The Learning Environment Category
21st Century Skills
[A]
In order for the Mississippi Bend Area Education Agency to assist schools in becoming 21st Century schools, the Agency must become a 21st Century organization. This course is designed to assist staff members in becoming 21st Century employees, by knowing, understanding, and applying 21st Century skills to their work. Participants will work in collaborative groups to improve their practices related to 21st Century skills. Participants will collect data around their professional development focus connected to 21st Century skills to show progress towards their professional development goal.
Course participants will have a data board in the May 21st Adult Science Fair as part of the Mississippi Bend Area Education Agency All Staff Celebration.
9 Essential Skills for the Love and Logic Classroom
With 9 Essential Skills for the Love and Logic Classroom, educators will become equipped with practical techniques that:
-Are simple and easy to use
-Teach responsibility and character
-Change lives and lower stress levels
-Have immediate and positive effects on students and schools.
The 9 Essential Skills for the Love and Logic Workbook is required for participation. You will need to purchase this from the instructor on the first day of class. The cost is $15, please bring a check or cash to purchase.
Registration for this course will close on August 25, 2009. Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
Behavioral, Academic, and Social Interventions for the Classroom (BASIC)
[A]
Behavioral, Academic, and Social Interventions for the Classroom is a Performance Learning Systems® course that provides educators with research-based interventions in the behavioral, academic, and social areas of student performance. Through a multi-tiered response to intervention model, educators implement a solution-seeking cycle for gathering information, identifying issues, and planning and assessing early and effective interventions. The course focuses on the teacher as the primary interventionist and includes universal and targeted classroom interventions that promote student resiliency and encourage students to reach for success. The course emphasizes creating a learning alliance with students to demystify the learning experience, focus on strengths-based learning, collaboratively set goals, and monitor the progress of behavioral, academic, and social interventions.
Note: All PLS registrations require a mandatory non-refundable $50 deposit per enrollment. Deposits may be transferred to a new course enrollment being offered in the same semester, otherwise, deposits are nonrefundable. all payments will be refunded on cancelled classes. Classes with enrollments below the minimum will be cancelled two (2) weeks prior to the start date.
Registration will close on February 5, 2010.
Building Communication and Teamwork in the Classroom
Compelling research across a broad spectrum of educational arenas clearly indicates that students learn and achieve better in a positive and inviting learning environment that emphasizes mutual respect and caring.
Building Communication and Teamwork in the Classroom™ is a Performance Learning Systems® course that equips experienced and beginning K-12 educators with the essential knowledge and skills necessary to foster an emotionally engaging classroom.
The selected strategies that participants will learn and practice are designed to improve teacher expertise in five specific areas: leadership, communication and listening, positive thinking, student support, and team building. Collectively, these skills are at the center of what makes excellent teachers successful and what allows students of all abilities and backgrounds to thrive.
Registration for this course will close on July 22, 2009. Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
Coaches Training for Program-Wide Positive Behavior Supports for Young Children
This course is designed to prepare professionals to serve in the role of a coach to an early childhood program or preschool program that is implementing Positive Behavior Supports. Participants must have completed the Module Training for either Program Wide Positive Behavior Support or Infant/Toddle Positive Behavior Supports. Course content will cover the function of leadership teams, fidelity in implementation, inventory of practices, data collection and evaluation, and policies.
Counselor Academy 2009-2010: Understanding 21st Century Student Learning
The 2009-2010 Counselor Academy will focus on providing updated resources and networking for Learning Supports staff (including counselors). The Academy will focus on four major strands: Iowa Core Curriculum: 21st Century Skills, New Child Find Issues, Data Analysis, and Designing and Evaluating Counseling Programs based on the Iowa Comprehensive Counseling Model.
Local experts will provide knowledge and resources to further develop counseling program design
Introduction Session Tuesday, September 22, 2009 for those that wish to learn about the Iowa Comprehensive Counseling Model (new counselors or those that wish to receive a review). Attendance is NOT required for Drake Credit or Relicensure Credit.
Registration for Counselor Academy will close on October 13, 2009. Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
Creating Welcoming Schools for Lesbian, Gay, Bisexual, and Transgender (LGBT) Students
Counselors, teachers, and administrator will develop skills to provide ethically appropriate support to students dealing with sexual orientation or gender expression. The course will also cover methods and strategies for creating an inclusive curriculum, welcoming classroom, policy development, and best practice when working with students regardless of their sexual orientation or gender expression.
This course will familiarize participants with vocabulary, a historical timeline, and cultural events necessary to understand Lesbian, Gay, Bisexual, and Transgender, (LGBT) issues. In addition, the course will provide a review of the latest research regarding LGBT students and their families. Participants will be provided with information and resources for developing inclusive curriculum, creating inclusive school policy, and developing healthy programs and practices when working with LGBT students and youth. Counselors will learn best practices for working with LGBT students and allies, teachers will receive information and resources for developing inclusive curriculum and administrators will receive information regarding creating inclusive school policies and developing healthy programs and practices for implementing policies.
