The LEP curriculum, Lessons in a Land Ethic, is an innovative, interdisciplinary conservation ethics curriculum targeted for grades 6 - 12. The LEP increases students awareness of the land and informs them of how to make responsible choices for our planet, while simultaneously teaching important social, collaborative and critical thinking skills.

Lessons in a Land Ethic is unique in that it uses a classic environmental literary work, Aldo Leopold´s A Sand County Almanac to reach students with a conservation ethics message that strives to instill an appreciation for the land community.

Based on State Board of Education requirements, there exists a need for educators to be trained in the knowledge and skills for instructing and implementing environmental education. The course is designed to familiarize teachers with various teaching tools used to encourage students in developing a land and environmental stewardship ethic.

Objectives include:

• expanding experience levels of "reading the landscape"
• learnng how to create a personal land ethic in young people
• exposing participants to environmental literature and related activities
• developing an action plan for classroom implementation

This course is for teachers and administrators in grades 3 - 12. It meets the following professional development criteria: Content knowledge – foreign language, world culture for social studies, and Teaching skills—it helps teachers understand and be able to communicate with ESL students from Chinese speaking countries, and Parents and community partners—it helps teachers build connections with parents and community partners from Chinese speaking countries, this course will also provide Administrators with professional development to Think and plan strategically, Create a culture of teaching and learning, and Managing resources.

This is a beginning level course that introduces variety of themes of Mandarin Chinese to the students. Skills of speaking, listening, reading and writing will be introduced in this course. Chinese culture, current events and facts will be sprinkled throughout the course in an attempt to help the learner focus on the Chinese speaking world and the people.

Participants may need to update or install certain software components - Java, Flash, Shockwave, Skype, and others - on their computers to the latest versions.

Participants may need to change some settings in WINDOWS to allow for Chinese characters to be displayed.

Participants will need to use a computer with a microphone and speakers or a headset with microphone, to speak and record assignments; a headset is recommended.

Participants must have a working knowledge of computers and Internet use, high speed Internet access, and a working email account for the duration of the course.

Additional instructions will be provided on the course site after the course opens on Blackboard.

This course is online and available for 24 hours a day during the term of the course. Participants have 2 weeks from the end of the course to finish work.

This is an online course. You will receive specific information concerning this course or workshop on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. If books or materials are included in the tuition, these items will be mailed to you, provided the course is paid for, before the start of the course.

Please make sure your email address is correct in your account on this site.

This course is for all Teachers and Administrators in grades K-12 and meets the following professional development criteria: Reading, Writing, Social Studies, Science, Mathematics, Technology Education, Computer and Information Technology, Reading Comprehension and Teaching Skills. It is recommended that participants should be familiar with the Windows Operating System, Microsoft Office tools, such as WORD, EXCEL and PowerPoint, and have experience using the internet in order to complete the required course activities. Participants should bring one of their classroom textbooks to the Blackboard class to provide content for the hands-on demonstrations.

This course will provide entry level instruction on the Blackboard Academic Suite, an online learning platform used to create and teach online classes. The instructor will outline the tools and software options available in Blackboard and provide hands-on application of the tools by having participants create model lessons in their own online course. The first session will introduce the authoring tools and the technical process of writing lessons, tests, creating web links, embedded assessments, and creating digital assignments.

The second instructional day of instruction will focus on advanced tools in Blackboard and the software add-ons embedded in the Blendedschool.net membership package (the organization that provides the Blackboard Academic Suite to Intermediate Unit 1 and other educational programs in PA). They will learn how to facilitate a live classroom, use voice authoring tools, create differentiated instruction, manage the grade book and monitor student participation.

Required out of class work: The participants will use the tools and techniques demonstrated in this class to create their own online lessons in a Blackboard online class.

This course is a prerequisite for the course "Developing Online Courses in Blackboard"

This course is for teachers in grades 6 -12. It meets the Act 48 professional development criteria for teaching and learning. The course is intended to enable teachers to use technology to reach students of varying levels of need via their schools’ websites and the teachers’ web pages. Of course, besides the needs of the students, it will also be a way for parents/guardians to keep track of what is actually going on in the classroom and to monitor homework assignments. The intent of the course is to instruct and share ideas on how to put course content on web pages and how to use different avenues on the internet for instructional means and reinforcement.

