Fall 2018 Courses

Coming Soon

We anticipate course start dates either the last week of September or 1st week of October.

Summer 2018 Courses


  • ASCD: Grading Smarter, Not Harder
  • ASCD: Understanding Student Motivation
  • ASCD: Questioning for Classroom Discussion: Grades 6–12
  • ASCD: Sparking Student Creativity
  • *NEW* ASCD: Turning High Poverty Schools into High Performing Schools
  • *NEW* ASCD: Closing the Vocabulary Gap - Teaching the Critical Verbs


  • ASCD: Classroom Management - Building Effective Relationships
  • ASCD: Classroom Management - Managing Challenging Behavior
  • ACSD: Inclusion - The Basics
  • ASCD: Inclusion - Implementing Strategies


  • *NEW* ASCD: Enhancing Teaching with Technology
  • *NEW* ASCD: Blended Learning (Flipping the Classroom)

*Course enrollments will be monitored and reviewed, those trending for low enrollment will be canceled, a final enrollment review will occur on 6/8/2018. Those with enrollments of less than 15 will be canceled.

    Available courses

    In this digital age, teachers and students alike are integrating mobile devices and other technology into their teaching and learning strategies. This course is designed for the classroom teacher who is looking for an introduction to the technology available to enhance teaching. First, you’ll learn how social media can help you improve your practice and create a personal learning

    network (PLN). Then you’ll discover collaboration tools you can use for planning or delivering lessons. Next, learn about mobile apps that engage students with learning and digital storytelling tools that allow them to show what they’ve learned. Finally, you’ll discover ways to teach students about digital literacy and citizenship.

    In this course, you are embarking on a learning journey designed to open up new vistas and offer new insights that you can use with your students to make classroom discussion a manageable process. First, you’ll explore four quality questioning practices that drive productive discussion: Framing a focus question, Promoting equitable participation, Scaffolding student responses to deepen thinking, Creating a culture for thoughtful discussion. Then, you’ll learn the discussion skills that comprise the DNA of meaningful discussion. Typically, students don’t arrive at school prepared to engage in productive discussion, so developing these discussion skills is crucial. You’ll explore research-based skills in three key categories: social, cognitive, and use-of-knowledge. Then, you’ll learn how to decide which skills are most appropriate for your students given their ages and developmental levels and the subject you teach. Using the threefold framework can help you plan disciplined discussions in which students’ skills are intentionally targeted for development.

    In this course, you will gain new understandings of families living in poverty and the concrete steps that high-poverty, high-performing (HP/HP) schools have taken to improve outcomes for all students. You will also have opportunities to read research, case studies, and anecdotal reports of how schools have welcomed students and families living in poverty to transition from wherever they are into high-performing schools. Course resources will guide you through activities to assess your school and create action plans.One of the critical components of the course is building leadership capacity. Whether you are an administrator or teacher, you will feel empowered to take advantage of opportunities to improve outcomes for students in your school, especially if you have a high percentage of students living in poverty.This course is based on William Parrett and Kathleen Budge’s Framework for Action, which uses gear wheels to represent Spheres of Influence Actions School Culture As you work through the course, you will see how improvements in any one of the three areas can influence the other two.

    This course is based on the ASCD book Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn (2014) by Myron Dueck. There are many reasons for educators to consider taking this course. Some districts have taken on grading and assessment changes and this course could help you with specific tools, resources, and research to substanti- ate and incorporate new methods. Perhaps you want to embark on standards-based grading and need some assistance separating academics and behavior. For others, these learning opportunities may be part of a quest to jump from being a good teacher to a great educator, and this can be a daunting task for anyone. Regardless of your reasons and aspirations for taking this course, this set of readings, videos, assignments, and prompts should be of great value in examining your grading, evaluating assessment, and reporting beliefs and routines. As you start this course, use the journal and other tools to track your questions, concerns, and thoughts. Only when we are reflective and critical in our own learning do we get the most out of any experience.

    This course, Sparking Student Creativity: Practical Applications and Strategies, will help you teach creatively whether you are creative or not. Using readings and ideas from Patti Drapeau’s book Sparking Student Creativity Practical Ways to Promote Innovative Thinking and Problem Solving (ASCD, 2014) and from journal articles and videos, this course focuses on how to integrate creativity into content to meet and extend curriculum standards. You’ll learn how to use a creativity road map to plan instruction, how to use strategies to enhance creative tasks, and how to assess creativity lessons.

    In Understanding Student Motivation, you’ll examine the basics of motivation and the role that motivation plays in academic performance. Through readings, video examples, and application exercises, you’ll learn how to establish strategies to create a respectful and connected classroom, balance structure and choice to create a positive attitude toward learning, set expectations, create challenging and engaging activities that are personally relevant to students, and develop strategies to help students feel more competent and confident in the classroom.

    Even the most experienced of teachers will struggle when students present behaviors that are disruptive, disrespectful, and potentially dangerous. These behaviors manifest themselves differently from student to student and can often leave a teacher and other students anxiously looking for answers for how to restore order to the classroom and make it a productive, safe learning environment. In this edition of Classroom Management: Managing Challenging Behavior, you’ll investigate the various characteristics of effective classroom management, classroom management models and tools, challenging behaviors, how to build positive relationships with students that will have an effect on their behavior, and how to prepare students to become successful 21st century learners.

    In Inclusion: The Basics, you’ll explore the definition of inclusion and inclusive schools and find out what inclusion is and what it isn’t. Through in-depth readings, examples, and applications, you’ll have a conceptual understanding of what constitutes inclusion in the public education setting and the related federal laws. You’ll also gain some practical strategies for adapting instructional activities and creating a welcoming, positive environment for all students.

    This course provides valuable strategies for creating and working in an inclusive school environment. With this course, you’ll discover strategies for handling the logistics of the classroom environment, aids and supports, and curriculum modification. You’ll also learn the difference between accommodation and adaptation, and consider learning and teaching styles while developing differentiated activities that meet the array of student needs in your classroom. Finally, you’ll become informed about your state’s laws and mandates affecting how to monitor progress and measure achievement of all students in your inclusive classroom.

    We have all seen teachers who seem to effortlessly bring out the best in their students. It may seem as if these teachers were born with an innate skill, allowing them to manage their classrooms with ease; however, effective classroom managers are made, not born. In Classroom Management: Building Effective Relationships, you’ll investigate the various facets of classroom management. You will examine some common approaches to classroom management to find the one that is best for you, laying the foundation for your classroom management plan. You will then build on the foundation by examining the student-teacher relationship and uncovering the strategies that will support your approach to classroom management. Finally, you will learn how all of these pieces can fit together to create a cohesive, school-wide model.