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WELCOME, KENTUCKY EDUCATORS!

Enroll in KDS online courses to earn Professional Development Hours
towards the 24-hour requirement.

** REGISTRATION NOW OPEN **

Course length: 12 Hours (self-paced)
Credits earned: 12 Professional Development Hours (each)
Cost: $64, no materials fee
Timeframe: On-demand,  24/7 access over a 2-month period per course

Certificates: Print certificates of completion upon completion of each of 8 segments.

PRINT A FLYER to share with colleagues!

About KDS Courses: Kentucky Professional Development Courses consist of 8 topics, each including an online video-based lecture, pre- and post-assessment questions, and optional discussion board participation. (Printable study guides and resources included.)

*KDS Courses are registered on the Kentucky Department of Education's Online Bulletin*

Other Applications:  Ask your district for prior approval to utilize courses towards:
         * In-Service Credits towards salary upgrades
         * Other professional development, recertification or license renewal

Check out our New Testimonials for KDS Salary Upgrade Programs.

For further information, please contact us at 1-800-728-0032 or by email at KY@kdsi.org.

COURSES OFFERED

Interactive Learning for English Language Learners
PURCHASE|SHOW DESCRIPTION

This course is 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, styles of communication, public and private voice, and implications for classroom instruction, and discourse patterns are among the significant issues addressed. 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.
Stages of Language Acquisition		David Noyes
Making Connections: Prior and Background Knowledge		David Noyes
Cooperative Learning and English Language Learners		David Noyes
Vocabulary and English Language Learners		David Noyes
Interactive Learning and Text Adaption for English Learners		David Noyes
The Application of Formal Language and Social Context for ELL		David Noyes
English Language Development		David Noyes
Assessment for English Language Learners		David Noyes

Challenging Gifted Students Using the SCG Model, Part 1
PURCHASE|SHOW DESCRIPTION

This course will cover an in-depth set of topics that describe the School-wide Cluster Grouping Model to educators. 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. The course will cover effective evaluation of the gifted cluster program. Participants will learn to identify gifted students and learn how to implement the SCGM in the classroom. Participants will learn the responsibility of the SCGM and the training necessary to become an SCGM teacher. Participants will be introduced to certain relevant terms such as cluster variations, cluster grouping, twice exceptional gifted students, and non-productive gifted students. There will also be video of classroom demonstrations in which participants will learn the name card game, various use of questioning, and other differentiated instruction techniques.
Description of the SCGM to Educators		Susan Winebrenner
Description of the SCGM to Parents		Dina Brulles
Teaching Strategies for Students in the Primary Grades		Dina Brulles
Demonstrations in Primary Classrooms		Dina Brulles
Teaching Strategies for Students in the Intermediate Grades		Susan Winebrenner
Demonstrations in Intermediate Classrooms		Dina Brulles
Demonstrations in Middle School Classrooms		Dina Brulles
Using Effective Questioning Strategies		Susan Winebrenner

Challenging Gifted Students Using the SCG Model, Part 2
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. Participant will gain further insight about the name card method and research, which support SCGM theories. The course will also provide additional demonstrations of teaching techniques for gifted cluster teachers and training for gifted specialists and mentors. Participants will be introduced to all aspects of gifted cluster meetings for teachers, and the methods for monitoring progress in the SCGM will be identified. Participants will be given the guidelines for creating a database for tracking the growth of gifted students. The course will offer an in-depth insight to professional development and curriculum differentiation and address the needs of special population students.
Training for Gifted Specialists and Mentors		Dina Brulles
Creating and Using Effective Extension Menus		Susan Winebrenner
Gifted Cluster Teacher Meeting		Dina Brulles
Evaluating the SCGM		Dina Brulles
Special Populations		Susan Winebrenner
Additional Demonstrations of Teaching Strategies		Dina Brulles
Research Supporting the SCGM		Susan Winebrenner
Wrapping Up the SCGM		Susan Winebrenner

Character Education Part 1: Community and Cultural Change
PURCHASE|SHOW DESCRIPTION

Course 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 Education, Part 2 for additional course credits.
Session 1: Character: An Initiative with Far-Reaching Consequences		Clifton Taulbert
Session 2: Why the Character Focus: The Cultural Shift - A Society in Change		Clifton Taulbert
Session 3: The Cultural Shift: Impact Upon the Classroom		Clifton Taulbert
Session 5: The Role of the Teacher in the Midst of Change		Clifton Taulbert
Session 7: The Role of the "Affective" Dimension of the Learning Process		Clifton Taulbert
Session 8: Character Education on Campus		Clifton Taulbert
Session 9: The Federal Government in Schools		Clifton Taulbert
Session 10: The Power of Community - Building and Sustaining		Clifton Taulbert

Character Education, Part 2: Positive Role Models and Proactive Educators
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 Education, Part 1 for additional course credits.
Session 13: Building Partnerships - Beyond the School		Clifton Taulbert
Session 14: The Athletic Coach - A Character Development Asset		Clifton Taulbert
Session 15: Adult Behaviors Matter - Your People Will Do What They See You Do		Clifton Taulbert
Session 16: Empowering Your Intent - Personal Leadership		Clifton Taulbert
Session 17: Empowering Your Intent - Timeless Habits 1		Clifton Taulbert
Session 18: Empowering Your Intent - Timeless Habits 2		Clifton Taulbert
Session 19: Empowering Your Intent - Timeless Habits 3		Clifton Taulbert
Session 20: The Proactive Educator - Knowledgeable and Committed		Clifton Taulbert

Creating and Running a Successful Classroom
PURCHASE|SHOW DESCRIPTION


Games as Tools for Learning		Rick Wormeli
User Friendly Data Tools for Schools		Lynda Irvin
Homework Practices and Policies that Work		Rick Wormeli
Strategies to Reduce Classroom Disruption		Rick Wormeli
School and After School Connections		Daryl Bundrige
What Great Teachers Do Differently: Part 1		Todd Whitaker
What Great Teachers Do Differently: Part 2		Todd Whitaker
What Great Teachers Do Differently: Part 3		Todd Whitaker

Special Education and Technology
PURCHASE|SHOW DESCRIPTION

The Master of Science in Special Education is designed for educators and other professionals who want to become knowledgeable about educational learning problems and teaching strategies to enhance the performance of students with disabilities. The purpose of the Preliminary Level I credential program is to prepare National University students for teaching positions where students in the K-12 public school system who manifest either mild/moderate or moderate/severe disabilities are served. The purpose of the Education Specialist Level II programs is to prepare professional level teachers, who are reflective thinkers, researchers, and skilled instructional practitioners.
Motivating and Engaging the Middle School Student		Rick Wormeli
Brain Research and the Middle School Student		Rick Wormeli
Managing the Differentiated Classrooms		Debbie Silver
Teaching Gifted Kids in the Regular Classroom: Part 1		Susan Winebrenner
Teaching Gifted Kids in the Regular Classroom: Part 2		Susan Winebrenner