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All Professional Development Face to Face Courses are 1 Graduate Semester Hour (Credit Hour). Tuition is $230. You may take these courses for a Letter Grade OR Pass/Fail.

Online Registration will CLOSE on the Monday at 11:59 PM before class is scheduled.

If you need assistance please call the Center for Leadership and Professional Development at 440.375.7379. College office hours are 8:30 am-4:30 pm Mondays-Fridays. Registration on LEO is open 24/7. The College will be closed Saturday, December 15-January 1, 2019.

Friday, February 15, 5 pm-9 pm and Saturday, February 16, 8 am-5 pm

ED 7000 W Digital Photography for Educators

Location: James F. Lincoln Library, Mac Lab

Faculty: Mike Demeter

Grade Level: K-12

Tuition: $230, 1 Graduate Semester Hour

An introduction to digital camera operations and post-processing software for K-12 educators. The class will feature both the technical and aesthetic aspects of image capture. An emphasis will be placed on forging relationships between education, student, and photography. This will be achieved through nature, architecture, portrait photography discussions, and a field trip (weather permitting). Topics covered include various camera modes: ISO, Shutter Speed, and Aperature Settings, Lenses, Landscapes, Sports / Action, Color to Black & White, Conversions, Composition, Photo Editing Software (Photoshop), iPhone and Apps, and equipment for students to excel. A computer device is not necessary however a camera with manual adjustments is required.

Friday, February 15, 5:30 pm-9 pm and Saturday, February 16, 8 am-5 pm

ED 7001 W Getting Started with Chromebooks for Teaching & Learning NEW

Location: Garfield Center, Rm A1

Faculty: Dr. Christina Bauer
Grade Levels: PreK-12

Tuition: $230, 1 Graduate Semester Hour

Are you trying to keep up with all the technology advancements that are transforming today’s classrooms?  This course will bring you up to speed with the very basics of operating Chromebooks and using the Chrome browser.  Learn how Google can help you search for, organize, and create materials for teaching and learning.  Gain confidence through step-by-step directions and hands-on, guided practice in a supportive environment.  Be ready to return to your classroom with enhanced technology skills and a renewed excitement for using Chromebooks with students in 21st century learning environments. We will use Lake Erie’s Chromebooks for your class sessions.

Friday, February 22, 5 pm-9 pm and Saturday, February 23, 8 am-5 pm

ED 7002 W The Best of Phonics in Motion

Location: Garfield Center, A2

Faculty: Dr. Terry Kindervater

Grade Levels: PreK-3 and Remedial Readers

Tuition: $230, 1 Graduate Semester Hour

This course will offer an overview of the four components of Phonics in Motion (KMP’s, Reading and Writing Monster, Language Calendar, and Vowel House). Theory, research and practice will be provided for each component. Participants will be engaged in hands-on practice in all areas of the program. Participants will also develop an understanding on how to integrate the components into the demands of Ohio’s Learning Standards. A device is not required for this course.

Friday, February 22, 5 pm-9 pm and Saturday, February 23, 8 am-5 pm

ED 7003 W High-Quality Project Based Learning: Why and How

Location: Garfield Center, A1

Faculty: Lou Sangdahl

Grade Levels: 3-12

Tuition: $230, 1 Graduate Semester Hour

More than ever, the signs are clear that today’s students will enter a quickly-changing workforce.  Students will need the ability to problem solve, collaborate, communicate, and think creatively.  High-quality PBL (HQPBL) enables students to develop these success skills in tandem with learning content.   During this course, teachers will explore the mindset and tools related to these six elements of HQPBL: intellectual challenge & accomplishment, authenticity, public product, collaboration, project management, and reflection.  Participants will design a PBL for their own class to help their students develop a sense of personal agency and excitement about their learning.   Please bring your charged device both days to class or use Lake Erie’s Chromebooks.

Friday, March 1, 5:30 pm-9 pm and Saturday, March 2, 8 am-5 pm

ED 7004 W Fun, Fast, Free, & Effective Digital Tools for Today's Classrooms NEW

Location: Garfield Center, A1

Faculty: Dr. Christina Bauer
Grade Levels: PreK-12

Tuition: $230, 1 Graduate Semester Hour

Learn how to use a variety of digital tools, including Adobe Spark, Formative, Seesaw, Recap, Padlet, Google Forms, Kahoot, TED-Ed, Pear Deck, and Plickers.  Discover how these sites engage learners and easily give you formative data to plan next steps for instruction.  Participants will experience these platforms as students first and then have guided practice time to create activities to use with their own students. Please bring your own charged device both days to class or use Lake Erie’s Chromebooks.

Friday, March 1, 5:30 pm-9 pm and Saturday, March 2, 8 am-5 pm

ED 7005 W Growth Mindset: Preparing for Social Emotional Learning NEW Format

Location: Garfield Center, A2

Faculty: Melissa Solema

Grade Levels: PreK-12

Tuition: $230, 1 Graduate Semester Hour

Thinking about how to prepare for Ohio’s Social Emotional Learning Standards? Want students to accept new challenges, take failures in stride, and become self-motivated? By learning the difference between a fixed and growth mindset, teachers and students can set the tone for learning by embracing challenges and persisting in the face of setbacks. Discover how to engage students in challenging work that celebrates mistakes and encourages hard work. Focus on strategies and skills that build better work habits, resilience, and dedication in the classroom. Participants will develop self-awareness and understanding of a growth mindset in a collaborative setting. Class time will be spent building and creating a collection of strategies and activities aligned with Ohio’s Social Emotional Learning Standards, ready for classroom use. Please bring your charged device both days to class or use Lake Erie’s Chromebooks.

Friday, March 8, 5 pm-9 pm and Saturday, March 9, 8 am-5 pm

ED 7006 W Communication, Collaboration and Connections NEW

Location: Garfield Center, A1

Faculty: Ann Radefeld

Grade Levels: K-12

Tuition: $230, 1 Graduate Semester Hour

Introduce your students to peers throughout the world!  Welcome experts to your classroom with the push of a button!  Take a virtual field trip to a destination of your choice!  These classroom activities are not just lofty goals; each is a real possibility!  With the use of technology, such as Skype or Google Hangouts, you can make connections or visit places anywhere throughout the world.  In this course, we will address how to make virtual connections, locate virtual field trips and integrate video-conferencing as a meaningful part of your instruction. Please bring your own charged device both days to class or use Lake Erie’s Chromebooks.

Friday, March 8, 5 pm-9 pm and Saturday, March 9, 8 am-5 pm

ED 7007 W Understanding Autism NEW

Location: Garfield Center, A2

Faculty: Dr. Katie Krammer

Grade Levels: PreK-12

Tuition: $230, 1 Graduate Semester Hour

This course delves into the characteristics of Autism Spectrum Disorder (ASD) and what that looks like from multiple perspectives including the clinical angle and the diagnostic criteria, individuals with ASD themselves, the teachers and specialists who work with students with Autism, as well as the family members. Participants who have limited experience with ASD will benefit as well as veteran practitioners through the opportunity to unpack the characteristics and needs, and gain insight through the variety of lenses. This course will include videos, interactive discussion, exposure to a wide variety of resources, guest speakers, and opportunities to apply new information in a way that will be meaningful to your teaching situation. Please bring your own charged device both days to class or use Lake Erie’s Chromebooks. 

Friday, March 15, 5 pm-9 pm and Saturday, March 16, 8 am-5 pm

ED 7008 W Google It!  Using Google Apps in the Classroom

Location: Garfield Center, D10

Faculty: Amy Roediger

Grade Levels: PreK-12

Tuition: $230, 1 Graduate Semester Hour

Are you looking for some easy ways to use technology in the classroom?  Are you tired of searching for your flash drive or emailing documents to yourself?  Do you want to introduce your students to easy tools for collaboration?  In this class we will explore Google Apps – Docs, Spreadsheets, Presentations, Forms, and more – for productivity and collaboration.  We will also look at some other webtools that work nicely with Google apps.  By the end of the class, you will be able to create and share a variety of projects from self-graded quizzes to collaborative presentations.  Come and Google it! You must be able to log into your gmail account for this course. Please create one prior to class if you do not already have one. No need to bring a device since class takes place in a computer lab.

Friday, March 15, 5 pm-9 pm and Saturday, March 16, 8 am-5 pm

ED 1728 W Suicide: The Role of the Gatekeeper

Location: Garfield Center, A1

Faculty Dr. John Spiesman, MSW

Grade Levels: K-12

Tuition: $230, 1 Graduate Semester Hour

Participants will learn to understand depression and suicide in our communities and our school population. The role of the gatekeeper will be examined in community life, as well as the connection between depression and suicide. Participants will become familiar with suicide prevention techniques, hear from a survivor and will learn to become gatekeepers in their worlds. A device is not required for this course.

Friday, March 22, 5 pm-9 pm and Saturday, March 23, 8 am-5 pm

ED 7009 W Addiction, Trauma, & Mental Health First Aid for Educators

Location: Garfield Center, A2

Faculty: Rae Grady, ADAMHS Board

Grade Levels: PreK-12

Tuition: $230, 1 Graduate Semester Hour

This course is designed to provide educators with tools to better manage their classrooms or schools by learning how to recognize signs of children who have experienced trauma, and best practices for helping those students succeed in the classroom.  Mental Health First Aid is an international program for helping people working with youth who may be experiencing symptoms of mental illness, addiction or be a member of a family in crisis. Information on local resources will be included. Components of Opiate Abuse Prevention in HB 367 will be covered.  Upon completion of this course, national certification of Mental Health First Aide will be awarded. Please bring $20 cash the first day of class for the required Mental Health First Aid manual. Device not required for this course.

Friday, March 22, 5 pm-9 pm and Saturday, March 23, 8 am-5 pm

ED 7010 W Increasing Student Engagement with Technology Newly Updated

Location: Garfield Center, A1

Faculty: Sarah Rivera

Grade Levels: K-12

Tuition: $230, 1 Graduate Semester Hour

Are you looking for ways to add a “WOW”! factor in your Classroom. Did you know that this generation of students has never gone without using or being exposed to technology? In this course, we will discover and explore innovative ways to increase student comprehension and engagement using technology that is compatible with any platform. You will be able to use the technology to assess students, gather data, and provide instant feedback, all while keeping students engaged! By the end of the class, you will have a “toolbox of technology” ready to implement in your classroom! Learn about: Problem Attic, ActivelyLearn, EdPuzzle, Flipgrid, Edulastic, Quizizz, Nearpod and Peergrade. Please bring your own charged device both days to class or use Lake Erie’s Chromebooks.

