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Courses for Chef Educators


Earn CEHs for ACF Certification Online!


CEHs earned may be applied toward ACF initial and renewal certification for the certified culinary educator (CCE) or the certified secondary culinary educator (CSCE) levels of certification.


Developed in collaboration with the American Culinary Foundation, Knowledge Delivery Systems provides professional development training and resources beneficial to your career as a culinary educator in an easy-to-navigate, award-winning online format. Whether you are an educator, working chef, or furthering your professional development,  KDS courses provide the training you need to ensure your culinary success!


Course Length: 120 Hours        -         Cost: $750
                                      15 Hours         -      Cost: $100
                                      10 Hours         -      Cost: $65   

PRINT A FLYER to share with your colleagues!


ACF Certification; Taking your career to the next level: 
ACF operates the most comprehensive certification program for chefs in the United States.  Certification provides concrete markers of skill development and culinary expertise, and will help maintain your competitive edge in today’s evolving industry.  For more information visit the ACF website.
 



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

COURSES OFFERED
Complete Certified Culinary Educator Course (120 Hours)
PURCHASE|SHOW DESCRIPTION

Carol Ann Tomlinson
Carol Ann Tomlinson
Carol Ann Tomlinson
Carol Ann Tomlinson
Carol Ann Tomlinson
Rick Wormeli
Rick Wormeli
Rick Wormeli
Rick Wormeli
Rick Wormeli
Todd Whitaker
Eileen Griffin
Alan Blankstein
Michelle Pedigo
Bruce Campbell
Bruce Campbell
Debbie Silver
Debbie Silver
Debbie Silver
Debbie Silver
Debbie Silver
Susan Winebrenner
Susan Winebrenner
Susan Winebrenner
Susan Winebrenner
Susan Winebrenner
Lynda Irvin
Jim Moulton
Rick Wormeli
Judith Irvin
Nancy Dean
Rick Wormeli
Rick Wormeli
Mark Springer
Mark Springer
Daryl Bundrige
Todd Whitaker
Todd Whitaker
Todd Whitaker
Todd Whitaker
Todd Whitaker
Rick Wormeli
Donald Deshler
Jay McTighe
Keith Lenz
Bruce Campbell
Doug Fiore
Doug Fiore
Marilee Sprenger
Marilee Sprenger
Bruce Campbell
Marilee Sprenger
Jay McTighe
Susan Winebrenner
Susan Winebrenner
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Curriculum Planning & Development: Integrating your Curriculum in a Differentiated Environment (15 Hours)
PURCHASE|SHOW DESCRIPTION

In this course educators will be presented with ways to design lessons that meet standards and provide meaningful learning. Participants will learn Backwards Design, the characteristics of high quality curriculum, and the Learning Cycle. They will learn various classroom activities so that they can build their learning environments to accommodate everyone’s needs. Activities and descriptions let participants explore ways of assessing their students. Additionally, resources are offered for those wishing to go deeper into this topic. Educators will be expected to integrate their curriculum based on the differentiated needs of their students to create a learning environment that meets each individual need of their students. Educators will be responsible for learning what the practical issues of initiating, maintaining, and expanding curriculum integration are and how to effectively apply differentiation.
Carol Ann Tomlinson
Carol Ann Tomlinson
Debbie Silver
Debbie Silver
Mark Springer
Mark Springer
Jay McTighe
Bruce Campbell
Evaluation & Testing: Building Effective Rubrics and Assessments (10 Hours)
PURCHASE|SHOW DESCRIPTION

Participants will first learn a step-by-step process for identifying the critical vocabulary contained within their own state standards, and they will learn the most effective methods for teaching this vocabulary to students. Meta-analysis of the research has conclusively shown that when teachers effectively introduce these specific vocabulary strategies to students that the class average will improve a minimum of 30 percentile. By teaching these specific strategies, if the class average was at the 50th percentile, this one tool can move the class average to the 100th percentile. That’s the difference between failure and exemplary performance.
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Teaching Methodology: Challenging Gifted Students Using the SCG Model, Part I (15 Hours)
PURCHASE|SHOW DESCRIPTION

