Products tagged with 'professional development'

Professional Development for Non-Traditional Educator Preparation Program (NTEPP) Students

Professional Development for Non-Traditional Educator Preparation Program (NTEPP) Students

Professional Development for Non-Traditional Educator Preparation Program (NTEPP) Students

Professional Development for Non-Traditional Educator Preparation Program (NTEPP) Students

Professional Development for Non-Traditional Educator Preparation Program (NTEPP) Students

Professional Development for Non-Traditional Educator Preparation Program (NTEPP) Students

Professional Development for Non-Traditional Educator Preparation Program (NTEPP) mentors. Contact Tracey Meyerhoeffer for directions regarding access to the course. The assignment for this course will be to compose a one to two page reflection paper detailing the ways in which the course has influenced and improved their skills in mentoring.

Professional Development for Non-Traditional Educator Preparation Program (NTEPP) mentors. Contact Tracey Meyerhoeffer for directions regarding access to the course. The assignment for this course will be to compose a one to two page reflection paper detailing the ways in which the course has influenced and improved their skills in mentoring.

Minidoka County School District Professional Development Course. Classroom Culture has three parts. Part one is an online course, which is centered around the Five Principles of Classroom Culture: 1. Calm, Consistent Behavior 2. Sustainable Routines 3. First Attention to Best Conduct 4. Scripted Interventions 5. Restorative Approaches Part two involves classroom instruction which may be delivered as individual modules or in a single session. During this instruction, participants will experience a deeper understanding of the Five Principles of Classroom Culture and have the opportunity to discuss, plan, and reflect upon implementation strategies. Part three is a reflection of strategies. After fully implementing at least two of the five strategies, write a 1–2-page reflection. What led you to choosing these strategies? How did you implement the strategies? How did your students respond? What are your next steps in implementation?

Minidoka County School District Professional Development Course. This training gives you the skills to build an effective culture of safety within your organization. CPI Verbal Intervention Training is a safe, non harmful behavior management system designed to help professionals in any setting provide the best possible Care, Welfare, Safety, and Security of individuals presenting a range of crisis behaviors. The focus of this program is to build the knowledge and skills you need to recognize and manage crisis behaviors you may encounter in your workplace. As you manage these behaviors, you will begin to establish a common philosophy and a culture of safety in your organization. Verbal Intervention is broken into three parts. The first part is the completion of online modules surrounding the principles of verbal intervention, completed on an individual level. Part two is an in-person class discussion of the modules. During this instruction, participants will experience a deeper understanding of Verbal Intervention strategies and have the opportunity to discuss, plan, and reflect upon implementation strategies. Part three is a reflection of strategies. After fully implementing at least two verbal intervention strategies, write a 1–2-page reflection. What led you to choosing these strategies? How did you implement the strategies? How did your students respond? What are your next steps in implementation?

Cassia County School District Professional Development Course. Upon completion of this course, students will be able to: 1. Become familiar with the characteristics, strengths, and needs of language learners and other students. 2. Identify specific details about learners in each educator's circle of influence, including students' assets and needs. 3. Create a plan to leverage individual student strengths and address the needs of individual students. 4. Identify classroom strategies to proactively and purposely develop student academic language in a content area. 5. Identify specific vocabulary words and definitions for instruction that are essential for instruction in a content area. 6. Make and execute a plan to use explicit vocabulary instruction in a live lesson in a classroom environment. 7. Explore methods and strategies used to allow or improve student interaction in the classroom. 8. Create or alter a lesson plan that increases opportunities for learners of any skill level to engage in meaningful interactions that increase understanding, expand vocabulary, and practice language in a non-threatening way. 9. Explore opportunities for adding visual comprehensible input to lesson design and instruction. 10. Identify different types of visual supports available in different context and for different purposes. 11. Identify opportunities for additional comprehensible input for one or more lessons.

