KDS offers teachers a variety of professional development solutions
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 WELCOME, GEORGIA EDUCATORS!


Enroll in KDS Online Courses to earn PLUs towards Georgia’s 10 PLU Requirement. 
(KDS is a Georgia Professional Standards Commission-Approved Vendor.)


REGISTRATION NOW OPEN!

Course length: 10 Contact Hours (self-paced)
Credits earned: 1 PLU
Cost: $60, no materials fee - non refundable
Timeframe: On-demand,  24/7 access over a 2-month period per course

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About KDS Courses: Georgia PLU Courses consist of 5 topics, each including an online video-based lecture, pre- and post-assessment questions, and optional discussion board participation. (Printable study guides and resources included.)

PROCEDURE FOR COURSE COMPLETION:
 FILL OUT THIS FORM   and send to KDS through one of the following methods:

Email: GA@kdsi.org
Fax: (212) 825-1315
Mail:
  Knowledge Delivery Systems
  110 William Street, 32nd Floor
  New York, NY  10038 

KDS will send your PLU certificate via email.

* Please contact KDS at 1-800-728-0032 or GA@kdsi.org with any questions you may have.

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COURSES OFFERED
Teaching ELLs Across the Curriculum: ESL, Sheltered, and Culturally Responsive Instruction, Part I
PURCHASE|SHOW DESCRIPTION
What is the ultimate goal for ELL students? The answer is academic success across the curriculum. In this course, educators learn the foundations of language development and the predictable characteristics of second language acquisition. Presenter Elizabeth Jiménez introduces the four domains of language—listening, speaking, reading, and writing—setting the stage for developing instructional strategies that are more comprehensible for ELL students across all subject areas. Participants will examine Dr. Jim Cummins’ work and Dr. Stephen Krashen’s five hypotheses, exploring how educators can apply these principles to the English language learner classroom. Participants will be led through a series of activities designed to deepen understanding of transferable and non-transferable language skills. To give educators a stating point for instructing ELLs and to engage their families, participants will view video clips of students at varying levels of language proficiency, illustrating the differences in vocabulary, syntax, fluency and pronunciation. Educators will learn what a culturally responsive classroom should include, how to develop culturally responsive teaching techniques, and what can be done within the school and classroom to build bridges between home and school as well as between academic abstractions and socio-cultural realities. Finally, participants will review relevant research and best practices in the field of linguistics and language acquisition in order to better meet the educational needs of English language learners.
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Teaching ELLs Across the Curriculum: ESL, Sheltered, and Culturally Responsive Instruction, Part II
PURCHASE|SHOW DESCRIPTION
Why do some ELL students appear to flourish while others flounder? Many factors influence a student’s success in school. While some students appear fluent in social settings, they may fall behind in academic settings. This course focuses on the differences between social and academic language and how educators can evaluate instructional materials to identify those that best support English language learners. Jiménez leads participants through an analysis of a textbook to illustrate how to plan sheltered instruction lessons. Educators learn how to differentiate and scaffold instruction and learn methods to ensure that students understand the material. Contextual factors such as motivation, peer pressure, family values, and L-1 proficiency can also have an impact on students’ acculturation and language development. Jiménez interviews Sal Flores, a young Latino who recently earned a GED. He explains why as a youth he was attracted to gang affiliation and offers some advice for teachers about reaching disaffected students. While reviewing court cases, legislation, and laws, Jiménez discusses the impact on the classroom teacher and the school administrator in designing academically sound instructional programs that comply with the law.
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Teaching ELLs Across the Curriculum: ESL, Sheltered, and Culturally Responsive Instruction, Part III
PURCHASE|SHOW DESCRIPTION
What do ELL students need to succeed in content area instruction? While ESL strategies are effective for teaching English language skills, these same strategies can be applied in the classroom to boost academic skills. In this course, Elizabeth Jiménez examines the crucial role of an English language learner’s primary language in learning to read in English and discusses pedagogical practices such as background building, frontloading vocabulary and language functions, and using graphic organizers to enhance higher order thinking. Educators examine the commonalities and differences between English language arts standards and ESL standards. Jiménez then shifts gears to look at content area instruction and demonstrates how to plan for and address task difficulty while considering English language learners’ varied levels of English proficiency. Jiménez demonstrates scaffolding techniques such as modifying language without simplification of content, activating students’ prior knowledge, using the primary language to facilitate learning, contextualizing language, using media, technology resources and other visual supports, and using formative and summative assessment to determine any need for re-teaching. The presenter models the use of culturally appropriate realia, visual aides, and multicultural books to bridge and broaden student understanding across the curriculum. These research-based pedagogical practices can be applied in any content area to increase students’ academic success.