The items and lessons that will be covered will include how to start and maintain teacher web pages. There will be examples of different types of web pages and what makes them inviting and useful or not. Participants and the instructor will decide what to include and how to include different aspects of classroom lessons and whether website building software is necessary. Participants will learn how to include graphic organizers, different kinds of visual and audio media, surveys, quizzes, tests, our own attachments, blogs and wiki spaces. The instructor will survey teachers in regard to access to writing pdf files and scanning devices. Teachers will learn how to put homework assignments online and making them available to all students, especially students who have attendance issues or homebound issues. Participants will identify whether the textbooks that are used in the classroom have online versions with many extra resources to make classroom learning fun. Participants will examine, share, and develop an online safety pledge for students according to the school’s internet policies and the need for photo releases for students if this will be used. Participants will also learn how to use online calendars for planning and keeping students up to date and engaged in the learning process.

The course will include a 20 item pre and post test to measure technology skills, a step-by-step guide for teachers to build their site while interacting and sharing ideas with other teachers, and discussions of what seems to work in the different content areas.

The end product of this course will be the actual web pages uploaded online with a final plan of implementation by the teachers.

This course is online and available for 24 hours a day during the term of the course. Participants have 2 weeks from the end of the course to finish work.

This is an online course. You will receive specific information concerning this course or workshop on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. If books or materials are included in the tuition, these items will be mailed to you, provided the course is paid for, before the start of the course.

Participants must have a working knowledge of computers and Internet use, high speed Internet access, and a working email account for the duration of the course.

Please make sure your email address and PDE ID# is correct in your account on this site.

In this four-day learning institute, participants will be immersed in inquiry-based learning designed to construct a teachable understanding of the conservation and biodiversity of the Ohio Basin and the smaller watersheds that feed into it. Specific emphasis will be placed on how environmental changes and landscape alteration have impacted these smaller watersheds and the Ohio Basin. Conservation strategies designed to protect smaller watersheds will be examined.

Each learning institute will be comprised of four days, two of which will occur at the Zoo’s International Conservation Center (ICC) in Somerset County and two of which will occur at the Pittsburgh Zoo & PPG Aquarium (indoor overnight accommodations at the Zoo will be provided). Coursework will include both inside and outside activities.

Throughout the learning institute, participants will be required to reinforce concepts learned by creating a curriculum unit that contains at least one lesson plan on each of the following topics:

• History of the Ohio Basin.
• Biodiversity of the Ohio Basin.
• Assessing the health of a watershed.
• Interrelationships occurring within a watershed.
• Conservation strategies to protect ecosystems.

Basics techniques for writing and teaching an online course.

Prerequisite- Blackboard Basics course

Using the IU1 standardized format for an online course and basic Blackboard tools, the participants will write an online unit. Techniques for outlining and writing effective online lessons and the integration of quality internet resources will be discussed. During the weeks between class dates, participants will begin to write their own online course.

The final session will include a discussion of the participant’s recent online writing experience. Topics will include internet safety, copyright issues, the role of the facilitating online teacher and an introduction to advanced Blackboard tools and their application in online learning.

A portion of this course will occur online and a reliable internet connection with access to a PC computer and Internet Explorer are required. You can bring your own laptop computer, if you prefer. However, it should be a PC and have Internet Explorer software loaded.

Includes a required out of class assignment. Participants will write a portion of their online class and participate in online instruction using Blendedschools.net. Access to the software will be provided by IU1.

There is a prerequisite for this course: "Blackboard Basics"

This course is a prerequisite for the course "Teaching and learning through OnLine Classes"

This course is only for Fort Cherry Classroom Teachers.

This course is for teachers in grades K-2 and meets the following professional development criteria: content knowledge, teaching skills, and math skills development.

Participants will complete a variety of case study readings, be able to utilize new math games and tools used for building math competency and recognize criteria for concept understanding.

Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%.

