Available courses

Teachers will explore the research on teaching adolescents to write and learn strategies to incorporate into lesson plans.  This course will provide 6 hours of PD credit for completion.

This is a demo course to show how Moodle can be used to deliver science professional development.

Target Audience: Grades 7-12 ELA Teachers

Credit: 3 hours PD

TESS Components Addressed: 1a, 1b, 1d, 1e, 1f, 3d, 4b

Teachers will learn to administer and score the Developmental Spelling Analysis.  This assessment information will be used to guide instructional grouping based on instructional needs.

Participants will need a copy of Kathy Ganske's book, Word Journeys (2nd edition).

Audience: Middle and High School Teachers

3 hours course credit

TESS Components Addressed:1b, 1c,  2a, 2b, 2d, 3a, 3c, 3e, 4c

This course is designed to take The Ron Clark Story movie and put those lessons into action.  Participants will watch and respond to the movie in a discussion forum, and then enact a project to deepen their learning and interact with others.

The Writing Workshop:  Empowering Young Writers

Audience:  This course is intended for teachers in Grades 1-3. 


This course is designed to help teachers get a good understanding of what the writer’s workshop is and how that workshop can empower our young writers by giving them the confidence and tools needed to be successful.  I want teachers to have the understanding of what they need to know to implement an effective writer’s workshop.   The focus of this course will provide teachers with the time to engage with theoretical and practical information about effective writing instruction and to use strategies to foster a classroom environment that offers multiple writing opportunities.  We will be reading the book Writing Workshop: The Essential Guide by Ralph Fletcher and JoAnn Portalupi.  This book provides a very practical way of implementing the writer’s workshop into your classrooms and how you play a crucial role in making it come alive.

Teachers will be asked to read passages from other texts, articles, etc. that we will connect to our reading in the book.  They will be asked to reflect and respond to the readings as well as responding to posed questions.   The goal here is for teachers to become more comfortable with writing to become better writers themselves.

Teachers will be gathering student writing samples throughout the year.  We will be analyzing our students’ work and use that to help make decisions about where to go next with the writing instruction.  As a group, we will also analyze other students’ writing and work together to devise a plan of where to go next.

Teachers will also be required to keep a Reflection Notebook.  They are to record observations of students, be reflective on their teaching, and reflective on their own growth as writers.  Get to know yourself as a writer and as a writing teacher.    Ask:

            *What are you doing?

            *Why are you doing it?

            *How effective is it?

            *How are your students responding?

            *How can you do it better?

This course addresses several TESS components.   They are:  1b, 1c, 1e, 2b, 3c, 3e, 4a, 4d


The ACT Aspire science questions are much different than what we have been used to seeing on the 5th and 7th grade Benchmark assessments and the EOC Biology. This course will look at how the new science assessment items are written and what the expectations are for students. (I'll give you a hint...the focus is not on memorized content!). Participants will look at sample questions, depth of knowledge indicators, and other resources that help us have a better understanding of how the assessment items are structured for the different grade levels and how educators can write and use similar assessment items in their classrooms. 

Completion of this course is worth 6 professional development hours.

General Addition Fact Fluency Guidelines & Important Reminders

Guidelines & Reminders:

1. Please remember that fact fluency is "NOT" just memorized facts. It is knowing facts "from memory". Kids can use several strategies to recall their facts quickly such as derived facts and/or memorized facts. 
2. Please only assess 5 students a day. From my experience, assessing 5 students is about all of the brain power you have to devote to this in a day. :)
3. When you give this Addition Assessment, please use these results to help you prepare future materials and to help you prepare your questioning that focus on promoting improved fact fluency.

Participants in this course will read and discuss novels that provide examples of differentiation for adolescents:

TESS Components Addressed: 1b, 1c, 2a, 2b, 2c, 2d, 2e, 3a, 3c, 3e, 4c, 4e, 4f

Credit Hours: 3 hours per completed block (including reading the novel, interacting in the forum, and completing the assignment)

Soft skills for entry level workers are critical to workplace success. This session will focus on four areas in emotional intelligence: self-awareness, self-management, social-awareness and relationship management. This hybrid course will meet for three hours face to face and complete the course an additional three hours online through Moodle. Participants will learn about EQ2, develop EQ2 lesson plans/activities for students, and implement in school year 2016-2017. TESS Components or LEADS Functions as related to the goals of this session: 1e, 4a, 4d, 4e

This session is for teachers teaching students 9-12. Also, this course is part 1 of 2 in a hybrid course. Participants will complete training online in Moodle.

Text - Emotional Intelligence 2.01

Target Audience: All K-12 Teachers

Credit: 15 hours PD credit for successful completion of all course requirements

TESS Components: 1b, 1d, 1e, 2b, 2c, 3a, 4a, and 4e

This book study will provide guidance on what to differentiate, how to differentiate, and why differentiation is needed in all classrooms.  Chapters 1-10 will be studied and applied in the classroom through online course completion, with support from the trainer throughout the process.