Davenport Mini Early Childhood Academy
The Davenport Mini Early Childhood Academy is a series of two professional development sessions designed for early childhood educators, including preschool teachers, para-educators, center directors and administrators and other professionals providing services to children aged 3 to 5 years and their families. Session content aligns to the Iowa Quality Preschool Program Standards (QPPS) and the National Association for the Education of Young Child (NAEYC) standards. Topics to be covered include in Session 1: The Intentional Teacher and Assessment: Use of Antidotal Evidence and Session 2: Behavior in the Early Childhood Setting and Teaching Social Emotional Skills
Early Childhood Academy 2009 - 2010
The Early Childhood Academy is a series of professional development sessions designed for early childhood educators, including preschool teachers, para-educators, center directors and administrators and other professionals providing services to children aged 3 to 5 years and their families. Each session aligns to the Iowa Quality Preschool Program Standards (QPPS) and the National Association for the Education of Young Child (NAEYC) standards. Each of the 10 standards will be addressed through the course of the academy. Each topic covered will include a segment on observation, assessment, adaptation for special needs students and alignment to the Iowa Early Learning Standards. Topics to be covered: Intentional Teaching, Supportive Environments, Behavior in the Early Childhood Setting, Assessment of Child Progress and Differentiating Instruction, the Importance of Play in Learning, Math and Science and the Young Child, Diversity in the Early Childhood Setting, Teaching Social and Emotional Skills.
Participants must attend all sessions 1-7 to receive the re-licensure credit. Session 8 is designed for working on Continuous Quality Improvement of Early Childhood Programs.
Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
EDDL 255 - Teaching Through Learning Channels Online
Teaching Through Learning Channels Online is a Performance Learning Systems®
online course that focuses on helping experienced and beginning educators understand how to increase student achievement by addressing the brain’s natural learning channels using five specific instructional approaches: responding to the five basic needs of all
learners (survival/physiological and safety needs, belonging, empowerment and esteem, freedom and self-actualization, and fun); teaching to all of the senses (kinesthetic, tactual, auditory, visual, olfactory, and gustatory); reinforcing five specific cognitive processes
that help the brain integrate information (comparing and contrasting new information and old, conceptualizing or formulating a name for things, comprehending or practicing the concept, and combining or incorporating the concept into everyday life); teaching to the perceptual- and organizational-learning styles (global, sequential, abstract, and concrete);and addressing certain personality or temperament styles (intuitive feelers, intuitive thinkers, sensing judgers, and sensing perceivers). Participants apply these processes in
their own classrooms, thus gaining expertise in helping their students acquire, process, recall, and apply the skills that lead to academic success.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for the June 2, 2009 session will close on May 26, 2009.
Registration for the June 30, 2009 session will close on June 22, 2009.
EDDL 257 - Classroom Management: Orchestrating a Community of Learners Online
Classroom Management: Orchestrating a Community of Learners is a Performance
Learning Systems® online course that equips experienced and beginning educators with current, research-validated concepts and strategies for orchestrating classroom life and
learning so that instruction flows smoothly, student misbehavior is minimized, and learning potential is maximized.
Participants will learn strategies associated with seven key areas of expertise that collectively contribute to a teacher’s classroom-management
effectiveness: creating an inviting classroom climate, structuring a positive physical environment, establishing rules and procedures, maintaining momentum and flow, reinforcing positive behavior, responding to misbehavior, encouraging parental involvement, and maintaining personal resilience.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for the June 2, 2009 session will close on May 26, 2009.
Registration for the June 30, 2009 session will close on June 22, 2009.
EDDL 258 - Using Online Resources to Bring Primary Sources to the Classroom Online
To understand how digital primary source archives can enhance and improve student
learning, participants will use online resources to access and analyze primary sources, think critically about classroom applications, and develop authentic, engaging learning experiences for students. This course introduces a selection of online resources that
provides access to primary sources, teaches how to navigate the sites, and shows how to locate appropriate resources. Practical and thought-provoking evaluation techniques help
participants analyze primary sources which enrich instructional practices and classroom activities.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for this course will close on May 26, 2009.
EDDL 259 - Geometry for Middle School Educators Online
This course is for middle school teachers to encourage ongoing professional development that will build on and expand current knowledge and understanding of geometry. Throughout this course, students will link the National Council of Teachers of Mathematics (NCTM) Principles and Standards for teaching Geometry to middle school students to their individual state standards so that they can delve more intentionally into geometric content and processes. Investigating strategies for developing mathematical literacy and fostering logical thinking will set the stage for future student learning. In addition, students will explore, discuss and apply research-based teaching strategies for teaching Geometry and mathematics in all modules.
Registrants are responsible for ordering the following materials for this course:
Friel, Susan N. (2002). Navigating Through Geometry in Grades 6-8. Reston, VA: National Council of Teachers of Mathematics, Inc.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for this course will close on May 26, 2009.