• This course is designed for Fort Cherry Classroom Teachers. Teachers will recognize the essential elements and required building blocks of what students should be able to know for each grade level.
• The teachers as a result will be able to provide high quality learning experiences for students so that they may develop deep conceptual understanding of essential learning.
• Teachers will integrate Assessment anchors into higher level thinking activities.
• Teachers will develop instructional practices that foster problem solving, communication and reasoning through allowing multiple representations of task solving.

This course is for all K-12 educators including teachers, nurses, substitutes and counselors and meets the following professional development criteria: Teaching skills and reading.

The first session will be held at Little Lake Theater in Canonsburg, PA and includes a performance of the current outreach program from Little Lake, My Lunch Table.

For the first session only, participants will have a box lunch. <>Participants in the course will review pre performance materials, experience the performance, and design connections to their classrooms based on the performance and the materials. Other components of the course include aligning the performance and materials with the PA Academic Standards.

Sunny Disney Fitchett, the Artistic Director for Little Lake Theatre Company, will lead participants in the development of a character study.

The second day of class will be held at Intermediate Unit 1. During the second class participants will share their character studies, brainstorm new outreach program topics, explore additional ways to integrate the arts with academics and raise student achievement, and identify and develop classroom lessons integrating the arts.

Participants will complete pre and post tests, develop a character study, develop an action plan for implementation of the arts into their classrooms, and design a lesson aligned with the PA standards that integrates the arts.

This course is for all K – 12 teachers. It will inform teachers how to teach aspects of entrepreneurship in their classrooms. This is not just for business teachers but for everyone! This course will include content in Business, Management, and Administration, Finance, Marketing, Sales, Service, Reading Comprehension and Teaching Skills. Teachers who want to learn more information about owning/operating their own business could use this. Another reason is in today’s economy, downsizing and merging of businesses have led more people to create their own business.

The first step of starting your own business is to create a business plan! Participants will create a business plan and then select, develop, and operate a business. Participants will understand the impact of management of a business on the business environment.

Participants will complete a written project which will be to create a business plan from start to finish, pre and post test and discussions on the discussion board. An implementation plan will be completed by participants indicating how new learning will be integrated into their assignments. Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%.

This course is online and available for 24 hours a day during the term of the course. Participants have 2 weeks from the end of the course to finish work.

This is an online course. You will receive specific information concerning this course or workshop on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. If books or materials are included in the tuition, these items will be mailed to you, provided the course is paid for, before the start of the course.

Participants must have a working knowledge of computers and Internet use, high speed Internet access, and a working email account for the duration of the course.

Make sure your email address and PDE ID# is correct in your account on this site.

This course is for all teachers in grades K - 12 and will focus on differentiating instruction for special education and regular education students to improve student achievement.

Participants in this course will work in small groups or individually to study areas related to the improvement of student achievement or special studies related to special education students. Participants will explore and share research, resources, classroom activities and instructional strategies. The study group will provide a collaborative and supportive forum for discussion, inquiry, reflection and research. Participants will develop an action plan for their classrooms based on their research and collaboration.

*Required out of class work will include the development of group action plans and portfolios. Participants will communicate with the facilitator by email between beginning and ending sessions. The group will share the results of their study at the last meeting. In addition, the action plan will be implemented and a follow up report of the implementation process will be presented by at least one of the group members to a new Facilitated Study Groups participant group or a supervisor.

Participants must complete this registration and also apply to the teacher residency program at www.fallingwater.org/87/ or contact Cara Armstrong at 724-329-1441 x1100, or CArmstrong@paconserve.org.

You must be accepted into the residency program by Fallingwater before attending.

This interdisciplinary course helps teachers use the architectural design process to foster creative thinking in any subject area.

Using Frank Lloyd Wright´s Fallingwater as a classroom, teacher residents study the lessons of Wright´s organic architecture, and apply them in hands-on workshops and studios. The course uses an activity-based inquiry approach, emphasizing problem solving as an important educational method. Designed for teachers who want to incorporate an architectural curriculum into any course of study, participants use the process of discovery as a model for student-directed learning.

Participants learn to articulate, analyze, and interpret the built environment through an extended on-site study of Fallingwater from historical, architectural, and aesthetic perspectives. Hands-on studios in architectural and landscape design form the basis of the application process. Beyond an invigorating look at architecture education, participants will explore how to use design to enrich the human relationship with the natural world.