Friday, March 29, 5 pm-9 pm and Saturday, March 30 , 8 am-5 pm

ED 7011 W Google It Too! Using Even More Google Apps in the Classroom

Location: Garfield Center, D10

Faculty: Amy Roediger

Grade Levels: PreK-12

Tuition: $230, 1 Graduate Semester Hour

Now that you are using Google Docs, Sheets, Slides, Forms, and Drawings, come and explore some alternative uses of each of these, especially creation of digital assessment items that mirror AIR-like experiences.  We will also examine some of the other Google apps like Sites, Calendar, Blogger, and more.  Participants will maximize the functions Google Apps by including add-ons and Chrome extensions.  We will also check out web tools like Versal, Edmodo, and PearDeck that lay nicely with the Google Apps and help teachers create a seamless blended learning environment.  By the end of the class, participants will create lessons to use in the classroom or in the spirit of Google’s 20% time, work on a project they design to increase use of Google apps in their educational settings.  No need to bring a device since class takes place in a computer lab.

Friday, March 29, 5 pm-9 pm and Saturday, March 30 , 8 am-5 pm

ED 7012 W Nature in The Skies Above—A STEAM in the Parks Program NEW

Location: The Environmental Learning Center at 7250 Alexander Road, Concord, Ohio 44077.

Faculty: Rich Benz and Becky Parkin

Grade Levels: K-8

Tuition: $230, 1 Graduate Semester Hour

This course will have you and your students looking up to learn about both the nature of the sky and what nature you can find in the skies above.  We will investigate Astronomy, Weather and what organisms take to the sky.  Learn about insects, bats and birds while learning about Lake Metroparks’ newest program category STEAM (Science, Technology, Engineering, ARTS, Mathematics) education.  A series of four (4) NEW STEAM based programs will be introduced.  Learn how to incorporate hands-on learning and experiential learning into your curriculum.  Please bring your charged device both days to class or contact your faculty.

Friday, April 5, 5 pm-9 pm and Saturday, April 6, 8 am-5 pm

ED 7013 W Sparking Student Interest through Active Learning Strategies NEW

Location: Garfield Center, A2

Faculty: Tracy Coleman

Grade Levels: K-12

Tuition: $230, 1 Graduate Semester Hour

Testing season causes a dip in energy levels for students and teachers everywhere, which makes this the perfect time of year to re-activate student engagement through activities involving voice, choice, and movement. Come to this course to revitalize your toolkit with strategies to promote active learning and keep your students motivated all year long. We will explore PBL, Stations, Learning Menus, Choice Boards and other ways to promote both engagement and achievement. You can breathe more life into current lessons or try out new ideas to increase student involvement and interest, all while making your own choices about what you would like to create. If you are looking for ways to re-ignite student interest and keep the excitement of the first few weeks of school alive for the entire school year, this is the course for you. Please bring your own charged device both days to class or use Lake Erie’s Chromebooks.

Saturday, April 6, 9 am – 4pm

ED 7014 W Teaching in the Age of Instagram NEW - HYBRID course

Location: Garfield Center, A1

Co-Faculty: Dr. Linda Siegel and Dr. Beth Walsh-Moorman
Grade Levels: 6-12

Tuition: $230, 1 Graduate Semester Hour

Our students are shaped by what they do online, whether we like it or not. In this course, teachers of adolescent students (grades 6-12) explore how our understanding of social media can both help and hinder us as we try to reach our students. Prior to our face-to-face meeting, participants will be responsible for a range of readings and video viewings, culminating in a self-assessment which evaluates individual understandings of social media. Preparation work will include use of the course discussion board on LEO (Lake Erie Online) and a written self-assessment due no later than 11:59 Thursday, April 4. During a 6-hour class meeting, participants watch and discuss the universally acclaimed Bo Burnham’s movie, Eighth Grade, which carefully and realistically portrays the struggles of an eighth grade girl whose struggles with anxiety are made more complex by her video blogging and online activity. After the meeting Saturday, participants will be asked to reflect on their own possible gaps and disconnects and explore a personal call to action to inform their own understanding of how to best teach today’s students in this digital age. Please bring your own charged device both days to class or use Lake Erie’s Chromebooks.

Friday, April 12, 5 pm-9 pm and Saturday, April 13, 8 am-5 pm

ED 7015 W Enhancing Vocabulary Instruction through Blended Learning

Location: Garfield Center, A1

Co-Faculty: Amy Roediger and Tom Hogan
Grade Levels: K-12

Tuition: $230, 1 Graduate Semester Hour

At the heart of literacy instruction is the teaching of robust vocabulary. According to authors Isabel Beck, Margaret McKeown, and Linda Kucan, "a large vocabulary repertoire facilitates becoming an educated person to the extent that vocabulary knowledge is strongly related to reading proficiency in particular and school achievement in general." Often, though, teachers restrict vocabulary instruction to content-specific words, if vocabulary is taught at all.  In this course, we will introduce a tiered approach to vocabulary instruction across the curriculum. We will explore strategies actively with direct instruction, vocabulary centers, and a station rotation model. The course will model a blended learning environment, where digital tools are used alongside traditional practices. We will analyze classroom assessments to see the impact of vocabulary on student success. Your project will be to create vocabulary lessons that you can implement in your classroom the next week. Teachers of all grade levels and content areas can enroll in this course. Please bring your own charged device both days to class or use Lake Erie’s Chromebooks.

Friday, April 12, 5 pm-9 pm and Saturday, April 13, 8 am-5 pm

ED 7016 W Google Classroom: The Best is Yet to Come!   NEW Format

Location: Garfield Center, A2

Faculty: Melissa Solema

Grade Levels: 3-12

Tuition: $230, 1 Graduate Semester Hour

This course is NOT appropriate for the novice to Google Apps. Google Classroom is a one-stop learning management environment, designed to make technology integration better...and easier too!  Redesign existing content and activities into digital, differentiated lessons with a few clicks.  Classroom is a flexible management tool providing access to more specific functions such as: managing due dates, group work, independent learning, and self-grading assignments in a safe, private environment. Classroom integrates G Suite products like docs, sheets, slides, and presentations, while allowing seamless external website integration. Participants will learn basic set-up and functions in a simulated Google Classroom as part of a self-guided and collaborative experience.   This class will feature the most recent Google Classroom updates and is designed for participants with experience and prior use of G Suite products. Access to Google Classroom via school district email or personal Gmail is required. Please bring your charged device both days to class or use Lake Erie’s Chromebooks.

 

Data Driven Decision Making course with PCG/KDS
ED 5740 W Using Data for Meaningful Classroom Change (.pdf, 542K)

This course provides teaching professionals with the strategies and tools needed to systematically evaluate and analyze student data, and subsequently implent and monitor action plans in order to improve student performance. You will learn a structured process for the ongoing investigation of data that focuses on collaborative inquiry. You will explore the phases of data analysis using multiple sources of data inlcuding aggreate, disagegate, item data, and student work. Upon reviewing this data you will learn to identify student learning problems, generate and implement solutions, and minitor results. Additionally, you will read and engage with a case study conducted at a middle school that outlines the Using Data approach to continuously, collaboratively, and effectively improve teaching and learning.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Jennifer Jones

New Teacher Induction, Leadership and Instructional Coaching courses with PCG/KDS
ED 5738 W Survial Strategies for New Teachers, Grades K-5 SYLLABUS (.pdf, 288K)

This course provides new teachers with strategies and tools that enable them to develop confidence and skills as they improve their classroom practice. You will learn to identify your professional responsibilities and develop strategies to help you navigate the school environment. You will explore the importance of relationships with your students, as well as with colleagues, supervisors, and parents/guardians. You will explore ways to motivate students, build relationships among the students in your class, and establish a culture of high achievement in which all students can succeed. You will explore effective strategies for designing and delivering instruction and proactively managing your classroom. As a final focus, you will identify ways to continue to grow throughout your career as an educator.

In order to engage you deeper into the content, you will complete Apply It Activities throughout the course. These activities will collectively serve as a mini “Survival Guide” to provide you with ongoing support beyond this course.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Jennifer Jones

ED 5738 W, Survival Strategies for New Teachers, Grades 6-8 SYLLABUS (.pdf, 287K)

This course provides new teachers with strategies and tools that enable them to develop confidence and skills as they improve their classroom practice. You will learn to identify your professional responsibilities and develop strategies to help you navigate the school environment. You will explore the importance of relationships with your students, as well as with colleagues, supervisors, and parents/guardians. You will explore ways to motivate students, build relationships among the students in your class, and establish a
culture of high achievement in which all students can succeed. You will explore effective strategies for designing and delivering instruction and proactively managing your classroom. As a final focus, you will identify ways to continue to grow throughout your career as an educator.

In order to engage you deeper into the content, you will complete Apply It Activities throughout the course. These activities will collectively serve as a mini “Survival Guide” to provide you with ongoing support beyond this course.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Jennifer Jones

ED 5738 W Survival Strategies for New Teachers, Grades 9-12, SYLLABUS (.pdf, 287K)

This course provides new teachers with strategies and tools that enable them to develop confidence and skills as they improve their classroom practice. You will learn to identify your professional responsibilities and develop strategies to help you navigate the school environment. You will explore the importance of relationships with your students, as well as with colleagues, supervisors, and parents/guardians. You will explore ways to motivate students, build relationships among the students in your class, and establish a culture of high achievement in which all students can succeed. You will explore effective strategies for design-ing and delivering instruction and proactively managing your classroom. As a final focus, you will identify ways to continue to grow throughout your career as an educator.

In order to engage you deeper into the content, you will complete Apply It Activities throughout the course. These activities will collectively serve as a mini “Survival Guide” to provide you with ongoing support beyond this course.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Jennifer Jones

Equity, Cultural Competency & Diverse Learners courses with PCG/KDS
ED 5727 W Challenging Gifted and All Students with the Cluster Grouping Model SYLLABUS (.pdf, 251K)

Gifted students and struggling learners have much in common. Both ends of the academic bell curve deserve to have their special learning needs met. Attending to the needs of gifted students through the Schoolwide Cluster Grouping Model (SCGM) techniques in the classroom—at all grade levels—can provide challenging curriculum options for advanced learners, lead to improved classroom behavior and, perhaps surprisingly, raise the performance of all students.


Susan Winebrenner and Dina Brulles introduce course participants to a variety of teaching strategies, classroom management techniques, alternative assignments including extension menus, and differentiated instructional options that help teachers meet the needs of their gifted students in the heterogeneous classroom. Participants also view classroom segments of teachers utilizing essential components of the Schoolwide Cluster Grouping Model. The presenters cover placement of all students, emotional issues, teacher support issues, relevant research, and how to communicate with all stakeholders.


Winebrenner and Dulles take viewers step-by-step through the process of beginning the SCGM using a two to three year plan for initial implementation. They also review aspects of flexible groupings, curriculum differentiation, and monitoring progress so that all students have the opportunity to experience continuous growth.