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Teaching ELLs Across the Curriculum: ESL, Sheltered, and Culturally Responsive Instruction, Part IV
PURCHASE|SHOW DESCRIPTION
How can academic content be delivered in the classroom so that English language learners succeed in all subjects? This course focuses on learning strategies to facilitate English learners’ listening comprehension and speaking skills across the curriculum. Presenter Elizabeth Jiménez tours such methods as frontloading key vocabulary and language functions, pre-teaching, preview-review, KWL, cooperative learning, and role play. Participants will study, discuss, and demonstrate a conceptual understanding and applied knowledge of strategies for promoting students’ reading knowledge, skills, and abilities including word analysis, fluency, vocabulary development, reading comprehension, and literary response and analysis. The session explores ways to assist the ESL student in using his or her higher level thinking skills in literature and history classes conducted in English. She walks participants through all key stages of planning and implementing a quality sheltered instruction lesson, including establishing language objectives and grade level content objectives, analyzing the lesson for necessary scaffolding, accessing prior knowledge, building background, developing cognitively engaging input with contextual support (visuals, manipulatives, realia, L-1 support, paraphrasing, and focus questions), modeling, and creating cooperative learning groups. Presenter Elizabeth Jiménez subjects the word “culture” to careful scrutiny, asserting that too often culture in the classroom is focused on ethnic foods, holidays, heroes, and folkloric dance. This session focuses on the deeper notion of culture as the lens through which educators and students and their families see the world, including the world of the school. Educators explore the importance of and ways of communicating effectively with families across languages and cultures; they learn to plan for engaging families and communities in student learning, and to examine how a teacher’s own cultural beliefs, values, attitudes, and assumptions influence student learning.
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Challenging Gifted Students Using the SCG Model I INCLUDES MATERIALS FEE OF $30
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This course will cover an in-depth set of topics that describe the School-wide Cluster Grouping Model to educators, parents, and administrators. The SCGM is a method for providing full-time gifted services without major budget implications. Implementing these strategies has the potential to raise achievement for all students. With the SCGM, all students are purposely placed into classrooms based on their abilities and potential. Participants will learn the responsibility of the SCGM and the training necessary to become an SCGM teacher or administrator. There will also be video of primary classroom demonstrations in which participants will be shown the name card game and other differentiated instruction techniques. The course will also cover teaching strategies for students in primary grades.
Susan Winebrenner
Dina Brulles
Susan Winebrenner
Dina Brulles
Dina Brulles
Challenging Gifted Students Using the SCG Model II
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This is the second course in the School-wide Cluster Grouping Model. The course will present the gifted specialists, mentor training, and gifted student placement. The course will define the term cluster variation, introduce strategies to involve parents, and strategies to create a supportive school culture. The course will provide effective evaluation techniques for maintaining the SCGM and provide further details about the name card game. Students taking this course will receive in-depth insight into the taxonomy of thinking, extension menu, and the evaluation contract. Participants will also view classroom demonstrations of gifted cluster teaching skills, and they will also be introduced to teaching and questioning strategies for the gifted classroom.  
Dina Brulles
Susan Winebrenner
Dina Brulles
Dina Brulles
Susan Winebrenner
Challenging Gifted Students Using the SCG Model III
PURCHASE|SHOW DESCRIPTION
This is the third course in the School-wide Cluster Grouping Model. The course will offer further details about using extension menus and differentiated instruction skills. The course will also cover when to have cluster meeting for teachers, mentors, and specialists and what the meetings should cover. Participants will benefit from the sample cluster teacher meetings as well observing a meeting with panel of administrators and a panel of coordinators. Participants will also have the opportunity for more professional development training.
Susan Winebrenner
Dina Brulles
Dina Brulles
Susan Winebrenner
Dina Brulles
Challenging Gifted Students Using the SCG Model IV
PURCHASE|SHOW DESCRIPTION
This is the fourth course in the School-wide Cluster Grouping Model. The course will cover methods for monitoring the progress and evaluating the SCGM, placing gifted students in appropriate cluster groups, and evaluating student growth. Participants will also learn how to create a database for tracking gifted students and how to handle special population gifted students. Participants will also observe classroom demonstrations of differentiated instruction techniques as well as research surrounding the SCGM theories. The final presentation will explain how to start the SCGM, SCGM meetings, and guidelines for observing SCGM teachers.