Participants will design and build temporary installations that explore how buildings and the natural environment interrelate. Participants use a local community as the subject of "Walk Around the Block," a workshop in visual literacy that teaches how to use primary sources (buildings, their residents, and documents) to understand local history. The course will provide applications for use in participants´ own schools and communities, and a course guide with activities, bibliographies, and other resources in architectural education. Participants are required to dress appropriately for outdoor and light building experiences.

Required out of class work will include assigned readings and documentary videos between course sessions; developing an in-class project which uses an activity-based, inquiry approach to explore an architecture-related topic; and linking this project to the Pennsylvania academic standards.

In order to particpate in this course, potential registrants must have completed a previous Fallingwater teacher residency program. Participants must complete this registration and also apply to the teacher residency program at www.fallingwater.org/87/ or contact Cara Armstrong at 724-329-1441 x1100, or CArmstrong@paconserve.org.

You must be accepted into the residency program by Fallingwater before attending.

This course is part of the Fallingwater Teacher in Residency Program created in 1991 to provide an in-depth live in experience to teachers keenly interested in incorporating an architectural curriculum into the classroom.

Intermediate Unit 1 is collaborating with Fallingwater to offer two (2) credits for 30 hours of the instructional and studio time involved. Many additional hours will be required to complete the residency program. Acceptance is based upon qualifications and ability to extend the program into the classroom. Enrollment is limited and is competitive.

Alumni of the Teacher´s Residency I program return to Fallingwater and share what they have learned in the classroom and share with other teachers how they are using architecture and Fallingwater to spark creative thinking in their own subject areas. Each participant will be responsible for presenting a half-day session related to his/her area of expertise using inquiry-based learning and Fallingwater. Time is also spent exploring surrounding sites in the Laurel Highlands and integrating them, or sites like them, into the classroom, while addressing various learning styles and multiple intelligences.

Participants are required to dress appropriately for outdoors and light building.

This course is for all regular and special education teachers of all grade levels and meets the following professional development criteria: academic content, reading comprehension, and teaching skills.

Participants will complete a written project, performance assessment and an action plan for implementation. Participants will be assessed using a 20 item multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.

December 7, 1941 – September 11, 2001:Days of Destiny embedded in the American psyche. The first date represents the bombing of Pearl Harbor carried out by a powerful state; the second a terrorist attack led by the shadowy maverick, Osama bin Laden. Yet the motives of both were similar — to halt the spread of Western Culture that had unleashed forces of change. Each viewed change as a threat to their traditional way of life resulting in scapegoating and violence against Western Civilization.

What connection to either real or imagined grievances would induce anyone to give up their life when a society begins to change? When people believe their way of life is threatened, they may promote certain racial and religious beliefs to defend themselves.

This course will examine the influence of racial ideology as one of the root sources inspiration for terrorist activity in the U.S. and abroad.

In addition, religion as source of contemporary terrorism must be examined. When a society undergoes change, religious beliefs may appear to be under attack and followers feel they are losing control of their own lives. In defending their religion some Muslims, Christians and Jews have responded by acting out their more aggressive instincts using aspects of their religion to justify their behavior. They have convinced themselves they are practicing self- preservation.

Through discussion, readings, web site analysis, and video selections participants will attain tools necessary to reach a greater understanding of these timely issues thus enabling them to help students deal with these issues.

This course is for K – 12 Teachers and meets professional development criteria for teaching skills.

This course will provide an in depth look at ways to get kids outside in the fall while meeting academic standards. Our goal is to get kids outside and moving and learning about their environment at the same time. Many of the lessons we will be doing will be crossing the curriculum.

Topics will include a ride through the transportation history of PA, How the Youghiogheny River has Shaped Ohiopyle and many, many more... We hope to provide teachers with new skills and knowledge that they can pass on to their students in the classroom.

The goal of this course is to assist participants and their students in developing awareness, knowledge, skills and a commitment to make informed decisions, which will lead to responsible behavior and attitudes towards our native wildlands.