Required Reading: Winebrenner, S., Brulles, D. (2008) The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All. New York; Free Spirit Publishing (Included in course fee, allow 2-4 weeks for delivery)

Tuition $550 (includes textbook)
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Janice Armstrong

ED 5730 W Best Practices for Teaching African-American Boys SYLLABUS (.pdf, 348K)

According to the most recent statistics, the dropout rate for African American males in US schools is over 50%. Dr. Jawanza Kunjufu links this trend with the disproportionate placement of these students in special education classes, a dearth of African American male teachers, and a failure to teach to African American boys’ learning styles. In Best Practices for Teaching African American Boys, Dr. Kunjufu prepares educators to implement solutions to these problems in their classrooms and schools. He offers strategies for preventing the referral of students to special education that include constructing Afro-centric classrooms, integrating black male role models, supporting students’ transitions through school and boyhood, accommodating these students’ needs for curriculum that appeals to their interests and other characteristics, and designing instruction that exploits the best of their energy and intelligence. The course is punctuated by workshop discussions and classroom footage that illustrate the complexity of and solutions to the issues at hand, so that African American boys have the same opportunities for success as all of their peers.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Jennifer Jones

ED 5732 W Differentiating Teaching and Instruction SYLLABUS (.pdf, 487K)

As a result of this course, participants will be able to describe and implement the concept of differentiation as a response to the needs, interests and abilities of learners by modifying curriculum, instruction, and classroom environment. You will explore how to reconstruct an objective so it is responsive to the needs, interests and abilities of diverse learners. You will discover how to use grouping patterns as a differentiation strategy, and you will explore how to effectively implement Independent Study to help your students meet their own needs within the boundaries of the learning process. You will explore varied models of instruction, including direct instruction and inquiry-based teaching, in order to effectively respond to diversity amongst your students.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Kristi Alfaro

ED 5733 W Becoming a Culturally Responsive Teacher SYLLABUS (.pdf, 237K)

In this course, you will gain the knowledge and skills to reach students who are culturally and racially different from you. You will explore your own assumptions about race, class, and culture; and learn strategies for creating classrooms that are culturally inviting to all. You will learn principles of Culturally Responsive Teaching, including affirming students’ cultural connections, stressing collectivity as well as individuality, and managing the classroom with firm, consistent, caring control.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Jennifer Jones

ED 5734 W Facilitating Learning for Speakers of Non-Standard English SYLLABUS (.pdf, 407K)

This course prepares K-12 educators with the knowledge, skills, and dispositions to support the academic language proficiency and achievement of Standardized English learners (SELs). The course provides teachers with the tools they need to help Standardized English learners develop academic English and promotes their access to academic content and material in their subject areas. Upon completion of this course, participants will be empowered to engage an increasingly diverse student body more effectively through culturally responsive pedagogy.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Kristi Alfaro

ED 5735 W Relationally Responsive Classroom Management SYLLABUS (.pdf, 513K)

There is a widespread need to address low levels of student engagement in urban classrooms, particularly among racially, economically and culturally diverse students. This course empowers educators to effectively teach an increasingly diverse student body by cultivating meaningful relationships with students. The course builds educators’ ability to plan and implement methods for connecting with all students, increasing student motivation, reducing behavior problems and improving academic achievement by fundamentally changing teacher to student, student to student and student to teacher relationships and engagement.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Joanna Smith

ED 5743 W Pedagogical Strategies for English Learners SYLLABUS (.pdf, 469K)

In this course, you will gain the knowledge and skills to support the specific needs of English learners. You will learn to establish a language-rich classroom. You will explore the role of language in literacy development and academic achievement through deconstructing language demands and creating an Academic Language Bank. You will demonstrate pedagogical practices to guide English learners to think about content in critical and creative ways. You will employ multiple strategies for scaffolding thinking and apply knowledge and language about ELs to make informed instructional decisions to enhance learning.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Kristi Alfaro

ED 5744 W Courageous Conversations about Race SYLLABUS (.pdf, 267K)

In this course, you will gain the knowledge and skills to understand and examine the impact of race on student achievement and the role that racism plays in institutionalized racial disparities. You will learn a practical and accessible protocol that supports participants in challenging their personal beliefs around race. By the end of this course you will have the knowledge, skills, and practical strategies to participate in courageous conversations about race on a daily basis in both personal and professional contexts.


Required Book
Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools, Second Edition, by Glenn E. Singleton (you will receive a copy in the mail upon purchase of the course).

Tuition $560 (includes textbook)
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Joanna Smith

College and Career Readiness courses with PCG/KDS
ED 5731 W Building Academic Language, K-6 SYLLABUS (.pdf, 552K)

With the adoption of college and career standards, all students need support developing their understanding and use of language within an academic context. As students progress through school, subject matter becomes more complex and students must use language in more sophisticated ways to argue, to evaluate evidence, to analyze complex texts, to develop their own complex texts, and to engage academic discussions. This course is designed to equip K-6 teachers with the knowledge, skills, and strategies required to help their students grasp language principles and develop the academic language skills they need to reach their highest levels of academic achievement across all grade bands and content areas. Building Academic Language introduces teachers to the features and functions of academic language, strategies and activities for supporting the use of academic language, techniques for modeling academic language, and ideas for lesson planning and assessment that support academic language development.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Janice Armstrong

ED 5731 W Building Academic Language Grades 7-12 SYLLABUS (.pdf, 532K)

With the adoption of college and career standards, all students need support developing their understanding and use of language within an academic context. As students progress through school, subject matter becomes more complex and students must use language in more sophisticated ways to argue, to evaluate evidence, to analyze complex texts, to develop their own complex texts, and to engage academic discussions. This course is designed to equip 7-12 teachers with the knowledge, skills, and strategies required to help their students grasp language principles and develop the academic language skills they need to reach their highest levels of academic achievement across all grade bands and content areas. Building Academic Language introduces teachers to the features and functions of academic language, strategies and activities for supporting the use of academic language, techniques for modeling academic language, and ideas for lesson planning and assessment that support academic language development.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Janice Armstrong

ED 5736 W Student Learning Objectives: Using SLOs to Improve Instruction and Advance Student Growth SYLLABUS (.pdf, 214K)

In this course, you will gain the knowledge and skills to plan and deliver content more effectively by using Student Learning Objectives (SLOs). SLOs are carefully planned goals for what students will learn over a given time period. You will learn a process for planning and implementing SLOs in order to strengthen your practice and improve student learning. This course complements CTAC’s face-to-face training and serves as training for K-12 teachers in districts implementing SLOs.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Kristi Alfano

ED 5737 W Shifting Instruction with the 5 Core Practices SYLLABUS (.pdf, 186K)

In this course, you will gain the knowledge and skills to implement the five Core Practices outlined in the Insight Core Framework in your classroom or school. The Core Practices represent an approach to instruction that promotes college and career readiness.

Each Core Practice has with it associated instructional strategies that eachers can use to make sure students master college an career ready standards as well as model the type of instruction students are likley to expereince in the first year of college or rigorous career training.

Research has shown these specific practices to be very high impact, aligned to state standards, and linked to positive outcomes, specifically showing how high school students can be best prepared for college and career. The five Core Practices and the Insight Core Framework are:

Core Practice #1: Know the Discipline Well

Core Practice #2: Prioritize Evidence over Opinion

Core Practice #3: Grow and Improve Students' Knowledge Base

Core Practice #4: Assess Progress Towards Mastery

Core Practice #5: Promote Intellectual Risk Tasking and Presistence

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Janice Armstrong

ED 5739 W Making Student Thinking Visible SYLLABUS (.pdf, 251K)

In this course you will learn skills used to Make Students Thinking Visible (MSTV). You will hear from Jon
Saphier, founder and president of Research for Better Teaching, Inc., and Lucy West, Founder
of Metamorphosis TLC, on the concepts, embedded values, and operating principles of MSTV. You will
explore in depth these principles and practice building a robust talk environment that builds student
confidence and extends their capacity to manage discussions. Along the way you will learn about
teaching habits that have to change and about the preparation and planning needed to fully integrate
MSTV into your classroom.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Instructional Coach: Joanna Smith

Assessment course
ED 5712 W Data Drive Instruction SYLLABUS (.docx, 662K)

Data driven instruction is a precise and calculated approach to improve student comprehension throughout the school year. Implementing and utilizing data to drive instruction is perceived to be an overwhelming task. This course will help educator use data analysis to improve student learning. The use of data and student learning objectives (SLOs) are at the heart of data driven instruction. Participants will analyze data, focus on increasing rigor in the classroom, types of assessment, and the building blocks to successful data driven instruction implementation.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Chris DeMario

Class Management courses
ED 5707 W Anti-Bullying Strategies for the Classroom SYLLABUS (.docx, 663K)

We have all read the stories, seen the videos and experienced the impact of bullying.  It is perhaps one of the longest lasting epidemics in the educational world.  As a profession we have made great strides in preventing bullying in the school, yet there is so much more work to be done. This course will focus on establishing a safe learning environment where all students can learn. Strategies for preventing bullying and assisting the victims of bullying will be addressed.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

ED 5709 W Alternatives to Suspension SYLLABUS (.docx, 684K)

Suspending students has been a part of the school world we work in for decades. There are often very real and necessary reasons for suspending students. When we take a look at what a suspension is, and the impact it has on learning outcomes - we would be better served avoiding suspensions as much as possible. Teachers in this course will take a look at behavior and different approaches for avoiding suspensions that could be implemented both at the classroom and building levels. Teachers will develop strategies for making connections and addressing behaviors in a manner that prevents suspension.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19,
Rolling Registration

Faculty: Mike DeMario

ED 5710 W Approaches for Changing Behavior Using PBIS SYLLABUS (.docx, 673K)

The barriers that occur to learning cannot be single-handedly removed. Unfortunately, one such barrier occurs when behaviors are disrupting the learning community. The climate of each school community is different. Therefore, a “one size fits all” approach is not as effective as interventions based on the needs of each school. Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. A system focused on creating school-wide, classroom and individual supports improves academic and behavioral results. This course will assist teachers in creating a support system for their classroom that will help to increase behavioral and academic results. This course is appropriate for all regular and special education teachers.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Chris DeMario

ED 5711 W Behavior Modifications and Discipline Strategies SYLLABUS (.docx, 684K)

Think about how much time you spend addressing behaviors in your class. Wouldn’t it be nice to be able to control behaviors without interrupting your instructional practices? Classroom management and student discipline have been issues in the classroom since the one room school house. The decisions we make when disciplining a student are imperative for creating a safe and productive learning environment. Participants in this class will create, implement and assess behavior modification systems for their classroom, as well as examine several models of student discipline while evaluating some of their own discipline policies.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

ED 5723 W Improving Teacher Questioning SYLLABUS (.docx, 664K)

The fastest way to get our students thinking at a higher level is to question them at higher level. With higher and more exhaustive standards being placed on our students, we must use our ability to question students in a manner that improves their ability to think critically and problem solve. This course will prepare teachers to meet the demands of the Learning Standards and improve student learning outcomes.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19 Rolling Registration

Faculty: Mike DeMario

ED 5754 W Conflict Resolution How to Maintain Peace in the Classroom SYLLABUS (.docx, 673K)

From the first year teacher to a seasoned veteran, classroom management is often identified as an area teachers would like to improve. Teachers are looking to build upon their ability to relate to students and address conflicts as they arise. This class will look at some easy to implement strategies to assist teachers in reducing conflict and outbursts in the room. Teachers will also examine some basic negotiation and mediation skills that are easy to execute and can help "keep the peace."

