Hawaii Department of Education

Increase your salary with Professional Development Credits

Courses can be used to earn 3-PD credits which can be used towards the Salary Advancement/Lane Change requirement.

Program Dates

Start Date
12/01/2011
Portfolio Due Date
04/1/2012
End Date
04/29/2012
End of Registration Date
03/30/2012
Waitlist cutoff Date
03/30/2012
View Program Details
For questions or comments, contact KDS at (800) 728-0032 or HI@kdsi.org.
Credits earned 3 PD Credits's
Course Length: 30 Hours
Pricing: $199 - $268
Time to Complete: 3 months
Accreditation/Approval: Credits are approved by HIDOE for Salary Advancement
How to redeem credits
  • Print certificate upon completion of each unit

  • Anger Management & Effective Discipline to Prevent Violence, Part I

    By Diane Wagenhals

    Educators study the fundamental principles, properties, and characteristics of anger. The speaker and her panel present current brain research that clarifies neurological and bio-chemical responses to anger-evoking experiences. Educators will challenge common myths and untruths about anger and explore connections among anger, hostility, aggression and violence, with an emphasis on the nature of shame. The course provides an array of effective anger management and discipline tools that can contribute to an environment of emotional safety.

  • Anger Management & Effective Discipline to Prevent Violence, Part II

    By Diane Wagenhals and Karla Reiss

    Educators study the relationships between anger, effective discipline in schools, and violence prevention. Their increased awareness and understanding of brain functioning will render them more likely to respond to children in brain-sensitive ways. The presenter reviews the impact superior attitudes have on anger and aggression and how important it is for adults to appreciate that students need respect, guidance, and care.

  • Charlotte Danielson's A Framework For Teaching

    Charlotte Promo
    By Charlotte Danielson

    Charlotte Danielson's A Framework for Teaching defines teachers responsibilities, which fall into four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. Through lectures, classroom observations, and vigorous panel discussions, educators work through how to use the Framework to scrutinize and strengthen classroom teaching practices to improve student learning. Punctuated by worksheets and activities, the course prepares educators to use the Framework to become their best professional selves.

  • Data-Driven Decision Making: Implementing Strategies for Student Achievement

    Lee Jenkins Promo
    By Lee Jenkins

    Educators learn how to make data-driven decisions using classroom data to inform their instructional practice. By capturing and analyzing student data in the form of graphs, charts, and diagrams, educators learn to adapt and focus their instructional strategies to achieve greater student academic achievement. Educators also learn how students can achieve more success in less time.

  • Discovery-Based Mathematics, Part 1/3 (Includes Materials Fee)

    By Paul Lawrence

    The course will provide teachers with easy-to-implement, well-sequenced activities that promote conceptual understanding and that relate concrete understanding to symbolic interpretation. Teachers will acquire techniques to assess student understanding of skills and concepts so that lessons can be adjusted to meet individual needs and expand their understanding. Teachers will be provided with activities that require pattern recognition and descriptions with respect to operational procedures including whole numbers, fractions and decimals. Teachers will be able to utilize activities that provide creative practice with operational skills. They will be introduced to strategies that promote number sense, estimation strategies, and foundational understanding so that students can chose appropriate and efficient strategies to determine solutions.

  • Discovery-Based Mathematics, Part 2/3

    By Paul Lawrence

    The course will provide teachers with easy-to-implement, well-sequenced activities that promote conceptual understanding and that relate concrete understanding to symbolic interpretation. Teachers will acquire techniques to assess student understanding of skills and concepts so that lessons can be adjusted to meet individual needs and expand their understanding. Teachers will be provided with activities that require pattern recognition and descriptions with respect to operational procedures including whole numbers, fractions and decimals. Teachers will be able to utilize activities that provide creative practice with operational skills. They will be introduced to strategies that promote number sense, estimation strategies, and foundational understanding so that students can chose appropriate and efficient strategies to determine solutions.