Participants will be biking 9 miles on the Youghiogheny River Trail and hiking several miles on the second day of the workshop. We will also be hiking a great deal for this class. This is an integral part of the course, if you are not comfortable with this, this course is not for you.

Participation in this program provides teachers with a knowledge and background related to the Pennsylvania Academic Standards for Environment and Ecology; Health, Safety and Physical Education; and History.

Participants must dress appropriately for outdoor activities and the weather. A list of recommended and permitted gear will be provided before the course begins.

Teachers will be required to submit a plan as to how they will use this information in their classroom. Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%, and will complete a performance assessment.

This course is for K – 12 Teachers and meets professional development criteria for teaching skills. This course will provide an in depth look at ways to get kids outside in the winter while meeting academic standards. Our goal is to get kids outside and moving and learning about their environment at the same time. Many of the lessons we will be doing will be crossing the curriculum. Topics will include snowshoe history, snow and its chemistry, the physics of cross country skiing, and winter tracking and hiking. We hope to provide teachers with new skills and knowledge that they can pass on to their students in the classroom.

The goal of the course is to assist participants and their students in developing awareness, knowledge, skills and a commitment to make informed decisions, which will lead to responsible behavior and attitudes towards our native wildlands.

Participants will understand the importance of getting their students outside in order to teach them about the environment.

Participants will be learning how to use cross country skis and snow shoes and trekking through the woods using one or both of these methods. We will also be hiking for a portion of this class. This is an integral part of the course, if you are not comfortable with this, this course is not for you.

Participation in this program provides teachers with a knowledge and background related to the Pennsylvania Academic Standards for Environment and Ecology; Health, Safety and Physical Education; and Science and Technology.

Participants must dress appropriately for outdoor activities and the weather. A list of recommended and permitted gear will be provided before the course.

Teachers will be required to submit a plan as to how they will use this information in their classroom. Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%, and will complete a performance assessment. Out of class work will include reading and a lesson plan.

This course will meet at the Stonehouse in Ohiopyle State Park. Take route 40 to 381 north in Farmington. GO 7 - 8 miles, coming into Ohiopyle, you´ll see slides on the right, Kentuck Rd on left, just after Kentuck Rd, turn left inot the driveway. The address is 180 Main Street, Ohiopyle, PA, 15470.

This registration is only for educators in the McGuffey School District.

This course is for teachers in grades K-12 and meets the following professional development criteria: teaching skills; analyze and use data; parents and community partners; and reading comprehension, and teaching skills.

The responsibilities of today´s educators include the mandate to remain current, if not cutting edge, with regard to the implementation of technology as both an effective management tool and an appropriate instructional tool. McGuffey School District is one that is dedicated to the provision of technology tools to teachers, students, and administrators all to the desired outcome of improving the effective management of limited resources, improving the delivery of effective instruction, and increasing student engagement and student achievement for all regular education and special education students.

In order to properly implement the available technology, educators must engage in professional development activities that provide them with a working knowledge of educational application of the technology, the appropriateness of the technology in the public school setting, the economic factors relevant to implementing the technology and the possible benefits relevant to increased student engagement and achievement. Evidence of mastery of the course will be calculated according to pre and post exams and class assignments. Each performance task will be measured according to the attached rubrics.

This course is for any educator in grades K - 12.

EBS is a compilation of research and various models, which emphasizes school climate, collaborative rule making (Code of Conduct), teaching expected behaviors, and intervention strategies designed to teach the student to make responsible choices. Its foundation is based on the works of Abraham Maslow, Rudolf Dreikurs, (Children the Challenge), Linda Albert (Cooperative Discipline), Thomas Lickona), and Harry Wong (First Days of School). Format: discussions, group activities, individual project, readings and videos.

Out of class work will be emailed and brought to class. Other class work: Creating Code of Conduct, + - Charts, readings from Thomas Lichman, duplication of class meeting, identify strategies in the classroom.

This course is designed for all educators and administrators K-12. The course will address the following professional development criteria: Teaching and learning skills based on research on effective practice for educators and students; classroom based assessment skills; and thinking and planning strategically to ensure that curriculum, instruction, and assessment are aligned to each other as well as to the PA academic standards.