Dina Brulles
Susan Winebrenner
Dina Brulles
Susan Winebrenner
Susan Winebrenner
Becoming an Educational Leader in the 21st Century (Course Code: D249B7-8E60)
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NCLB High-Stakes Test Preparation (Course Code: D249B7-E6C8)
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Building Effective Rubrics and Assessments (Course Code: D249B7-F6F9)
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Setting up a Differentiated Instruction Classroom (Course Code: D249B7-A5A6)
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Building Relationships with Children from Different Economic Backgrounds (Course Code: D249B7-BCA4)
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Teaching Students from Poverty (Course Code: D249B7-1729)
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Special Education in the Regular Classroom (Course Code: D249B7-0A51)
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Teaching the Diverse Brain (Course Code: D249B7-5C4F)
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Character Education, Part I: The Cultural Shift
PURCHASE|SHOW DESCRIPTION
Cultural changes in the family structure, the shifting role of parents, and the glorification of violence, drugs, and gang activity in popular culture have all contributed to changes in the behavior dynamics that impact schools, classrooms, and teachers. Educators will learn how to use the concept of “character” to create caring relationships among students and identify ways to reduce peer cruelty, bullying, and undo peer pressure. This session also focuses on the need to build adult teams (internally and externally) to implement and sustain a “character” focus that takes into consideration the federal, state, and local mandates of 21st Century educators. The role of teachers and their influence on students will be explored as wells as the role that parents play in character development. This course can be taken alone or with Character Education Part 2, Part 3, and Part 4 for additional course credits.
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Teaching Diverse Learners (Course Code: D249B7-9E6B)
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Using Vocabulary in Teaching Compare and Contrast (Course Code: D249B7-16CA)
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Character Education: Community, Part 2
PURCHASE|SHOW DESCRIPTION
Students’ feelings, emotions, perceptions, and self-esteem or the “affective” dimension are intertwined with the ability to learn; consequently, the increase in negative social behaviors on campus such as bullying not only negatively influence social interactions but impact students’ ability to acquire new skills and knowledge. Behavioral issues and their corresponding disruptions to teaching and learning in the classroom have resulted in a significant drop in test scores and have contributed to a loss of competitiveness of American schools. Participants will be given guidelines for building a classroom, school, and community that focus on character development and making “character” education a central part of the teaching and learning process, resulting in improved human relationships among teachers and students. Participants discover the avenues to create a moral community in the classroom and identify the role that they play in the process of fostering positive student character traits. This course can be taken alone or with Character Education Part 1, Part 3, and Part 4 for additional course credits.
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Teaching Gifted Students and Students with Learning Difficulties in the Regular Classroom (Course Code: D249B7-4B6B)
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Character Education: Positive Role Models, Part 3
PURCHASE|SHOW DESCRIPTION
This course encourages participants to create an environment that is conducive to learning. An atmosphere conducive to learning encourages students to have personal responsibility for their actions, create a positive moral climate, and solve conflicts, which will create safer schools. Students emulate behaviors they see and hear. Therefore, establishing positive role models at home, within the community, and in the classroom is fundamental to establishing a positive character development program. Participants are given strategies for identifying at risk students and developing a school-wide character education program that leverages community involvement from businesses, faith communities, parents, and coaches to support moral character development. Participants are given strategies to implement character education into the core curriculum and will review case histories that demonstrate successful implementation of community and character programs in schools. This course can be taken alone or with Character Education Part 1, Part 2, and Part 4 for additional course credits.
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Improving Literacy in Secondary Schools, Part I
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This course will cover a comprehensive set of topics to improve literacy in the secondary school. The definition of literacy including writing, thinking, technology, and media as well as factors that hinder literacy development are explored. A history of literacy and practical techniques for improving literacy in the classroom will be presented. The course will emphasize literacy across the curriculum while addressing methods for identifying struggling readers at the secondary level and overcoming obstacles to improve reading skills and comprehension. The consequences of illiteracy in today’s technology driven society are profound, affecting job opportunities, advancement, and quality of life issues. Participants will learn best practices in literacy development based upon current research. This course can be taken alone or with Improving Literacy in Secondary Schools, Part II, Part III, and Part IV for additional course credits.