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

Cross Categorical courses
ED 5729 W Tools for Increasing Parent Teacher Communication SYLLABUS (.docx, 1019K)

This course will address an ongoing question that many educators voice every year- How do I increase communication with my students' parents? Every teacher can relate to spending their prep periods, lunch periods and time after the school day trying to get in touch with a parent. The frustration that can build up can leave educators feeling helpless. This course will introduce participants to a couple of highly effective methods for increasing parent contact.

In today's world of APPR, parent teacher communication is a must. Many districts' plans are assessing educators on such factors as communication skills with parents. By learning a few techniques you can increase the levels of communication and save yourself valuable time as well! Participants will research the impact of communication on addressing poor behavior and performance, as well as reinforcing achievement, improvement and positive behavior. This course will address online communication tools including teacher blogs, Remind101 and email distribution lists. Participants will also analyze how increased reliance on technology and social media is playing a role in the current trend of the "flipped classroom."

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

ED 5755 W Empowering Today's Teenager SYLLABUS (.docx, 670K)

The adolescent brain, like the rest of their body, is still growing and changing. Many teens deal with issues such as impulse control, erratic behavior, changing bodies, increased emotions and coping skills. Teachers need to be able to understand these issues and be equipped with strategies for assisting students through them. Teachers in this course will research the issues facing today’s teenager and how these issues impact the classroom. Teachers will develop lessons and instructional strategies for helping students learn to control their impulses, level out erratic behavior and deal with their changing bodies. This course is appropriate for grade 6-12 educators.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

English Learners courses
ED 5714 W Differentiated Instruction for English Language Learners SYLLABUS (.docx, 677K)

English Language Learners (ELLs) need to have access to K-12 curriculum and be able to achieve the same level of success as their english speaking counterparts. This course prepares teachers to effectively understand ELLs’ backgrounds and to differentiate their instructional approach. By providing the skills to differentiate their instruction through multiple modalities, this course gives a practical, classroom ready application of new learning to improve instructional practice. This course is appropriate for both regular and special education teachers.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Chris DeMario

ED 5718 W Advancing English Language Learner Family-School Relationships SYLLABUS (.docx, 680K)

English Language Learners are the fastest growing group of students that today’s schools services. This course will assist teachers in developing strategies and skills to understand ELL students’ backgrounds and how to establish and grow strong family relationships. Teachers will develop classroom skills to use in their classrooms and improve instructional outcomes. Teachers will examine belief systems and research based practices for serving diverse cultures and languages in the classroom. Teachers taking this course will analyze and implement methods for ensuring a positive classroom culture and climate.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Chris DeMario

ED 5721 W Meeting the Needs of English Language Learners SYLLABUS (.docx, 663K)

English language learners present special challenges for teachers in today’s classrooms. A successful ELL teacher learns to balance the language learning needs of the students with the appropriate content. The knowledge and skills students gain in ELL classes positively affect their lives at school and home. As the diversity of the United States increases, so too does the need for teachers of second language learners. Participants in this course will create lesson plans that incorporate strategies to reach ELL students.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Chris DeMario

Pedagogy/PBL course
ED 5750 W Using PBL to Meet Ohio's Learning Standards SYLLABUS (.docx, 662K)

As we prepare the 21st Century Students for the 21st Century workforce, we need to arm them with the ability to problem solve and think critically. Project Based Learning is one method for improving critical thinking skills in our students. PBL prepares students for the problem solving activities the 21st Century workplace will demand. Teachers will focus on best practices related to PBL and how to increase critical thinking skills and performance. This course is appropriate for all K-12 teachers.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

Phonics course
ED 5756 W Phonics for License Renewal SYLLABUS (.docx, 39K)

The content of this course includes the review and examination of the word study approach to literacy instruction and its related stages of spelling. The best practices associated with differentiating for English Language Learners and Dyslexia. An emphasis is placed on letter-sound correspondences, segmenting processes, spelling, morphology, and syllabication. Effective application of phonetics strategies, understanding diacritical markings, English grammar, structural analysis, and context are covered. This course is specifically designed for licensure renewal.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Dr. Heidi Rock

Special Education courses
ED 5708 W Auditory Processing Disorder SYLLABUS (.docx, 661K)

APD is a disorder in affecting a person's ability to understand speech and process auditory information. The impact that this disorder can have on a student is profound. How often do you have a student ask you to repeat something or have a delay in answering your questions? The effects go beyond this. Their classwork, homework, test grades, comprehension and retention all suffer. A student who has trouble processing incoming information or directions, will give answers that seem odd or not even related at all. Their output is affected and can lead to countless errors. This course will focus on what APD is, diagnosing APD, distinguishing differences between APD and other disorders, treatment of APD, classroom modification, teaching strategies, and compensatory strategies to make these students more successful in the classroom.

Tuition $515
3 Graduate Semester Hours
Class Dates1/4/19-5/4/19, Rolling Registration

Faculty: Chris DeMario

ED 5717 W Teaching Study Skills for the Special Education Student SYLLABUS (.docx, 680K)

Sometimes we take it for granted that students “know how” to study.  Study skills are a skill set that many of our special education students need to improve.  With more and more focus on national standards and testing, how can we assist these students to meet the more rigorous requirements?  This course will allow educators to build skills and instructional strategies for improving students’ ability to listen, note-taking, textbook reading, test taking strategies, and paper/essay writing. This course will also introduce strategies for teaching students anxiety and stress reduction techniques.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

ED 5720 W Autism Spectrum Disorder: What Does It Mean to be on the Spectrum? SYLLABUS (.docx, 14K)

We have all heard the expression, “on the spectrum,” but what does it mean? What implications would this have on your classroom? This course will review the characteristics of Autism Spectrum Disorder, Asperger’s Syndrome and Pervasive Developmental Disorder. Participants will examine best instructional practices and methodologies.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

ED 5725 W Strategies for Working with Students with Emotional Disabilities SYLLABUS (.pdf, 515K)

Students with emotional disabilities are being educated in the mainstream setting at an increasing rate. This course will provide strategies and techniques for meeting the needs of the emotionally disabled student in the mainstream classroom. Participants will research, analyze and develop strategies on building positive personal relationships with students and behavior modification. This course will offer recent research on behavior modification programs and their implementation in the classroom. Through Internet research, websites and case studies, participants will focus on how to provide the essential structure that students with E.D. require, even during “unstructured” activities and transitions. This course is beneficial for both regular and special education teachers.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

ED 5728 W ADHD and Learning Disabilities: Instructional Interventions and Classroom Strategies SYLLABUS (.docx, 1017K)

There isn’t a teacher who hasn’t come across a student in their class with ADHD or a Learning Disability. This course will allow teachers to examine current research geared at helping all teachers work effectively with students with ADHD and learning disabilities. Teachers will understand the impact of ADHD on a student’s performance, the difference between male and female students with ADHD and be made aware of basic instructional strategies to implement in their classrooms.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

Technology courses
ED 5700 W Google Classroom SYLLABUS (.docx, 51K)

Does your school use Google Apps for Education? Have you heard the term paperless classroom and are ready to try having your own? If you answered yes to both questions, Google Classroom is for you. Google Classroom Is a platform developed by Google for schools that aims to simplify creating, distributing, and grading assignments. Classroom allows teachers to give students instant feedback, easily track students’ progress, communicate with students and personalize learning. Hundreds of external applications work with Google Classroom and make it seamless to share information between Classroom and the apps, Come learn how Classroom can make your life easier and free up time so you can focus on what you do best: teaching.

Tuition $230
1 Graduate Semester Hour
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Joelle Warsh

ED 5705 W Be a Google Ninja SYLLABUS (.docx, 648K)

Are you ready for the next step in the Google world? Do you already understand the basics of Google Drive, Docs, and Forms? If the answer is yes then it is time to become a Google Ninja. In this course you will learn: advanced organization and sharing features of Google Drive, how to create branching and prefilled forms. Tired of grading quizzes? Learn how Flubaroo can do that for you in Google Sheets. Discover how Google Apps and Extensions can be accessed from a Google Doc. The free graphic organizer Lucid Chart and Easy Bib will be the example add-ons but you will be able to browse the hundreds of other add-ons as well. Come take this course to discover new ways to help you and your students become more productive.

Tuition $230
1 Graduate Semester Hour
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Joelle Warsh

ED 5706 W 21st Century Skills: From Your Classroom to the Workplace and College SYLLABUS (.docx, 687K)

The workplace and higher education settings we are preparing our students for is much different than what we as their teachers encountered coming out of high school 10. 20. or 30 years ago. The evolution of technology, collaboration and communication methods has rewritten what it means to be college and career ready in this century.  Teachers in this class will look at methods and strategies for increasing the amount of 21st Century workplace and college skills in their classroom.  Areas of exploration will include PBL, the flipped classroom, blended learning and blended learning and digital collaboration and sharing.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/5/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

ED 5715 W Unleash the Power of the Internet for Classroom Instruction SYLLABUS (.docx, 653K)

Are you tired of spending hours on the web trying to find a great lesson plan, assessment, rubric or web based activity for your lesson planning? Want to find a place where you can access your favorites list from any computer in the world? Would like to discover websites that help you find lessons connected with the state and common core standards? How about places where you can find Internet scavenger hunts and images for different topics? This class is designed to introduce you to a plethora of useful websites that will help make your job easier and your curriculum more engaging. All assignments will be posted from the start of the class so you can work at your own pace. Come and explore the Internet.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Joelle Warsh

ED 5716 W Digital Storytelling and Presentation Using Web 2.0 Tools SYLLABUS (.docx, 655K)

Are you and your students tired of power point? Would you like to learn some web 2.0 tools that will improve the engagement of your students? Would like to discover great sites for cover digital storytelling, avatar creation, interactive posters, amazing presentation tools that can help make you more productive, come join the fun. This class is designed to expose you to a plethora of useful websites that will help make your job easier and your curriculum more fun for your kids. This as an asynchronous class meaning you work when you want and at your own pace. There is never a certain time you have to be online.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Joelle Warsh