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, administrator, mentor or specialist. There will also be video of primary, intermediate, and middle school classroom demonstrations in which participants will be shown the name card game, various use of questioning, and other differentiated instruction techniques.
Susan Winebrenner
Dina Brulles
Susan Winebrenner
Dina Brulles
Dina Brulles
Dina Brulles
Susan Winebrenner
Dina Brulles
Dina Brulles
Susan Winebrenner
Teaching Methodology: Challenging Gifted Students Using the SCG Model, Part II (15 Hours)
PURCHASE|SHOW DESCRIPTION

This is the second course in the School-wide Cluster Grouping Model. This course will cover the meaning and use of effective extension menus. The course will review all aspects of gifted cluster meetings for teachers, mentors, and specialists. There will be two separate panel discussions, one with administrators and one with gifted program coordinators. The panels will discuss the administrators and coordinators’ role in the SCGM. The course will cover methods for monitoring the progress of the SCGM, placing gifted students in 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.
Susan Winebrenner
Dina Brulles
Dina Brulles
Susan Winebrenner
Dina Brulles
Dina Brulles
Susan Winebrenner
Dina Brulles
Susan Winebrenner
Susan Winebrenner
Educational Psychology - Becoming an Educational Leader in the 21st Century (10 hours)
PURCHASE|SHOW DESCRIPTION

Participants will be introduced to the methods for building strong integrity-based learning communities as well as the social challenges and benefits of implementing learning communities within a school setting. The importance of defining clear purposes, aims, and objectives will be discussed. Additionally, participants will be exposed to the power of community, building integrity, closing the achievement gap, and the “eight habits of the heart” as a driving force within schools to ensure student success. Participants will learn how to mobilize their community building skills as well as learn the advantages of doing so.
Eileen Griffin
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Educational Psychology: Building Relationships with Students from Different Economic Backgrounds (10 Hours)
PURCHASE|SHOW DESCRIPTION

The course is focused on providing participants with information and practice that will lead to self-awareness and classroom implementation of effective strategies for working with English Language Learners, students from poverty, and urban learners from poverty. The successful practitioner will learn to identify areas of bias in the classroom, in the curriculum, and within themselves, and choose appropriate tactics for removing bias. Participants will gain an understanding of the special needs of students from diverse backgrounds and students with language deficits. They will develop strategies to incorporate ideas for reaching all students in the classroom and create lessons in which students’ differences are acknowledged while building and fostering a sense of community within the classroom.
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Educational Psychology: Character Education, Part 1: Community and Cultural Education (15 Hours)
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. 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. 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. 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 Development Part 2 for additional course credits.
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Educational Psychology: Character Education, Part II: Positive Role Models and Proactive Educators (15 Hours)
PURCHASE|SHOW DESCRIPTION

This course encourages participants to create an environment that is conducive to learning by encouraging students to take personal responsibility for their actions and by creating a positive moral climate for solving conflicts. 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 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 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 Development Part 1 for additional course credits.
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Educational Psychology: Teaching Diverse Learners, Part I (10 Hours)
PURCHASE|SHOW DESCRIPTION

Success in the classroom is not just a matter of knowing the subject; it is a matter of knowing the students. Having a working knowledge of the human development of students in regard to mental, physical, social, and emotional development can be critical to the success of the teaching and learning experience. Early practitioners believed that students came to the classroom as a blank slate ready to be filled by the all-knowing teacher. Today’s educators know that students come to the classroom with a variety of experiences and prerequisite skills for learning, and the teacher is more of a coach and mentor than imparter of all knowledge. This course will provide teachers with realistic information, strategies, and practices related to teaching students today. Participants will look at the factors that make students diverse and the instructional implications for teaching to diverse populations. Information on building resiliency, fostering a sense of community within the classroom, the importance of teaching to student modalities, and the effects of poverty on student learning are included. Emphasis is placed on working with different types of students: 1. English Language Learners 2. Students from poverty 3. Urban learners from poverty
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Educational Psychology: Teaching Diverse Learners, Part II (10 Hours)
PURCHASE|SHOW DESCRIPTION

