanding based on the real needs of those involved in the dispute. Teachers will be guided on how to effectively establish a conflict resolution and peer- mediation program in their classroom as well as in their schools. All of the necessary skill training, practice, and resources will be provided.
Applicable to teachers of any subject/level.
Our Students are in Crisis
course # 1058
(3 Credits / 45 hours) in-service credit only
Schools experience a wide variety of crises that have the potential to harm the mental and physical health, learning environment, and safety of students and educators. A school crisis is any traumatic event that seriously disrupts coping and problem-solving abilities of students and school staff. It is typically sudden, unexpected, dramatic and forceful and may even threaten survival. A crisis can cause a drastic and tragic change to the environment. This change is generally overwhelming and uncontrollable as well as unwanted and frightening. It may create a sense of helplessness, hopelessness, and vulnerability combined with a loss of safety.
This course will provide resources, tools, recommendations, and evidence-based practices for incorporating best practices in school mental health into school crisis plans. Different types of crisis will be discussed and strategies will be developed for teachers of all grade levels and subject areas.
Applicable to teachers of any subject/level.
Teaching with Innovation
course # 1059
(3 Credits / 45 hours) in-service credit only
The course is designed to enhance the knowledge base for professionals in an era of school restructuring, technological innovation, and social change. Teachers and administrators will learn first-hand about innovative practices and recent research in the field. Topics include: student self-assessment, teacher reflection, cooperative learning, mentoring, the use of technology in schools, home-school communication, inclusion to support learning diversity, and the challenge of school restructuring. Areas covered are: Learning Theory, Curriculum Design, Classroom Atmosphere, and Instructional Strategies among others. This course also covers the dilemma children face who are experiencing difficulty in learning situations because of ethnic group frustrations in the community, problems of social adjustment, socio-economic inequities, and learning gaps. The role of the school in facilitating the program for children of various cultures to become valued members of the community is discussed. Activities, content, and materials are related to current and relevant frameworks and standards.
Applicable to teachers of any subject/level.
Getting our Students to “Reset”
course # 1060
(3 Credits / 45 hours) in-service credit only
This course will describe the sources and con sequences of stress. Stress is a common problem that will affect almost all of your students at some point in their lives. This course will help you to learn when to identify when a person is under stress, what causes stress, and different ways of coping with stress. Instructional strategies will be taught that can help students self-regulate such as reducing extraneous noise, managing transitions, and understanding mindsets, to name a few.
Applicable to teachers of any subject/level.
The Real Dangers of Labels
course # 1061
(3 Credits / 45 hours) in-service credit only
Preppy. Techie. Geek. Freak. Loser. Jock. Special Ed. These are just a few of the labels that students live with every day. And some labels are a lot meaner. Who hands out these labels? What role do labels play? Do they help or hurt? Do people sometimes like their labels, or do they always hate them?
This course will examine the truth behind these labels and the impact that they have on student behavior and learning. It will help teachers deal with the ever changing landscape of gender in-equality, sexual identities, and tolerance. It will explore where our biases come from and how it affects how we teach and learn. This course will also examine the changing landscape of special education and how labeling effects classified students.
Applicable to teachers of any subject/level.
Ways to Engage your Students
course # 1062
(3 Credits / 45 hours) in-service credit only
Learning is a lot like bike riding. Once you have the knack, you never really forget the skill. Nor do you forget the thrill of learning a new ability or understanding a complex idea. You are a lifelong learner and you love it.
Why have so many students never discovered this thrill? Why are they coasting when they could be racing along in the educational Tour de France with their peers? What can teachers do to engage the disengaged student?
This course will help teachers keep students highly engaged throughout an entire lesson and encourage students to contribute their ideas and insights as a way of enhancing their own and other students’ learning.
Applicable to teachers of any subject/level.
A Schoolwide Approach to Character Education
course # 1063
(3 Credits / 45 hours) in-service credit only
Schools exert profound influence on children. Peer groups, counselors, favorite teachers, and coaches all help to shape the belief systems that result in student attitudes and behaviors. Character Education activities that focus on Integrity, Honesty, Courtesy, Respect, Responsibility, Loyalty, Fairness, Caring, and Community will be shared. These activities will provide the experiences and the dialogue for all students that promote an exchange of ideas, an interaction with role-models, and the analysis and reflection that influence student values, attitudes, and behavior. Emphasis will be placed on implementing, establishing, and maintaining a comprehensive character education program.
Applicable to teachers of any subject/level.
Are our Schools Safe?
course # 1064
(3 Credits / 45 hours) in-service credit only
School violence can be prevented. Research shows that prevention efforts – by teachers, administrators, parents, community members, and even students – can reduce violence and improve the overall school environment. No one factor in isolation causes school violence, so stopping school violence involves using multiple prevention strategies that address the many individual, relationship, community, and societal factors that influence the likelihood of violence. Prevention efforts should ultimately reduce risk factors and promote protective factors at these multiple levels of influence.
Applicable to teachers of any subject/level.
Instructor: Marcela Falcone
Email: FalconeOSA@gmail.com
Teaching Reading and Writing for the English Language Learner
course # 1065
(3 Credits / 45 hours) in-service credit only
This course provides an understanding of literacy issues specific to English Language Learners. Participants will learn strategies and techniques for teaching reading and writing to ELL
students. Key concepts include the relationship between first language literacy and further literacy development, along with an extensive review of standards-based reading and writing instruction. Additionally, this course will focus on phonics, structural analysis, sight words, process writing, and the incorporation of technology.
Applicable to teachers of any subject/level.
Program Models for English Language Learners
course # 1066
(3 Credits / 45 hours) in-service credit only
The fastest growing segment of the school age population in the United States is students with limited English proficiency. English Language Learners (ELL) take part in a variety of instructional programs to best meet their needs. Examples of programs include dual language, transitional, and sheltered instructional approaches. This course will provide an extensive review of all ELL program models to further enhance instruction across P-12 classrooms.
Applicable to teachers of any subject/level.
Assessing the English Language Learner
course # 1067
(3 Credits / 45 hours) in-service credit only
The proper assessment of English Language Learners (ELL) merits attention at all levels of the education system. English Language Learners (ELL)—students who are still developing proficiency in English— represent a large and rapidly growing subpopulation of students in P-12 classrooms. This course will provide participants with effective assessment techniques for P-12 students across a variety of educational settings.
Applicable to teachers of any subject/level.
Foundations of Bilingual and Multicultural Education
course # 1068
(3 Credits / 45 hours) in-service credit only
This course will provide a foundation for understanding the history and development of Bilingual Education. The overall social and philosophical foundations of Bilingual Education will be reviewed in detail. Additionally, legislative changes throughout history for students of limited English proficiency will be examined by participants. By understanding the
development of Bilingual Education over time, educators will be better prepared to meet the needs of English Language Learners (ELL).
Applicable to teachers of any subject/level.
Comprehension Strategies for the Bilingual Learner
course # 1069
(3 Credits / 45 hours) in-service credit only
The comprehension of literature and development of reading skills is at the foundation of the
education process. This course will address ways that educators can help English Language
Learners (ELL) improve on understanding text. It will examine the relationship between oral
English proficiency and literacy, while providing participants with oral reading strategies to use
with the ELL students. The information provided in this course will support instruction in all
different types of classrooms.
Applicable to teachers of any subject/level.