Cassia County School District Professional Development Course. Upon completion of this course, students will be able to … 1. Understand the importance of effective classroom management, and its effect on classroom instruction. 2. Develop an awareness of the Tools for Teaching classroom management system and how to effectively apply its use to a classroom management plan. 3. Effectively arrange the classroom for optimal proximity & mobility. 4. Effectively “Work the Crowd” during instruction to manage most student behaviors. 5. Utilize the strategies of “Praise, Prompt, Leave”, “Visual Instructional Plans” (V.I.P), and “Say, See, Do Teaching” to create independent student learners. 6. Develop a classroom incentive system based upon student and classroom Preferred Activity Time (P.A.T.). 7. Develop a system to set high expectations and monitor the quality of student work. 8. Establish classroom rules, routines, procedures, chores, and a bell work routine to build classroom structure. 9. Manage a variety of student behaviors through the art of “Meaning Business”. 10. Produce responsible student behavior by utilizing responsibility and omission training.

Cassia County School District Professional Development Course. Upon completion of this course, students will be able to … 1. Understand the importance of effective classroom instruction which supports the development of both English language acquisition and academic content knowledge, and its effect on student learning. 2. Develop an awareness of the SIOP Model for instruction and how to effectively apply its use to classroom instruction. 3. Prepare instructional lesson plans which include applicable content and language objectives, appropriate lesson concepts, beneficial supplemental materials, adequate adaptations, and meaningful activities which support the lesson content and provide ample language opportunities for students. 4. Build student background knowledge by relating concepts to students’ background experiences, activating students’ prior knowledge, and explicitly teaching, reviewing, and incorporating new vocabulary during daily classroom instruction. 5. Understand and apply effective ways to make content comprehensible for students, including the use of appropriate speech, clear explanations of academic tasks, and a variety of techniques designed to make lesson content clear. 6. Enhance instruction through the use of student learning strategies, appropriate scaffolding, and ample questions and tasks designed to promote higher-order thinking. 7. Design instructional experiences that promote productive student interaction. 8. Incorporate lesson activities that provide students with rich opportunities to practice and apply new content and skills. 9. Understand the mechanics of effective lesson delivery, including lesson activities and tasks which support lesson objectives, high levels of student engagement, and appropriate lesson pacing for student learning and understanding. 10. Incorporate effective techniques for the review of lesson concepts and vocabulary, providing regular feedback to students, and continually assessing student learning and understanding during daily classroom instruction.

This course is designed by Lee Pesky Learning Center, an Idaho based non-profit with more than 25 years of experience helping individuals, families, and educators diagnose, understand, support, and remediate language-based learning disabilities, including dyslexia. This 15-hour course meets the requirements for the Idaho Literacy Achievement and Accountability Act and teacher recertification. Register for the course by copying and pasting this link to the Lee Pesky Learning Center page. https://www.lplearningcenter.org/product/event-understanding-and-supporting-students-with-dyslexia/ After you’ve enrolled for the course through the Lee Pesky Learning Center, register for the professional development credits here. Cost for the Dyslexia Course: $150 Cost for 1 CSI Professional Development Credits: $45

The College of Southern Idaho, in partnership with the Lee Pesky Learning Center, is a state-approved Idaho Comprehensive Literacy Course provider. The content of this course meets the requirements for ICLC and has been updated to include Standards #1, #2, #3 and #4 covering the following areas of literacy instruction: phonological awareness phonics fluency comprehension vocabulary writing instruction & assessment. This online course is completely self-paced. This course is offered completely online for your convenience throughout the year by the Lee Pesky Learning Center. Register for the course by copying and pasting this link to the Lee Pesky Learning Center page. https://www.lplearningcenter.org/product/idaho-comprehensive-literacy/ After you’ve enrolled for the course through the Lee Pesky Learning Center, register for the professional development credits here. Cost for ICLC Course: $385 Cost for 4 CSI Professional Development Credits: $180

The College of Southern Idaho (CSI) and the Idaho Digital Learning Alliance (IDLA) have teamed up with the Danielson Group and TeachForward to create a remote learning module. As an Idaho Educator you can register on this page to earn 3 professional development credits. Copy and paste this link to access the Free Remote Learning Module. https://platform.teachforward.com/auth/#/branding/IDAHO You will be required to create an account to access the course content. Each of the six clusters have a Notecatcher Tool to guide thinking and learning and strategies to consider implementing. Once you have completed the clusters, you must submit 6 completed Notecatcher documents to Tracey Meyerhoeffer (tmeyerhoeffer@csi.edu) to pass and subsequently earn 3 Professional Development Credits. Professional development credits CANNOT be used to satisfy degree requirements and are not eligible for financial aid. No refunds will be awarded.