  • Discovery-Based Mathematics, Part 3/3

    By Paul Lawrence

    The course will provide teachers with easy-to-implement, well-sequenced activities that promote conceptual understanding and that relate concrete understanding to symbolic interpretation. Teachers will acquire techniques to assess student understanding of skills and concepts so that lessons can be adjusted to meet individual needs and expand their understanding. Teachers will be provided with activities that require pattern recognition and descriptions with respect to operational procedures including whole numbers, fractions and decimals. Teachers will be able to utilize activities that provide creative practice with operational skills. They will be introduced to strategies that promote number sense, estimation strategies, and foundational understanding so that students can chose appropriate and efficient strategies to determine solutions.

  • Manage It All: Students, Curriculum, and Time

    Debbie Silver Promo
    By Debbie Silver

    Effective teachers navigate their students often-unpredictable classroom behavior; they establish a classroom environment that facilitates learning; they differentiate instruction and assessment; they assist learning through cooperative groups; and they find time to meet their personal goals. How do they do it all? The presenter covers that and more in this illuminating course that prepares educators to engage students in high quality curricula where the rewards are intrinsic. This course provides timesaving strategies, practical tips, and great ideas to help teachers create effective learning environments.

  • Motivating Underachievers using Response to Intervention and Differentiated Instruction

    Carolyn Coil Promo
    By Carolyn Coil

    Stepping in to assist underachievers early can lead to student success. Educators will identify prototypical causes of underachievement, who their underachievers are, and what research-based interventions will help to reverse patterns of underachievement. Through RTI and differentiated instruction, educators will become flexible planners who supply their students with choices and frequently monitor their students progress. Compacting, scaffolding, and tiering strategies will help educators accommodate a range of learning needs.

  • Teaching Diverse Learners, Part 1

    By Donna Walker Tileston

    A truly diverse classroom presents unique, even invigorating, challenges to educators. This course provides an overview of the issues relevant to teaching diverse learners and students from poverty. Educators will foster resiliency, build a sense of community within the classroom, teach to student modalities, and mediate the effects of poverty on student learning. Particular emphasis falls on working with generational poverty, different modalities of learning, and process skills. The lecturer promotes a collaborative approach through building relationships, understanding bias, setting goals, and following through with established objectives.

  • Teaching Diverse Learners, Part 2

    By Donna Walker Tileston

    A truly diverse classroom presents unique, even invigorating, challenges to educators. This course provides an overview of the issues relevant to teaching diverse learners and students from poverty. Educators will foster resiliency, build a sense of community within the classroom, teach to student modalities, and mediate the effects of poverty on student learning. Particular emphasis falls on working with generational poverty, different modalities of learning, and process skills. The lecturer promotes a collaborative approach through building relationships, understanding bias, setting goals, and following through with established objectives.

  • Teaching English Language Learners Across the Curriculum, Part 1

    Elizabeth Jiménez Promo
    By Elizabeth Jiménez

    How can academic content be delivered in the classroom so that English language learners succeed in all subjects? Jiménez reviews Cummins theory of task difficulty and then showcases how to enhance comprehension through sheltered instruction. She models other ESL strategies and takes educators on classroom tours and along for interviews with experts. Educators also explore the importance of students' culture, how to organize lessons around meaningful themes, how to communicate effectively with families, and how to engage families and communities in student learning. Educators will learn to affect their students development in all four domains of language: reading, writing, speaking, and listening.

  • Teaching English Language Learners Across the Curriculum, Part 2

    Elizabeth Jiménez Promo
    By Elizabeth Jiménez

    How can academic content be delivered in the classroom so that English language learners succeed in all subjects? Jiménez reviews Cummins theory of task difficulty and then showcases how to enhance comprehension through sheltered instruction. She models other ESL strategies and takes educators on classroom tours and along for interviews with experts. Educators also explore the importance of students' culture, how to organize lessons around meaningful themes, how to communicate effectively with families, and how to engage families and communities in student learning. Educators will learn to affect their students development in all four domains of language: reading, writing, speaking, and listening.

  • Technology Applications for Teaching and Supporting the Struggling Reader

    By Ted Hasselbring & margaret Bausch

    Too many students are entering middle and high schools with deficits in literacy skills that prevent them from participating in grade-level learning. Drs. Hasselbring and Bausch discuss how to leverage knowledge of how the brain learns to read to facilitate the use of technology to enhance literacy instruction for all readers, and especially struggling readers. They provide specific examples of technology that teaches and supports literacy skills.

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