Instruction is focused on providing participants with information and practice that will lead to self-awareness and classroom implementation of effective strategies for working with English Language Learners, students from poverty and urban learners from poverty. The successful practitioner of Working With Today’s Diverse Learners will: • Identify areas of bias in the classroom, in the curriculum, and within themselves. • Choose appropriate tactics for removing bias. • Gain an understanding of the special needs of students from diverse backgrounds and with language deficits. • Understand that all students come to the classroom with a set of beliefs based, in part, on their past experiences. • Incorporate ideas for reaching all students in the classroom. • Create lessons in which students’ differences are acknowledged. • Build and foster a sense of community within the classroom.
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Educational Psychology: Teaching in a Mixed Ability Classroom, Part I (10 Hours)
PURCHASE|SHOW DESCRIPTION

This session is 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. The program includes attention to strategies for compacting the regular curriculum and standards and providing consistent opportunities for gifted students to be engaged in appropriately differentiated learning experiences. Course Goals: • To build a classroom community that accommodates learning styles to reach the needs of all children • To learn homework to address the needs of the gifted students • Address the needs of students at both ends of the bell curve in the regular classroom
Susan Winebrenner
Susan Winebrenner
Susan Winebrenner
Susan Winebrenner
Susan Winebrenner
Educational Psychology: Teaching in a Mixed Ability Classroom, Part II (10 Hours)
PURCHASE|SHOW DESCRIPTION

Teachers will understand the reasons why some students do not achieve at a satisfactory level. They will learn specific strategies to remedy this situation. Teachers will also learn how to pre-assess advanced students in any skill work area. Teachers will be able to use strategies that allow gifted students to demonstrate prior mastery with full credit for what they already know, and which allow them to move through new content at an appropriately accelerated rate. Teachers will also be able to create extension menus that allow advanced learners to move beyond the required standards to incorporate their own interests into their learning of the regular curriculum. Review of the Name Card Method should make it easily accessible for all teachers.
Jay McTighe
Donald Deshler
Donald Deshler
Susan Winebrenner
Susan Winebrenner
Educational Psychology: Teaching Students from Poverty (10 Hours)
PURCHASE|SHOW DESCRIPTION

Participants are introduced to diversity and its implications in the classroom with an emphasis on urban learners and students from generational poverty. Strategies for how to help students construct personal meaning to assist in learning and to teach students how to organize what they learn in class are presented. Models for how process skills can be taught and suggestions for how to assess student acquisition of process skills including compare and contrast, classification, inductive thinking, deductive thinking, and generalization are introduced. The presenter considers some of the factors that hinder students from poverty from making effective decisions and being effective problem solvers. She gives particular attention to the role that the hidden rules by which these students often operate prevent them from making good decisions. If teachers are to help students from poverty succeed, they must learn how to effectively deal with the behaviors that students bring with them to the classroom.
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Educational Psychology: Teaching the Diverse Brain (10 Hours)
PURCHASE|SHOW DESCRIPTION

Participants will be introduced to intervention strategies that are effective in helping students learn new vocabulary. These strategies encourage teachers to help their students adopt systematic approaches to data and texts. They also rely heavily on the use of organizers, both linguistic and graphic organizers. Participants will be shown the importance of helping students understand the structure of language and how helping students use mental models can increase their ability to learn new vocabulary. New suggestions will be offered for helping students construct personal meaning and how to help them learn how to organize what they learn in class. Procedural knowledge must be taught directly. Teachers cannot depend on students picking up these skills on their own. Models for how process skills can be taught and suggestions for how to assess student acquisition of process skills including compare and contrast, classification, inductive thinking, deductive thinking, and generalization.
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
General Topics: Legal Issues in Education: A Free and Appropriate Education (10 Hours)
PURCHASE|SHOW DESCRIPTION

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
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