ED 5719 W Let’s Get Googling: Google Doc and Google Sites SYLLABUS (.docx, 650K)

Everyone is talking about Google Docs and you would like to use them but you’re not sure how or where to start. This class can solve that problem for you! Learn how to create edit and share, word processing, spreadsheets, presentations, forms and surveys in Google docs. You will also be directed to web sites with ideas for helping you use Google Docs to help you improve your own productivity and for integration into your curriculum. What about web sites! You want to have one but think it’s too hard to create and maintain. If you can word process you can create a Google site. Come learn how easy it is to create a Google site. This class will teach you how to create a site, insert pictures, and videos, upload documents to the site, embed a calendar and add useful and fun gadgets to make your site look cool.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty Joelle Warsh

ED 5722 W Using Social Media in the Classroom SYLLABUS (.docx, 660K)

Is there any escaping social media in today’s society? Especially in education, we hear a great amount about the harm and dangers of social media for our students. This course will help teachers move past the negative aspects of social media and allow for a focus on using social media in the classroom to help motivate students to learn. Teachers will examine how they can utilize tools such as Facebook, Twitter, and Instagram to modernize their lessons. Teachers will also research and implement methods for using social media as a motivator in the classroom to keep students engaged in the learning experience.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Mike DeMario

ED 5724 W Technology in the Mathematics Classroom SYLLABUS (.docx, 669K)

Technology is a ubiquitous part of children's lives. It is transparent. Most homes have connected computers or Internet-enabled devices. As prices of technology drop, computers and digital devices may replace television as we know it. Now, walk into a classroom. Are there computers and if so, how are they being used? Are they being used at all? Technology has revolutionized the way we think, work, and play. Technology, when integrated into the curriculum, revolutionizes the learning process. More and more studies show that technology integration in the curriculum improves students' learning processes and outcomes.

 

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

 

Faculty: Chris DeMario

ED 5726 W Advanced Google: Using Add-ons to Make the Most of Google Forms and Docs SYLLABUS (.docx, 651K)

Have you discovered how useful Google Forms and Docs can be for you and your students? Do you want to learn about add-ons that can make your Forms and Docs even more functional? Join this course and learn about add-ons like; form limiter which let you set how many responses you want take on a form, docappender allows you to choose questions from a form and send them to a separate google doc, great for student/teacher observations, Kazina Mini lets you provide audio and video feedback in a Google doc or Text Help that highlights text and even groups highlights for use later. These are just the start. This course is for people who already know how to create Google docs and forms.

Tuition $515
3 Graduate Semester Hours
Class Dates 1/4/19-5/4/19, Rolling Registration

Faculty: Joelle Warsh

Adobe Acrobat Reader is required to view and print PDF files.

Spring 2019 Online Courses

 

Begin your course any time between Friday, January 4th – Thursday, April 4th, 2019. All coursework must be completed by Saturday, May 4th, 2019 or prior.

All online courses are asynchronous and self-paced. They are completed and graded independently. Your transcript will be sent when all YOUR classes are done (you don’t need to wait on the entire class or end of the semester). All courses are K-12 except where noted with *.

Once you register AND pay for your course (s) expect to hear from your faculty within 24-48 business hours of registration in the new year. If you don’t hear from your faculty check your Spam/Junk folder. Then contact the Director of PD at 440.375.7379 or lstrausbaugh@lec.edu. Registration opens November 15, 2018.

 

ED 5700 W Google Classroom

Faculty: Joelle Warsh, 1 Graduate Semester Hour, $230

Does your school use Google Apps for Education? Have you heard the term paperless classroom and are ready to try having your own? If you answered yes to both questions, Google Classroom is for you. Google Classroom Is a platform developed by Google for schools that aims to simplify creating, distributing, and grading assignments. Classroom allows teachers to give students instant feedback, easily track students’ progress, communicate with students and personalize learning. Hundreds of external applications work with Google Classroom and make it seamless to share information between Classroom and the apps, Come learn how Classroom can make your life easier and free up time so you can focus on what you do best: teaching.

ED 5705 W Be a Google Ninja

Faculty: Joelle Warsh, 1 Graduate Semester Hour, $230

Are you ready for the next step in the Google world? Do you already understand the basics of Google Drive, Docs, and Forms? If the answer is yes then it is time to become a Google Ninja. In this course you will learn: advanced organization and sharing features of Google Drive, how to create branching and prefilled forms. Tired of grading quizzes? Learn how Flubaroo can do that for you in Google Sheets. Discover how Google Apps and Extensions can be accessed from a Google Doc. The free graphic organizer Lucid Chart and Easy Bib will be the example add-ons but you will be able to browse the hundreds of other add-ons as well. Come take this course to discover new ways to help you and your students become more productive.

ED 5706 W 21st Century Skills: From Your Classroom to the Workplace and College

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

The workplace and higher education settings we are preparing our students for is much different than what we as their teachers encountered coming out of high school 10. 20. or 30 years ago. The evolution of technology, collaboration and communication methods has rewritten what it means to be college and career ready in this century. Teachers in this class will look at methods and strategies for increasing the amount of 21st Century workplace and college skills in their classroom. Areas of exploration will include PBL, the flipped classroom, blended learning and blended learning and digital collaboration and sharing.

ED 5707 W Anti-Bullying Strategies for the Classroom

Faculty: Mike Demario, 3 Graduate Semester Hours, $515

We have all read the stories, seen the videos and experienced the impact of bullying. It is perhaps one of the longest lasting epidemics in the educational world. As a profession we have made great strides in preventing bullying in the school, yet there is so much more work to be done. This course will focus on establishing a safe learning environment where all students can learn. Strategies for preventing bullying and assisting the victims of bullying will be addressed.

ED 5708 W Auditory Processing Disorder

Faculty: Chris DeMario, 3 Graduate Semester Hours, $515

APD is a disorder in affecting a person's ability to understand speech and process auditory information. The impact that this disorder can have on a student is profound. How often do you have a student ask you to repeat something or have a delay in answering your questions? The effects go beyond this. Their classwork, homework, test grades, comprehension and retention all suffer. A student who has trouble processing incoming information or directions, will give answers that seem odd or not even related at all. Their output is affected and can lead to countless errors. This course will focus on what APD is, diagnosing APD, distinguishing differences between APD and other disorders, treatment of APD, classroom modification, teaching strategies, and compensatory strategies to make these students more successful in the classroom.

ED 5709 W Alternatives to Suspension

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

Suspending students has been a part of the school world we work in for decades. There are often very real and necessary reasons for suspending students. When we take a look at what a suspension is, and the impact it has on learning outcomes - we would be better served avoiding suspensions as much as possible. Teachers in this course will take a look at behavior and different approaches for avoiding suspensions that could be implemented both at the classroom and building levels. Teachers will develop strategies for making connections and addressing behaviors in a manner that prevents suspensions.

ED 5710 W Approaches for Changing Student Behavior using PBIS

Faculty: Chris DeMario, 3 Graduate Semester Hours, $515

The barriers that occur to learning cannot be single-handedly removed. Unfortunately, one such barrier occurs when behaviors are disrupting the learning community. The climate of each school community is different. Therefore, a “one size fits all” approach is not as effective as interventions based on the needs of each school. Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. A system focused on creating school-wide, classroom and individual supports improves academic and behavioral results. This course will assist teachers in creating a support system for their classroom that will help to increase behavioral and academic results. This course is appropriate for all regular and special education teachers.

ED 5711 W Behavior Modification and Discipline Strategies

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

Think about how much time you spend addressing behaviors in your class. Wouldn’t it be nice to be able to control behaviors without interrupting your instructional practices? Classroom management and student discipline have been issues in the classroom since the one room school house. The decisions we make when disciplining a student are imperative for creating a safe and productive learning environment. Participants in this class will create, implement and assess behavior modification systems for their classroom, as well as examine several models of student discipline while evaluating some of their own discipline policies.

ED 5712 W Data Driven Instruction

Faculty: Chris DeMario, 3 Graduate Semester Hours, $515

Data driven instruction is a precise and calculated approach to improve student comprehension throughout the school year. Implementing and utilizing data to drive instruction is perceived to be an overwhelming task. This course will help educator use data analysis to improve student learning. The use of data and student learning objectives (SLOs) are at the heart of data driven instruction. Participants will analyze data, focus on increasing rigor in the classroom, types of assessment, and the building blocks to successful data driven instruction implementation.

ED 5714 W Differentiated Instruction for ELL’s

Faculty: Chris DeMario, 3 Graduate Semester Hours , $515

English Language Learners (ELLs) need to have access to K-12 curriculum and be able to achieve the same level of success as their english speaking counterparts. This course prepares teachers to effectively understand ELLs’ backgrounds and to differentiate their instructional approach. By providing the skills to differentiate their instruction through multiple modalities, this course gives a practical, classroom ready application of new learning to improve instructional practice. This course is appropriate for both regular and special education teachers.

ED 5715 W Unleash the Power of the Internet for Classroom Instruction

Faculty: Joelle Warsh, 3 Graduate Semester Hours, $ 515

Are you tired of spending hours on the web trying to find a great lesson plan, assessment, rubric or web based activity for your lesson planning? Want to find a place where you can access your favorites list from any computer in the world? Would like to discover websites that help you find lessons connected with the state and common core standards? How about places where you can find Internet scavenger hunts and images for different topics? This class is designed to introduce you to a plethora of useful websites that will help make your job easier and your curriculum more engaging. All assignments will be posted from the start of the class so you can work at your own pace. Come and explore the Internet.

ED 5716 W Digital Storytelling and Presentation Using Web 2.0 Tools

Faculty: Joelle Warsh, 3 Graduate Semester Hours, $515

Are you and your students tired of power point? Would you like to learn some web 2.0 tools that will improve the engagement of your students? Would like to discover great sites for cover digital storytelling, avatar creation, interactive posters, amazing presentation tools that can help make you more productive, come join the fun. This class is designed to expose you to a plethora of useful websites that will help make your job easier and your curriculum more fun for your kids. This as an asynchronous class meaning you work when you want and at your own pace. There is never a certain time you have to be online.

ED 5717 W Teaching Study Skills for the Special Education Student

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

Sometimes we take it for granted that students “know how” to study. Study skills are a skill set that many of our special education students need to improve. With more and more focus on national standards and testing, how can we assist these students to meet the more rigorous requirements? This course will allow educators to build skills and instructional strategies for improving students’ ability to listen, note-taking, textbook reading, test taking strategies, and paper/essay writing. This course will also introduce strategies for teaching students anxiety and stress reduction techniques.

ED 5718 W Advancing ELL Family-School Relationships

Faculty: Chris DeMario, 3 Graduate Semester Hours, $515

English Language Learners are the fastest growing group of students that today’s schools services. This course will assist teachers in developing strategies and skills to understand ELL students’ backgrounds and how to establish and grow strong family relationships. Teachers will develop classroom skills to use in their classrooms and improve instructional outcomes. Teachers will examine belief systems and research based practices for serving diverse cultures and languages in the classroom. Teachers taking this course will analyze and implement methods for ensuring a positive classroom culture and climate.