The course participants will Identify and define best practice instructional strategies for educators and students

• Describe and analyze the Act 48 and Instructional II workshop and course guidelines
• Create a workshop or course outline that integrates research on effective practice for educators and students; classroom based assessment skills; and thinking and planning strategically to ensure that curriculum, instruction, and assessment are aligned to each other as well as to the PA academic standards
• Complete a pre-post test

Course Objectives
The instruction will enable the participants to:

• Identify and define best practice instructional strategies for educators and students
• Describe and analyze the Act 48 and Instructional II workshop and course guidelines
• Create a workshop or course outline that integrates research on effective practice for educators and students; classroom based assessment skills; and thinking and planning strategically to ensure that curriculum, instruction, and assessment are aligned to each other as well as to the PA academic standards
• Complete a pre-post test
• Complete an action plan for implementation

This course is designed for all Teachers in grades K-12 and provides professional development in content knowledge in reading, reading comprehension and teaching skills.
Participants will complete a written project, performance assessment and an action plan for implementation.
Participants will be assessed using a 20 item multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.

In an online format, participants will discover and implement reading activities (pre-reading, during reading, and post reading) within the classroom, written evaluations of the reading activities, shared discussions with fellow classmates regarding the pros and cons of reading activities as part of their personal research, implementation and growth.

This course is online and available for 24 hours a day during the term of the course. You will receive specific information concerning this course or workshop on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. If books or materials are included in the tuition, these items will be mailed to you, provided the course is paid for, before the start of the course.

Participants must have a working knowledge of computers and Internet use, high speed Internet access, and a working email account for the duration of the course.

Make sure your email address and PDE ID# is correct in your account on this site.

This course is for all teachers in grades K-12 and meets the following professional development criteria: enhances content knowledge and teaching skills, reading comprehension, math skills, and provides the knowledge and skills for administrators to think and plan strategically.
Participants will complete a written project, performance assessment and an action plan for implementation.
Participants are required to write two lessons plans with PA standards listed. Lesson plans must be ways to use chess in the classroom. Such as: writing notations or math problems.

This course highlights how to use the game of Chess in the classroom setting. Chess Federation sets will be utilized and on-line play of the game will be attempted. The course will emphasize how to play the game of Chess and implement Chess into the classroom setting. Participants will learn strategies and fundamentals of the game. The course will involve use of the Chess Federation Guide and Chess sets.

Required out of class work includes reading two chess articles and writing two lessons plans using Chess that align with the Pennsylvania State Standards. The instructor will provide an overview of critical thinking skills and the many uses of playing chess. Chess playing guides will be given to the class.

The lecture will include the following: 1. PSSA and Critical Thinking Skills 2. Many uses of Chess in the classroom. 3. Chess articles will be given to participants. 4. Rules and information about playing Chess. 5. Demonstration of the game. 6. Beginning to play the game of chess. The participants will be given time to practice the game. Participants will be given instructions on the requirements for the assignment and will engage in discussion about the assignment. The instructor will answer any questions about the assignment and review game play. The instructor will demonstrate how to use chess in the classroom. The participants will be given time to practice and write skills in playing the game.

The lecture will include: 1. Uses of critical thinking skills. 2. Chess play time (fundamentals). 3. Advanced strategies of the game. 4. Lesson review. 5. Conclusion/Wrap up

Participants will be given time to write strategies and play the game with a partner. Participates will work on lesson plans that correlate with the Pennsylvania State Standards. Participants will turn in two lesson plans.

You do not need to know how to play chess to take this course.

This course is only for Albert Gallatin teachers in grades 7 - 12, in any content area. It meets the following professional development criteria: content in Teaching and Learning and Professional Development and Teaching Techniques and Strategies. The following topics will be covered in this course: student-centered learning through effective lesson planning, the classroom management of technology, formalized coaching, webquesting, use of Promethean board, podcasting and blogging, digital story-telling, open source and web hosting / web posting.