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Character Education: The Proactive Educator, Part 4
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Participants will explore the role of leadership in creating the desired “community” to impact student behavior and will be introduced to the concept of “igniting” leadership at all levels to create an environment where positive relationships are treasured. The value of face-to-face communication and interpersonal skills will also be addressed. The eight habits of the heart are introduced including Nurturing Attitude, Responsibility, Dependability, Friendship, Brotherhood, High Expectations, Courage, and Hope, and participants will explore the dynamics of these timeless and universal principles as lived out by ordinary people during the 20th Century and their relationship to building the “affective” dimension of 21st Century classrooms. This course can be taken alone or with Character Education Part 1, Part 2, and Part 3 for additional course credits.
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Creating and Managing a Successful Classroom, Part I (Course Code: D249B7-1701)
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From these seminars, teachers will learn superior classroom management skills. They will learn strategies designed to reduce classroom disruption and maintain an order, once set in place, will be carry through the school year. They will take from the seminar effective techniques for dealing with classroom disruptions and basic, daily management issues. Teachers will learn to design homework practices and policies that benefit teachers, students, and ability to clearly assess student achievement and effort. Teachers rid themselves of the stress associated with homework, while boosting students’ homework completion rate with provocative and practical lessons that pose and respond to tough questions about this daily concern. Teachers will learn strategies and techniques to challenge and motivate struggling students. The lectures contain a gold mine of proven, practical ways to help students labeled "special education," "slow," "remedial," or "LD" succeed in school—without remediation, watering down content, lowering expectations, or depriving other students of the time and attention they need. Sections of this Program is designed to help educators learn effective techniques to adapt regular classroom curriculum and activities to meet the learning needs of academically gifted students. The seminar provides a thorough discussion of the characteristics describing gifted students, as well as the teacher’s task in developing strategies that successfully challenge all students at levels appropriate to them. The Program also includes strategies for compacting the regular curriculum and standards, and providing consistent opportunities for gifted students to be engaged in appropriately differentiated learning experiences. Lectures are designed to help educators become knowledgeable about the techniques that may be used to adapt the regular classroom curriculum and activities to meet the learning needs of their most academically capable students.
Rick Wormeli
Lynda Irvin
Jim Moulton
Rick Wormeli
Rick Wormeli
Improving Literacy in Secondary Schools, Part II
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This course will cover “No Child Left Behind” and it’s impact on literacy rates and education, particularly at the secondary school level. A comprehensive set of topics to improve literacy for students who have learning disabilities, come from diverse backgrounds, or are English Language Learners are presented while the effects of these challenges on literacy rates are evaluated. Learning Styles Theory and its application in the classroom is presented. Participants will learn the process for developing and implementing an individualized education plan (IEP) with practical strategies and accommodations for improving literacy. This course can be taken alone or with Improving Literacy in Secondary Schools, Part I, Part III, and Part IV for additional course credits.
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Developing Students' Skills for High-Stakes Testing (Course Code: D249B7-2378)
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Improving Literacy in Secondary Schools, Part III
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This course will cover the importance of developing well-constructed lessons that require verbal, reading, writing, communication, technology, and media skills in all subject areas. Comprehensive research is presented on the adolescent brain, the effects of drugs, media influences, and gender differences and their impact on literacy. As a leisure activity, students often choose television, video games, movies, or the Internet over reading, but reading activities involving teachers, parents, and other family members, as well as school and classroom programs for small and large group reading can be effective in promoting literacy. This course can be taken alone or with Improving Literacy in Secondary Schools, Part I, Part II, and Part IV for additional course credits.
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Effective Classroom Discipline: Anger Management, Part I
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This course provides participants with an understanding of the fundamental principles, properties, and characteristics of anger. The speaker presents current brain research that can help clarify neurological and bio-chemical responses to anger-evoking experiences. Research clearly indicates that students learn better when classrooms are emotionally safe and provide clear and consistent guidelines. Participants are encouraged to adopt a healthy philosophy of anger management by challenging common myths and untruths about anger. This course provides innovative, preventive modalities and well-researched information, tools and techniques for students, colleagues and/or parents. The course provides an array of effective anger management tools and can be taken alone or with Effective Classroom Discipline: Anger Management, Part II and Part III for additional course credits.