ED 5719 W Let’s Get Googling: Google Doc and Google Sites

Faculty: Joelle Warsh, 3 Graduate Semester Hours, $515

Everyone is talking about Google Docs and you would like to use them but you’re not sure how or where to start. This class can solve that problem for you! Learn how to create edit and share, word processing, spreadsheets, presentations, forms and surveys in Google docs. You will also be directed to web sites with ideas for helping you use Google Docs to help you improve your own productivity and for integration into your curriculum. What about web sites! You want to have one but think it’s too hard to create and maintain. If you can word process you can create a Google site. Come learn how easy it is to create a Google site. This class will teach you how to create a site, insert pictures, and videos, upload documents to the site, embed a calendar and add useful and fun gadgets to make your site look cool.

ED 5720 W Autism Spectrum Disorder: What Does It Mean to be on the Spectrum?

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

We have all heard the expression, “on the spectrum,” but what does it mean? What implications would this have on your classroom? This course will review the characteristics of Autism Spectrum Disorder, Asperger’s Syndrome and Pervasive Developmental Disorder. Participants will examine best instructional practices and methodologies.

ED 5721 W ELL’s: Meeting the Needs of English Language Learners

Faculty: Chris DeMario, 3 Graduate Semester Hours, $515

English language learners present special challenges for teachers in today’s classrooms. A successful ELL teacher learns to balance the language learning needs of the students with the appropriate content. The knowledge and skills students gain in ELL classes positively affect their lives at school and home. As the diversity of the United States increases, so too does the need for teachers of second language learners. Participants in this course will create lesson plans that incorporate strategies to reach ELL students.

ED 5722 W Using Social Media in the Classroom

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

Is there any escaping social media in today’s society? Especially in education, we hear a great amount about the harm and dangers of social media for our students. This course will help teachers move past the negative aspects of social media and allow for a focus on using social media in the classroom to help motivate students to learn. Teachers will examine how they can utilize tools such as Facebook, Twitter, and Instagram to modernize their lessons. Teachers will also research and implement methods for using social media as a motivator in the classroom to keep students engaged in the learning experience.

ED 5723 W Improving Teacher Questioning Techniques

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

The fastest way to get our students thinking at a higher level is to question them at higher level. With higher and more exhaustive standards being placed on our students, we must use our ability to question students in a manner that improves their ability to think critically and problem solve. This course will prepare teachers to meet the demands of the Common Core State Standards and improve student learning outcomes.

ED 5724 W Technology in the Mathematics Classroom

Faculty: Chris DeMario, 3 Graduate Semester Hours, $515

Technology is a ubiquitous part of children's lives. It is transparent. Most homes have connected computers or Internet-enabled devices. As prices of technology drop, computers and digital devices may replace television as we know it. Now, walk into a classroom. Are there computers and if so, how are they being used? Are they being used at all? Technology has revolutionized the way we think, work, and play. Technology, when integrated into the curriculum, revolutionizes the learning process. More and more studies show that technology integration in the curriculum improves students' learning processes and outcomes.

ED 5725 W Strategies for Working with Students with Emotional Disabilities

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

Students with emotional disabilities are being educated in the mainstream setting at an increasing rate. This course will provide strategies and techniques for meeting the needs of the emotionally disabled student in the mainstream classroom. Participants will research, analyze and develop strategies on building positive personal relationships with students and behavior modification. This course will offer recent research on behavior modification programs and their implementation in the classroom. Through Internet research, websites and case studies, participants will focus on how to provide the essential structure that students with E.D. require, even during “unstructured” activities and transitions. This course is beneficial for both regular and special education teachers.

ED 5726 W Advanced Google: Using Add-ons to Make the Most of Google Forms and Docs

Faculty: Joelle Warsh, 3 Graduate Semester Hours, $515

Have you discovered how useful Google Forms and Docs can be for you and your students? Do you want to learn about add-ons that can make your Forms and Docs even more functional? Join this course and learn about add-ons like; form limiter which let you set how many responses you want take on a form, docappender allows you to choose questions from a form and send them to a separate google doc, great for student/teacher observations, Kazina Mini lets you provide audio and video feedback in a Google doc or Text Help that highlights text and even groups highlights for use later. These are just the start. This course is for people who already know how to create Google docs and forms.

ED 5728 W ADHD and Learning Disabilities: Instructional Interventions and Classroom Strategies

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

There isn’t a teacher who hasn’t come across a student in their class with ADHD or a Learning Disability. This course will allow teachers to examine current research geared at helping all teachers work effectively with students with ADHD and learning disabilities. Teachers will understand the impact of ADHD on a student’s performance, the difference between male and female students with ADHD and be made aware of basic instructional strategies to implement in their classrooms.

ED 5729 W Tools for Increasing Parent Teacher Communication

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

This course will address an ongoing question that many educators voice every year- How do I increase communication with my students' parents? Every teacher can relate to spending their prep periods, lunch periods and time after the school day trying to get in touch with a parent. The frustration that can build up can leave educators feeling helpless. This course will introduce participants to a couple of highly effective methods for increasing parent contact.

In today's world of APPR, parent teacher communication is a must. Many districts' plans are assessing educators on such factors as communication skills with parents. By learning a few techniques you can increase the levels of communication and save yourself valuable time as well! Participants will research the impact of communication on addressing poor behavior and performance, as well as reinforcing achievement, improvement and positive behavior. This course will address online communication tools including teacher blogs, Remind101 and email distribution lists. Participants will also analyze how increased reliance on technology and social media is playing a role in the current trend of the "flipped classroom."

ED 5750 W Using Project Based Learning to Meet Ohio’s Learning Standards

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

As we prepare the 21st Century Students for the 21st Century workforce, we need to arm them with the ability to problem solve and think critically. Project Based Learning is one method for improving critical thinking skills in our students. PBL prepares students for the problem solving activities the 21st Century workplace will demand. Teachers will focus on best practices related to PBL and how to increase critical thinking skills and performance.

ED 5754 W Conflict Resolution: How to Maintain the Peace in Your Classroom

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

From the first year teacher to a seasoned veteran, classroom management is often identified as an area teachers would like to improve. Teachers are looking to build upon their ability to relate to students and address conflicts as they arise. This class will look at some easy to implement strategies to assist teachers in reducing conflict and outbursts in the room. Teachers will also examine some basic negotiation and mediation skills that are easy to execute and can help "keep the peace.

ED 5755 W Empowering Today’s Teenager

Faculty: Mike DeMario, 3 Graduate Semester Hours, $515

The adolescent brain, like the rest of their body, is still growing and changing. Many teens deal with issues such as impulse control, erratic behavior, changing bodies, increased emotions and coping skills. Teachers need to be able to understand these issues and be equipped with strategies for assisting students through them. Teachers in this course will research the issues facing today’s teenager and how these issues impact the classroom. Teachers will develop lessons and instructional strategies for helping students learn to control their impulses, level out erratic behavior and deal with their changing bodies. This course is appropriate for grade 6-12 educators. Grade Level: 6-12.

ED 5756 W Phonics for Licensure Renewal

Faculty: TBA, 3 Graduate Semester Hours, $515

The content of this course includes the review and examination of the word study approach to literacy instruction and its related stages of spelling. The best practices associated with differentiating for English Language Learners and Dyslexia. An emphasis is placed on latter-sound correspondences segmenting processes, spelling, morphology, and syllabication. Effective application of phonetic strategies, understanding diacritical markings, English grammar, structural analysis, and context are covered. This course is NOT appropriate for those seeking an Endorsement or additional license and may be taken pass/fail or for a letter grade. Textbook required: ISBN 9780133996333 Words Their Way (Bear, Invernizzi, Templeton and Johnston). You will need the PDtoolkit that comes with a NEW textbook.

Public Consulting Group’s Knowledge Delivery System Courses

Each of PCG’s KDS courses was developed in collaboration with industry recognized experts. The courses provide 45 hours of research-based instruction and include application into practice. The courses feature high quality videos of authentic classroom practices, documentary-style interviews with the nation’s leading education experts, teacher perspectives, and resources to enhance the effectiveness of practices across districts. Participants are challenged in each unit to reflect on current practice and apply learning to the classroom through reflection questions and application activities.

ED 5727 W Challenging Gifted and All Students with the Cluster Grouping Model

Instructional Coach/Grader: Janice Armstrong, 3 Graduate Semester Hours, $550, Includes Required Textbook, allow for shipping time

Gifted students and struggling learners have much in common. Both ends of the academic bell curve deserve to have their special learning needs met. Attending to the needs of gifted students through the Schoolwide Cluster Grouping Model (SCGM) techniques in the classroom-at all grade levels-can provide challenging curriculum options for advanced learners, lead to improved classroom behavior and, perhaps surprisingly, raise the performance of all students. Susan Winebrenner and Dina Brulles introduce course participants to a variety of teaching strategies, classroom management techniques, alternative assignments including extension menus, and differentiated instructional options that help teachers meet the needs of their gifted students in the heterogeneous classroom. Participants also view classroom segments of teachers utilizing essential components of the Schoolwide Cluster Grouping Model. The presenters cover placement of all students, emotional issues, teacher support issues, relevant research, and how to communicate with all stakeholders.

ED 5730 W Best Practices for Teaching African American Boys

Instructional Coach/Grader: Jennifer Jones,3 Graduate Semester Hours, $515 

According to the most recent statistics, the dropout rate for African American males in US schools is over 50%. Dr. Jawanza Kunjufu links this trend with the disproportionate placement of these students in special education classes, a dearth of African American male teachers, and a failure to teach to African American boys' learning styles. In Best Practices for Teaching African American Boys, Dr. Kunjufu prepares educators to implement solutions to these problems in their classrooms and schools. He offers strategies for preventing the referral of students to special education that include constructing Afro-centric classrooms, integrating black male role models, supporting students' transitions through school and boyhood, accommodating these students' needs for curriculum that appeals to their interests and other characteristics, and designing instruction that exploits the best of their energy and intelligence. The course is punctuated by workshop discussions and classroom footage that illustrate the complexity of and solutions to the issues at hand, so that African American boys have the same opportunities for success as all of their peers.

ED 5731 W Building Academic Language

Instructional Coach/Grader: Janice Armstrong, 3 Graduate Semester Hours, $515

This course is designed to equip K-12 students with the knowledge, skills, and strategies required to help their students grasp language principles and develop the academic language skills they need to reach their highest levels of academic achievement across all grade bands and content areas. Building Academic Language with Jeff Zwiers introduces teachers to the features and functions of academic language, strategies and activities for supporting the use of academic language, techniques for modeling academic language, and ideas for lesson planning and assessment that support academic language development.