This course will prepare your school team to implement high quality STEM teaching and learning, achieve STEM Certification, if this is your goal, and align teaching quality to the elements of rigorous STEM Project-based Learning (PBL). STEM PBL is an instructional approach that challenges students to learn how to learn through collaborative, real-world, STEM problem-solving. Research shows that compared with traditional lecture-based instruction, PBL improves student motivation, critical thinking and problem-solving skills, learning retention, and the ability to adapt learning to new and novel situations — critical skills for the 21st century workplace. Educators will see their own discipline from a fresh and energizing perspective, building excitement about teaching. Leaders will receive tools and practices to create a vision and enact that vision in your school or district. Funded by the Idaho STEM Action Center, Educurious facilitated four prior cohorts. Over the course of a year, learning from our collective experience during the COVID pandemic, Idaho STEM Leadership Academy Cohort V will consist of both in-person meetings and online sessions (some of which will be synchronous and others will be asynchronous). Your team will receive a detailed facilitator guide to enable you to take this course back to your school or school district.

This course will prepare your school team to implement high quality STEM teaching and learning, achieve STEM Certification, if this is your goal, and align teaching quality to the elements of rigorous STEM Project-based Learning (PBL). STEM PBL is an instructional approach that challenges students to learn how to learn through collaborative, real-world, STEM problem-solving. Research shows that compared with traditional lecture-based instruction, PBL improves student motivation, critical thinking and problem-solving skills, learning retention, and the ability to adapt learning to new and novel situations — critical skills for the 21st century workplace. Educators will see their own discipline from a fresh and energizing perspective, building excitement about teaching. Leaders will receive tools and practices to create a vision and enact that vision in your school or district. Funded by the Idaho STEM Action Center, Educurious facilitated four prior cohorts. Over the course of a year, learning from our collective experience during the COVID pandemic, Idaho STEM Leadership Academy Cohort V will consist of both in-person meetings and online sessions (some of which will be synchronous and others will be asynchronous). Your team will receive a detailed facilitator guide to enable you to take this course back to your school or school district.

This course will prepare your school team to implement high quality STEM teaching and learning, achieve STEM Certification, if this is your goal, and align teaching quality to the elements of rigorous STEM Project-based Learning (PBL). STEM PBL is an instructional approach that challenges students to learn how to learn through collaborative, real-world, STEM problem-solving. Research shows that compared with traditional lecture-based instruction, PBL improves student motivation, critical thinking and problem-solving skills, learning retention, and the ability to adapt learning to new and novel situations — critical skills for the 21st century workplace. Educators will see their own discipline from a fresh and energizing perspective, building excitement about teaching. Leaders will receive tools and practices to create a vision and enact that vision in your school or district. Funded by the Idaho STEM Action Center, Educurious facilitated four prior cohorts. Over the course of a year, learning from our collective experience during the COVID pandemic, Idaho STEM Leadership Academy Cohort V will consist of both in-person meetings and online sessions (some of which will be synchronous and others will be asynchronous). Your team will receive a detailed facilitator guide to enable you to take this course back to your school or school district.

Note: This course is the optional professional development credit for the Passports & Passages conference. Please be sure to register for the Passports & Passages conference as well.

This course will facilitate discussion among English teachers on the topics addressed at the 2023 Passports and Passages Symposium. The course includes a one-day symposium held at the College of Southern Idaho, Blaine County Center in Hailey. After the symposium, class members will participate in an email discussion of symposium topics and complete a project.

Minidoka Country School District Professional Development Course. Over the course of this credit, teachers and staff will learn about the Canvas Learning Management system and implement in their courses. The course will consist of attending the webinar training, completing the 22 days of Canvas and implementing Canvas into their classroom. The goal is for participants to gain knowledge and skills in effectively implementing Canvas in their classrooms. Participants will learn the basics of Canvas through a webinar and 22 daily tasks that include video and hands-on application. Participants will then apply what they have learned as they implement Canvas in their classrooms during the 2023-2024 school year.