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Failure is Not an Option, Lead your School to Excellence (Course Code: D249B7-8FCB)
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Effective Classroom Discipline: Anger Management, Part II
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This course explores the connections among the subjects of anger, hostility, aggression, and violence with an emphasis on the nature of shame and its relationship to promoting aggression and violence. Educators are encouraged to intentionally establish beliefs, attitudes and behaviors that allow them to be calm, clear, confident, and compassionate when disciplining children. This course equips educators with the fundamental principles of authoritative classroom discipline and best practices that promote emotional safety. This course provides innovative, preventive modalities and well-researched information, tools and techniques for students, colleagues and/or parents. The course provides an array of effective anger management tools and can be taken alone or with Effective Classroom Discipline: Anger Management, Part I1 and Part III for additional course credits.
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Effective Classroom Discipline: Anger Management, Part III
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This course will provide participants with an understanding of anger management and effective discipline strategies. Educators will learn the myriad of ways they can differentiate between discipline and punishment and the importance of having alternatives to punishment. The presenter invites teachers to appreciate the connection between violence and brain growth and ways to recognize the impact of unhealthy discipline on brain development. Educators are introduced to tools needed for teachers to discipline assertively. Finally, persistent problems of discipline along with the basic steps necessary to address these problems are presented. The course provides an array of effective anger management tools and can be taken alone or with Effective Classroom Discipline: Anger Management, Part I and Part II for additional course credits.
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Coaching: What Every Educator Needs to Know
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This course provides a dynamic series of sessions to develop coaching as a process, a relationship, a specific set of skills, and a powerful strategy for creating change in people and organizations. The role of “coach” is becoming more evident in our schools, and it is essential that educators from the classroom to the boardroom understand the role and skills necessary for successful coaching and for successful change to happen. The course will clarify definitions and roles of coaches. The course allows participants to experience a live workshop with a recognized leader in coaching that will prepare today’s educators for this essential role in promoting personal and organizational change. You will hear teachers, superintendents, and other educator’s role play and determine effective and appropriate coaching scenarios to improve academic achievement and professional development. You may take this course alone or with its companion course, “Mentoring to Improve Student Learning,” which provides strategies to implement an effective mentor/protégé program within a school.
Karla Reiss
Karla Reiss
Karla Reiss
Karla Reiss
Karla Reiss
Mentoring to Improve Student Learning
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This course provides the foundational theories of adult learning, leadership development, and the role of mentoring to increase leadership effectiveness. Mentoring has been proven to be highly effective in filling the gap between increased academic achievement for all students and developing effective “best practices” for teachers. This course will help educators understand and practice essential mentoring skills to create continuous improvement in their classrooms. Participants will learn to develop and implement an effective mentoring program to guide students toward greater academic success. The roles and guidelines necessary to support relationships with colleagues, coaches, and mentors will be demonstrated as a means to improve student learning across the curriculum. Dr. Johnnie Roebuck provides an introduction to educational leadership along with a historical perspective. The concepts of theory X and Y and the models of situational leadership are also explored. Participants will be introduced to conceptual thoughts and action plans relating to attitudinal approaches, power and leadership, training and development, and leadership standards for today’s educators.
Johnnie Roebuck
Johnnie Roebuck
Johnnie Roebuck
Johnnie Roebuck
Bill Alvarez
Interactive Learning for English Language Learners, Part 1
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This course provides a comprehensive overview of the elements of language acquisition and their impact on content learning. Topics include meeting the unique needs of English Language Learners in today’s classroom, stages of language acquisition, strategies using prior and background knowledge, cooperative learning, and implications for classroom instruction. The impact of cultural patterns on content learning and language acquisition will be explored. Classroom management techniques for diverse learners and improved overall student performance are the anticipated outcomes for participants of this course. The sessions will give participants key strategies and resources for creating a more interactive learning environment for English Language Learners. These strategies include identifying difficult text and making modifications that will allow English Language Learners to have equal access to the curriculum. A multicultural framework will provide relevance for today’s classroom teaching and learning.