ED 5732 W Differentiating Teaching and Instruction: Why, How, Why?

Instructional Coach/Grader: Kristi Alfaro, 3 Graduate Semester Hours, $515

As a result of this course, participants will be able to describe and implement the concept of differentiation as a response to the needs, interests and abilities of learners by modifying curriculum, instruction, and classroom environment. You will explore how to reconstruct an objective with Sandra Kaplan so it is responsive to the needs, interests and abilities of diverse learners. You will discover how to use grouping patterns as a differentiation strategy, and you will explore how to effectively implement Independent Study to help your students meet their own needs within the boundaries of the learning process. You will explore varied models of instruction, including direct instruction and inquiry-based teaching, in order to effectively respond to diversity amongst your students.

ED 5733 W Becoming a Culturally Responsive Teacher

Instructional Coach/Grader: Jennifer Jones, 3 Graduate Semester Hours, $515 

In this course, participants will gain the knowledge and skills to reach students who are culturally and racially different from you. You will explore your own assumptions about race, class, and culture; and learn strategies for creating classrooms that are culturally inviting to all. You will learn principles of Culturally Responsive Teaching with Gary Howard, including affirming students’ cultural connections, stressing collectivity as well as individuality, and managing the classroom with firm, consistent, caring control.

ED 5734 W Facilitating Learning for Speakers of Non-Standardized English

Instructional Coach/Grader: Kristi Alfaro, 3 Graduate Semester Hours, $515 

This course prepares K-12 educators with the knowledge, skills, and dispositions to support the academic language proficiency and achievement of Standardized English learners (SELs) with Uju Anya. The course provides teachers with the tools they need to help Standardized English learners develop academic English and promotes their access to academic content and material in their subject areas. Upon completion of this course, participants will be empowered to engage an increasingly diverse student body more effectively through culturally responsive pedagogy.

ED 5735 W Relationally Responsive Classroom Management

Instructional Coach/Grader: Joanna Smith, 3 Graduate Semester Hours, $515

There is a widespread need to address low levels of student engagement in urban classrooms, particularly among racially, economically and culturally diverse students. This course with Alan Green empowers educators to effectively teach an increasingly diverse student body by cultivating meaningful relationships with students. The course builds educators' ability to plan and implement methods for connecting with all students, increasing student motivation, reducing behavior problems and improving academic achievement by fundamentally changing teacher to student, student to student and student to teacher relationships and engagement.

ED 5736 W Student Learning Objectives: Using SLOs to Improve Instruction and Advance Student Growth

Instructional Coach/Grader: Kristi Alfaro, 3 Graduate Semester Hours, $515

In this course, you will gain the knowledge and skills to plan and deliver content more effectively by using Student Learning Objectives (SLOs} with William J Slotnik. SLOs are carefully planned goals for what students will learn over a given time period. You will learn a process for planning and implementing SLOs in order to strengthen your practice and improve student learning. This course complements CTAC's face-to-face training and serves as training for K-12 teachers in districts implementing SLOs.

ED 5737 W Shifting Instruction with the Five Core Practices

Instructional Coach/Grader: Janice Armstrong, 3 Graduate Semester Hours, $515 

In this course, you will gain the knowledge and skills to implement five key core practices in your instruction that have the potential to create powerful results for students and prepare them for success in college and career with Insight Education Group. You will apply the concrete actions and characteristics of each practice to help align your instruction with the Common Core State Standards (CCSS). Through illustrations, teacher modeling and interactive exercises, you will identify the areas of your practice that are strong, and those that need to be further developed. By the end of this course, you will have designed lesson plans that incorporate each of the five Core Practices in order to effectively integrate them into your own instruction. Research has shown these specific practices to be very high impact, aligned to state standards and linked to positive outcomes, specifically showing how high school students can be best prepared for college and career. The five Core Practices of the Insight Core Framework are:

Core Practice #1: Know the Discipline Well

Core Practice #2: Prioritize Evidence over Opinion

Core Practice #3: Grow and Improve Students' Knowledge Base

Core Practice #4: Assess Progress towards Mastery

Core Practice #5: Promote Intellectual Risk Taking and Persistence

ED 5738 W Survival Strategies for New Teachers

Instructional Coach/Grader: Jennifer Jones, 3 Graduate Semester Hours, $515

This course provides new teachers with strategies and tools that enable them to develop confidence skills as they improve their classroom practice with Julia W. Thompson. You will learn to identify your professional responsibilities and develop strategies to help you navigate the school environment. You will explore the importance of relationships with your students, as well as your colleagues and supervisors as well as with parents/guardians. You explore ways to motivate students, build relationships amongst the students in your class, and establish a culture of high achievement in which all students can succeed. You will explore effective strategies for designing and delivering instruction and proactively managing your classroom. As a final focus, you will identify ways to continue to grow throughout your career as an educator.

ED 5739 W Making Student Thinking Visible

Instructional Coach/Grader: Joanna Smith, 3 Graduate Semester Hours, $515 

In this course, educators will learn about that strategies used to Make Students Thinking Visible (MSTV). Educators will hear from Jon Saphier and Lucy West on the concepts, embedded values, and operating principles of MSTV. They will conduct a deep dive into the operating principles of cultivating a talk environment, developing student confidence, relinquishing control of the classroom, extending student capacity to manage discussions all in support of helping students make their thinking visible. They will also learn about the preparation and planning needed to fully integrate MSTV operating principles into their classroom.

ED 5740 W Using Data for Meaningful Classroom Change

Instructional Coach/Grader: Jennifer Jones, 3 Graduate Semester Hours, $515 

This course provides teaching professionals with the strategies and tools needed to systematically evaluate and analyze student performance with Diana Nunnaley. Participants will learn a structured process for the ongoing investigation of data that focuses on collaborative inquiry. Participants will explore the phases of data analysis using multiple sources of data including aggregate, disaggregate, item data, and student work. Upon reviewing the data you will learn to identify student learning problems, generate and implement solutions, and monitor results. Additionally, participants will read and engage with a case study conducted at a middle school that outlines the Using Data approach to continuously, collaboratively, and effectively improve teaching and learning.

ED 5743 W Pedagogical Strategies for English Learners

Instructional Coach/Grader: Kristi Alfaro, 3 Graduate Semester Hours, $515

In this course, educators will gain the knowledge and skills to support the specific needs of English learners with. Educators will learn to establish a language-rich classroom. They will explore the role of language in literacy development and academic achievement through deconstructing language demands and creating an Academic Language Bank. Educators will demonstrate pedagogical practices to guide English learners to think about content in critical and creative ways. They will employ multiple strategies for scaffolding thinking and apply knowledge and language about ELLs to make informed instructional decisions to enhance learning.

ED 5744 W Courageous Conversations about Race

Instructional Coach/Grader: Joanna Smith, 3 Graduate Semester Hours, $560, Includes Required Textbook, allow for shipping time

In this course, educators will gain the knowledge and skills to understand and examine the impact of race on student achievement and the role that racism plays in institutionalized racial disparities. Educators will learn a practical and accessible protocol that supports them in challenging their personal beliefs around race. By the end of this course educators will have the knowledge, skills, and practical strategies to engage in courageous conversations about race on a daily basis in both personal and professionally.

EXPERIENTIAL LEARNING with ULTRAMISSION: Held on-campus or off-campus

UltraMission coursework is based on experiential learning and the tenets/common practices of Outward Bound the goal of UltraMission graduate coursework is to increase educator effectiveness through the promotion of leadership development and group problem solving, the growth of learning communities, and the application of holistic learning models for the enhancement of outcomes for all students. The schedule is flexible and can be completed when you are available. Classes can be taken individually or in any sequence, can take place off-site or on Lake Erie’s campus. Assistance is available to help you meet LPDC requirements and Ohio’s Learning Standards from Dr. Lynne Nagy at 216.254.9365.

ED 1809 - UltraMission I - Experiential Learning Theory & Practice (3 SH) - $515

ED 1810 - UltraMission II - Experiential Learning Practice & Implementation (3 SH) - $515

ED 1811 - UltraMission III - Experiential Learning Design & Implementation (3 SH) - $515

ED 1812 - UltraMission IV -Experiential Learning & Development: Self Directed Learning (3SH) $515

ED 1813 - UltraMission Alumni One Hour (1 SH) - $230

ED 1870 - Intro to Experiential Learning - UltraMission (1 SH) - $230

ED 1809-1870 W Courses take place any mutually agreeable time during the month of January.
Registration closes Tuesday, January 15 at 11:59 pm.

ED 1809-1870 W1 Courses take place any mutually agreeable time during the month of February.
Registration closes Friday, February 15 at 11:59 pm.

ED 1809-1870 W2 Courses take place any mutually agreeable time during the month of March.
Registration closes Friday, March 15 at 11:59 pm.

ED 1809-1870 W3 Courses take place any mutually agreeable time during the month of April.
Registration closes Monday, April 15 at 11:59 pm.

UltraMissions I - Experiential Learning Theory & Practice ED 1809

Teachers and administrators will develop meaningful experiences in accordance with theories of experiential education, multiple intelligences, social and emotional learning and Play Theory. Participants will engage in various problem solving activities highlighting learning style differences and the learning process. Classes can be taken individually or in any sequence and are repeatable. Assistance is available from Dr. Nagy to help you meet LPDC requirements and Ohio’s Learning Standards. Missions may take place off-campus, at your school or at Lake Erie College. Please phone Faculty Dr. Lynne Nagy @ 216-254-9365 for further information.

UltraMissions II - Experiential Learning Practice & Implementation ED 1810

This course will provide further experiential practice and implementation opportunities while introducing the Outward Bound approach to teaching and learning. These active learning experiences can be implemented to build community, cultivate compassion, nurture leadership, teach academics and equip students with skills to be life-long learners. Classes can be taken individually or in any sequence and are repeatable. Assistance is available from Dr. Nagy to help you meet LPDC requirements and Ohio’s Learning Standards. Missions may take place off-campus, at your school or at Lake Erie College. Please phone Faculty Dr. Lynne Nagy @ 216-254-9365 for further information.

UltraMissions III - Experiential Learning Design & Implementation ED 1811

This course will offer experiential design and implementation opportunities by incorporating the learning from the two previous classes. Participants will engage in designing and implementing activities to meet the specific needs of their student population. Creativity, sense of adventure, wonder and good times are welcome! Classes can be taken individually or in any sequence and are repeatable. Assistance is available from Dr. Nagy to help you meet LPDC requirements and Ohio’s Learning Standards. Missions may take place off-campus, at your school or at Lake Erie College. Please phone Faculty Dr. Lynne Nagy @ 216-254-9365 for further information.