Participants will be required to implement technology presented in the course in their own classroom lessons / plans. Each technology strand must be documented in the participant?s lesson plans and reflected upon in their journal. The final project will include samples of each technology strand implemented and evidence of their use in the participant´s classroom (i.e. lesson plans, coach/teacher log, student artifacts, and the participant´s reflection journal). Assessment for the course will be based on the following: attendance, pre and post test/survey, successful classroom / lesson application of at least 80% of the strategies presented, completion of reflection journals, and completion of final project. Participants will also complete a final implementation plan / reflection indicating how the technology strands presented in the course will be incorporated into future lesson plans.

*NOTE*
If you took the three credit Reflective Practitioner course, you may not take this course.

This course is for all K-12 educators including teachers, nurses, substitutes and counselors and meets the following professional development criteria: Teaching skills and analyze and use data. This course will provide guidance for building a professional portfolio including the requirements for completing the Level 1 to Level II assessment (PDE 427) for domains 1 and 3. Domains 2 and 4 will be overviewed.

This course is not limited to new teachers, but is appropriate for all professionals whether they need to complete the competencies for PDE 427 or develop their own professional portfolios. The participants will develop a lesson plan, teach one of the domains, develop portfolio artifacts, and reflect on practice. Participants will also complete pre and post tests and develop an implementation plan. Participants should bring a 2 or 3 inch binder and dividers.

The instruction will enable the participants to:
• Identify best practices for classroom instruction
• Identify appropriate artifacts in domains 1 and 3 from PDE 427
• Construct higher level questions for the classroom
• Develop a professional portfolio
• Design and present a classroom lesson integrating domain 1 or 2
• Develop an implementation plan
• Write reflections on classroom observations and activities or demonstrations

*NOTE*
If you took the three credit Reflective Practitioner course, you may not take this course. The Reflective Practitioner Part 1 is NOT a PREREQUISITE for this course

This course is for all K-12 educators including teachers, nurses, substitutes and counselors and meets the following professional development criteria: Teaching skills and analyze and use data.

This course will provide guidance for building a professional portfolio including the requirements for completing the Level I to Level II assessment (PDE 427) for domains 2,3 and 4.

This course is not limited to new teachers, but is appropriate for all professionals whether they need to complete the competencies for PDE 427 or develop their own professional portfolios. The participants will develop a lesson plan, teach one of the domains, develop portfolio artifacts, and reflect on practice. Participants will also complete pre and post tests and develop an implementation plan. Participants should bring a 2 or 3 inch binder and dividers.

The instruction will enable the participants to:
• Identify best practices for classroom instruction
• Identify appropriate artifacts in domains 2,3 and 4 from PDE 427
• Construct higher level questions for the classroom
• Develop a professional portfolio
• Design and present a classroom lesson integrating domain 3 or 4
• Develop an implementation plan
• Write reflections on classroom observations and activities or demonstrations

This course is intended for any k-12 teacher, counselor, school social worker, SAP member, including mental health and social service, as well as nurses.

To effectively help students cope through their grief experience, educators must continually enhance their own knowledge and have a clear understanding of loss, grief and mourning. Whenever a relationship ends, by death, loss is experienced. Teachers, counselors, and school nurses are in a good position to facilitate the grieving process.

This course will explore the normal adult and child developmental issues around death and loss, behavior issues, strategies for the classroom, case studies of children and adolescents, as well as resources that can be used in the classroom.

Out of class work includes: reading assignments, the creation of a written “Exploring Your Own Grief History”, and preparation of an action plan for their classrooms dealing with a grieving child.

This course is for all teachers in K - 12 and meets the professionalk development requirements for academic content, reading comprehension, and teaching skills.

In an online format, participants will discover and implement writing across the curriculum activities (graphic organizers, essay writing, writing to learn, and project writing) within the classroom, written evaluations of the writing activities, collaboration and shared discussions with fellow classmates regarding the pros and cons of writing across the curriculum activities as part of their personal research, implementation and professional growth.

This course is online and available for 24 hours a day during the term of the course.

This is an online course. You will receive specific information concerning this course or workshop on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. If books or materials are included in the tuition, these items will be mailed to you, provided the course is paid for, before the start of the course.

Participants must have a working knowledge of computers and Internet use, high speed Internet access, and a working email account for the duration of the course.

Make sure your email address and PDE ID# is correct in your account on this site.