David Noyes
David Noyes
David Noyes
David Noyes
David Noyes
Interactive Learning for English Language Learners, Part 2
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This course presents the key components of an effective English Language Development program as well as additional strategies for meeting the unique needs of English Language Learners in today’s classroom. Participants are introduced to the use of Multiple Intelligences, formal and informal styles of communication, public and private voice, and their implications for classroom instruction. Participants will learn how culture and family involvement can be leveraged to improve student achievement and review assessment practices specific to English Language Learners. Strategies and activities to use in the classroom with English Language Learners will also be provided.
Terri Peckham
David Noyes
David Noyes
David Noyes
David Noyes
English Language Learners: Strategies for Elementary Teachers
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This course provides ELL and mainstream educators with the tools that facilitate students’ language acquisition and guide their learning while simultaneously respecting them as cultural resources for the school community. Literacy is highlighted as the thread that runs throughout the course. Participants will engage in activities that may sensitize them, educate them, and enrich the strategies that they will bring to their schools and classrooms. Activities that promote understanding and literacy such as role-playing, story telling, and singing songs, using the computer are presented.
Hope Blecher-Sass
Hope Blecher-Sass
Hope Blecher-Sass
Hope Blecher-Sass
Hope Blecher-Sass
Inclusive Teaching for Aiding Students with Disabilities
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The emphasis of this course is on integrating effective instructional strategies and interventions for students with learning disabilities. Participants will become familiar with general characteristics of various learning disorders along with effective models of service delivery. The course emphasizes inclusive teaching in the regular classroom with effective strategies for improved reading, math, language, and attention skills designed to increase academic performance. Practical suggestions for what teachers and schools can do to engage students and increase their capacity to learn are presented. Some of the suggestions include making learning fun and personally meaningful, setting goals, holding kids accountable, using signals to curb excessive activity, setting clear expectations, breaking learning into reasonable chunks, providing choices, and using graphic organizers. This course is delivered by an industry expert and is designed for the regular classroom teacher, the special education teacher, or administrators.
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Legal Issues in Education: A Free and Appropriate Education
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This course provides an overview of the history and impact of current legislation and policies that affect the education of students with special needs. The presenters review the federal and state laws that govern special education: The Individuals with Disabilities Education Act, Section 504; the Americans with Disabilities Act, Titles One, Two, Three, Four, and Five; and the No Child Left Behind Act. They discuss the provisions of each of these acts in detail, with a focus on how they effect the education of children with special needs, including the notion of a “Free and Appropriate Education” and the ideas of Least Restrictive and More Restrictive Environments as these apply to the types of special education services schools are required to provide. Practical classroom suggestions and materials are provided along with effective strategies to promote an inclusive environment in any classroom setting. Finally, suggestions are offered for what schools can do to implement special education programs that meet the standards set down in federal and state laws.
Donna Walker Tileston
Rosemary Planz
Rosemary Planz
Rosemary Planz
Rosemary Planz
Creating and Managing a Successful Classroom, Part 2
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This course will introduce participants to classroom management techniques used by effective teachers. Great teachers know how avoid inappropriate and disruptive behaviors in the classroom. They also know how to encourage student participation in school activities and involve students instructionally through active learning. This course will also help teachers understand that effective teaching is about making multiple choices throughout the day, why poor teachers must be instructed how to teach before interacting with parents, students and others, why it’s imperative that principals impart confidence to their teachers, and how teachers can most effectively behave towards their students.
Todd Whitaker
Todd Whitaker
Todd Whitaker
Todd Whitaker
Todd Whitaker
Creating and Managing a Successful Classroom, Part 3
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This course will introduce participants to effective strategies for organizing and presenting curriculum to middle and secondary students using the Strategic Instruction Model and integrated curriculum approach. Participants are introduced to the key factors that motivate students including promoting positive social interaction with adults and peers, providing structure and clear limits on assignments, implementing physical activity in a lesson, allowing for creative expression, providing an environment for competition and achievement, and providing opportunities for self-definition. Making changes to curriculum is often challenging because teachers hesitate to implement new or different approaches for a variety of reasons: complacency, cynicism, ignorance, fear, distrust, unclear outcomes, perceived increase in workload, or because they are in survival mode and cannot extend any more of themselves. Whether it is differentiated instruction, a new literacy program, a move to block-length classes, a new teacher-advisory program, or some new district initiative, there are many ways to motivate teachers to accept a new approach or change their behavior. This course offers three dozen, successful strategies that motivate colleagues and staff to change.
Rick Wormeli
Rick Wormeli
Mark Springer
Mark Springer
Keith Lenz
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