UltraMissions IV - Experiential Learning & Development: Self Directed Learning ED 1812

This course will focus on the experiential learning and development process. Participants will be challenged to create their own learning adventure, criteria and alternative assessments while further developing facilitation skills. Classes can be taken individually or in any sequence and are repeatable. Assistance is available from Dr. Nagy to help you meet LPDC requirements and Ohio’s Learning Standards. Missions may take place off-campus, at your school or at Lake Erie College. Please phone Faculty Dr. Lynne Nagy @ 216-254-9365 for further information.

UltraMissions ONE Hour ED 1813

This course is offered to UltraMissions alumni who are in need of one graduate credit.
Participants will create a mission applying their previously acquired experiential learning from UltraMissions courses and take to the next level. Students will be guided and encouraged by Dr. Lynne Nagy. Classes can be taken individually or in any sequence and are repeatable. Assistance is available from Dr. Nagy to help you meet LPDC requirements and Ohio’s Learning Standards. Missions may take place off-campus, at your school or at Lake Erie College. Please phone Faculty Dr. Lynne Nagy @ 216-254-9365 for further information.

Introduction to UltraMissions ED 1817

Try on UltraMissions with this introductory ONE graduate credit class. The essence of UltraMissions graduate coursework is active engagement. Educators engage in active learning, teaching, and leading through group problem solving challenges to develop 21st century skills you can bring to your classroom. Meeting times are flexible. Assistance is available from Dr. Nagy to help you meet LPDC requirements and Ohio’s Learning Standards. Missions may take place off-campus, at your school or at Lake Erie College. Please phone Faculty Dr. Lynne Nagy @ 216-254-9365 for further information.

Geauga County Wraparounds
ED 7104 W Berkshire Schools Success, Fall 2018 (.docx, 47K)
ED 7105 W Berkshire Collaborative Teaming 18-19 (.docx, 48K)
ED 7108 W Cardinal TBT Course 1 (.docx, 47K)
ED 7109 W Cardinal TBT Course 2 (.docx, 47K)
ED 7110 W Cardinal Technology Integration Course 1 (.docx, 47K)
ED 7111 W Cardinal Technology Integration Course 2 (.docx, 47K)
ED 7112 W Cardinal Co-Teaching Course 1 (.docx, 47K)
ED 7113 W Cardinal Co-Teaching Course 2 (.docx, 47K)
ED 7114 W Cardinal PBIS (.docx, 47K)
ED 7115 W Cardinal BLT-DLT (.docx, 47K)
ED 7116 W Cardinal Lead Team Fall 18 (.docx, 48K)
ED 7120 W Newbury Prof Collab 18-19 (.docx, 48K)
ED 7125 W Geauga ESC Book Study Fall 18 (.docx, 48K)
ED 7126 W Geauga ESC Admin 18-19 (.docx, 47K)
ED 7222 W, ED 7333 W, ED 7444 W Independent Studies-Geauga County Districts (.docx, 47K)
HQT Courses
ED 7121 W HQT ELA (.docx, 49K)
ED 7122 W HQT Math (.docx, 49K)
ED 7123 W HQT Science (.docx, 49K)
ED 7124 W HQT Social Studies (.docx, 49K)
Lake County Wraparounds
ED 7103 W Madison HS Mental Health, 2018-19 (.docx, 110K)
ED 7106 W Riverside TLT (.docx, 47K)
ED 7107 W Riverside District Lead Teacher (.docx, 48K)
ED 7555 W, ED 7666 W, ED 7777 W, Lake County Independent Study Option Wraparound, Fall 2018 (.docx, 47K)
NEOTIE Conference 2018
ED 7102 W NEOTIE 2018 (.docx, 40K)
Partners in Science Excellence
ED 7100 W STREAMS to Learning (.docx, 47K)
PCLS Wraparounds
ED 7117 W PCLS Eureka Math 2018 (.docx, 48K)
ED 7118 W PCLS PBIS 2018-19 (.docx, 48K)
ED 7119 W PCLS BLT, DLT Guiding Docuement (.docx, 48K)
ED 7127 PCLS 1 Semester Hour Independent Study Proposal (.docx, 698K)
Riverside Wraparounds
ED 7128 RHS Math Book Study Visible Learning (.docx, 48K)
Adobe Acrobat Reader is required to view and print PDF files.

FACULTY BIOS

Face to Face Courses – Spring 2019

Dr. Christina Bauer

Christina Bauer, Ph.D., serves preK-12 teachers and students as an Instructional Technology Specialist in the Cleveland Heights-University Heights City School District. She is a former elementary school teacher with National Board Certification. She is also a Google Certified Trainer and Educator (Levels 1 & 2).

Rich Benz

Richard Benz taught all levels of biology and served as the science department chair for almost 34 years at Wickliffe High. Mr. Benz also taught Environmental Science at Lake Erie College. Mr. Benz is the author of Ecology and Evolution, Islands of Change, (NSTA Press), a teacher’s guide to the Galapagos IMAX film and the student on-line activities for WGBH/PBS Evolution series. He was named as the top science teacher in Ohio by the Ohio Academy of Science in 1987 and by the Martha Holden Jennings Foundation in 2004.

Tracy Coleman

Tracy Coleman is a 25-year veteran educator who has served as both a teacher and administrator, Tracy Coleman is committed to implementing strategies to maximize student learning. Currently a teacher and instructional coach for the Mentor Schools, Tracy has provided professional development across Ohio on topics ranging from blended learning to using technology to meet the demands of the next generation assessments to implementing instructional shifts to address standards. Currently the co-facilitator of the Blended Learning in Action Network, Tracy is an award-winning educator who strive to meaningfully incorporate technology into lessons with a focus on rigor and relevance.

Rae Grady

Rae Grady has been working in the field of Prevention for over 30 years. She has a M. Ed. In Counseling and has provided trainings for educators, social service professionals, first responders and parents on mental illness, alcohol and other drugs and wellness. She is a nationally certified trainer for Mental Health First Aid and has provided over 30 MHFA youth and adult trainings. She has worked as the Community Outreach Specialist at the Lake Co. ADAMHS Board for the last five years.

Tom Hogan

Tom Hogan from Ohio University where he majored in Integrated Science Education. He worked teaching courses in biology and physical science at Wellington High School for a year and later accepted a position with the Mentor Public Schools. Currently he teaches eleventh grade chemistry courses at the high school. In addition to his duties with Mentor Public Schools, he has taught science classes through Baldwin Wallace University's Trio Upward Bound program. He obtained his master's degree in curriculum and instruction from Nova Southeastern University.

Dr. Terry Kindervater

Dr. Terry Kindervater has spent more than 37 years teaching in preschools, elementary schools, and university. She began her career as a teacher of the deaf and is passionate about early literacy and the remediation of those who struggle to read and write. Dr. Kindervater created and refined Phonics in Motion© in her general education classroom throughout her career in response to the needs of children and a desire to make learning fun. She presents around the country about the results of the PIM system on student literacy. 

Dr. Katie Krammer

Dr. Katie Krammer has been an Associate Professor of Special Education and the Coordinator of the Special Education License Program at Lake Erie College since 2009. Dr. Krammer holds a Bachelor’s of Science in Elementary Education, a Master’s of Science in Education with an emphasis in Deaf Education, and a Doctor of Philosophy in Special Education with an emphasis in Teacher Education all from the University of Kansas.

Sarah Rivera

Sarah Rivera received her Bachelor of Science in Biology and Chemistry from Lake Erie College and her Master of Education in Life Sciences from John Carroll University. She has been a classroom teacher for 6 years, with the last 3 years spent as the Science/STEM Teacher at Perry High School. Recently she was honored to receive the Lubrizol Lake County STEM Teacher of the Year Award. When she is not innovating in the classroom, she spends time writing curriculum for VentureLab and NextLesson, cooking, running, and spending time with her husband, 3 crazy dogs, and her young son.

Amy Roediger

Amy Roediger has taught for Mentor Local Schools since 1996 as a Chemistry and Physical Science teacher. She has led a department of 22 teachers for almost ten years. In addition, she serves as an Instructional Coach for her district. Amy was a 2016 recipient of Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). She is a Google Trainer and an Apple Teacher.

Lou Sangdahl

Lou Sangdahl earned her bachelor of science in education at Ashland University and master of education at Lake Erie College. During her tenure at Mentor High School, she has served as an intervention specialist, department chair, and currently as an instructional coach. Lou has been trained by Buck Institute for Education (BIE), a known leader in project-based learning. She has completed PBL 101, PBL Coaching, and PBL Leadership sessions with BIE. In collaboration with other coaches, she has trained and/or coached teachers at the high school, middle school, and elementary levels. Lou initiated and co-facilitates the PBLNEO Network to provide another avenue for supporting educators in developing high-quality PBL. At the PBL Ohio conference, she presented at the Real Teacher, Real Talk session in 2018.  

Online Courses - Spring 2019

Chris DeMario

Christopher DeMario has 10 years of Special Education classroom experience working with students with emotional and learning disabilities, in grades K-12. Chris has worked with his students to deal with impulse control, anxiety issues, as well as learning and attention deficits. Chris is well versed in behavior modification programs and has helped implement Positive Behavioral Intervention and Supports systems in different school programs. Chris is also the Curriculum Coordinator at Customizable Professional Development and has worked with thousands of teachers across the country in improving their pedagogical skills, integrating technology into the classroom and increasing their capacity to meet the needs of students with special education services.

Mike DeMario

Mike DeMario has over 10 years of Special Education classroom experience working with students with emotional and learning disabilities. Mike has worked with his students to deal with impulse control, anxiety issues, as well as learning and attention deficits. Mike has obtained a Masters in Education - Curriculum and Instruction from Trident University as well as a Masters in LIberal Arts with a concentration in Sociology from SUNY Stony Brook. Mike has recently earned his certification as a work based learning coordinator to assist students with developing vocational skills that will prepare them for the 21st Century workplace. Mike founded Customizable Professional Development in 2014 and has worked with thousands of teachers across the country in improving their pedagogical skills, integrating technology into the classroom and increasing their capacity to meet the needs of students with special education services.

Joelle Warsh

Joelle Warsh is the District Wide Instructional Technology Coordinator for the 5th largest school district in Colorado. She has Ohio roots and had been the K-6 and K-12 Technology Coordinator for Chagrin Falls Schools. Her BS in Elementary Education is from the University of Wisconsin and MEd is in Curriculum and Instruction in Computer Uses in Education.

 

UltraMission Courses

Dr. Lynne Nagy

Dr. Lynne Nagy is a problem-solving master with a focus on education. Through various experiences such as Outward Bound, Lynne discovered that her passion is how individuals learn, create and ultimately play and work with others. Lynne earned her Master’s in Experiential Learning at Minnesota State University and then went on to obtain her PhD in Learning and Development from Cleveland State University.