EDDL 260 - Action Research for the Classroom Online
Action research is a process of inquiry and reflection in which educators examine their personal instructional practice systematically using the techniques of research. Action Research for the Classroom Online addresses concepts associated with action research, the processes and procedures for conducting action research, culminating in the
development of an action research plan.
Registrants are responsible for ordering the following materials for this course:
McNiff, J., Lomax, P., & Whitehead, J. (2003). You and your action research project. New York: RoutledgeFalmer.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for this course will close on May 26, 2009.
EDDL 261 - Differentiated Instruction for Today´s Classroom Online
Differentiated Instruction for Today’s Classroom is a Performance Learning Systems® online course that equips experienced and beginner educators with the essential knowledge and skills to implement differentiated instruction (DI) successfully in their own classrooms. As a widely respected, research-based instructional approach, DI provides teachers with effective, manageable strategies for meeting the needs of an
increasingly diverse student population within the context of today’s challenging
standards-based curriculum. In a highly interactive learning environment that models the DI principles and processes, class members will gain expertise in understanding and implementing a broad range of strategies associated with three essential, distinguishing components of DI: first, the teacher’s role as guide and facilitator in a classroom environment specifically designed to support self-directed student learning and teacher-student collaboration; second, the interdependent nature of assessment and instruction in a DI classroom; and third, the implementation of specific instructional strategies to adapt the curriculum content, processes (activities), and products to provide students with entry points to learning that match their readiness, interests, and/or learning profiles.
Registrants are responsible for ordering the following materials for this course:
Tomlinson, Carol A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for the June 2, 2009 session will close on May 26, 2009.
Registration for the June 30, 2009 session will close on June 22, 2009.
EDDL 262 - Successful Teaching for Acceptance of Responsibility Online
Successful Teaching for Acceptance of Responsibility is a Performance Learning Systems® online course that helps experienced and beginning educators create a classroom environment in which responsible behavior is modeled, taught, and supported. Participants will explore the underlying causes of irresponsible behavior and learn specific strategies associated with four instructional approaches that empower students to
be self-directed, responsible learners: helping students develop personal power, helping students use effective mental models, teaching students appropriate behaviors, and developing skills for positive student confrontation. As participants learn to mentor, model, coach, and facilitate responsible actions in their students, they likewise develop
increasing responsibility and personal power in their own professional practice.
Registrants are responsible for ordering the following materials for this course:
Moorman, C., & Weber, N. (1989). Teacher talk: What it really means. Bay City, MI: Institute for Personal Power.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for the June 2, 2009 session will close on May 26, 2009.
Registration for the June 30, 2009 session will close on June 22, 2009.
EDDL 263 - Instructional Design for Online Educators Online
This course details the process of developing instruction, beginning with an analysis of
the learner and learning needs. The Instructional Design for Online Educators course
focuses on the development of skills and knowledge related to the design of online
instruction with a real-world virtual classroom as the context. Participants will begin by
analyzing the learning needs in an online classroom and progress through the
development of an instructional plan set up to steer students to successful online learning.
Registrants are responsible for ordering the following materials for this course:
Smith, P. L. and Ragan, T. J. (2005). Instructional design (3rd ed). Hoboken, NJ: Wiley Jossey-Bass Education.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for this course will close on May 26, 2009.
EDDL 264 - Blended and Synchronous Learning Design Online
Given the growth of online teaching and learning, educators explore ways to incorporate best practices to meet the needs of all learners. This online course focuses on designing courses and activities for blended (part online and part face-to-face) and synchronous
online learning environments. Participants will progress from defining these environments to designing course outlines and learning activities, and will conclude with considerations for implementation, assessment, and evaluation of each.
Registrants are responsible for ordering the following materials for this course:
Brandon, B. (Ed.). (2007). The eLearning Guild’s handbook on synchronous e-learning. Santa Rosa, CA: The eLearning Guild.(free e-book)
Ko, S., & Rossen, S. (2004). Teaching online: A practical guide. Boston: Houghton Mifflin Company
You can access the course syllabus by visiting the following website Course Syllabus
Registration for this course will close on May 26, 2009.
EDDL 265 - Building Online Collaborative Environments Online
How can classroom teachers harness the power of online technologies like blogs,
podcasts, and wikis for student engagement and learning? Course participants will experience the Web as more than a source of information,instead using it as a means of constructing new knowledge through conversation, networking, and collaboration. The
focus is on tools currently available and how to use them effectively for student research, writing, and learning.
Registrants are responsible for ordering the following materials for this course:
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful Web tools for classrooms. Thousand Oaks, CA: Corwin.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for this course will close on May 26, 2009.
EDDL 267 - Teaching Algebra to Middle School Students Online
This course provides an overview of and an opportunity to review the major concepts necessary to teach algebra to middle school students. Among the several core competencies that students need to develop strong skills in algebra is algebraic number sense. Teachers will have opportunities to evaluate their own mastery of algebraic number sense, develop a stronger number sense, and explore ways to help students
enhance their own number sense. In addition, participants will learn the importance of scaffolding concepts for student understanding.
Algebraic topics in this course include
• Integers and properties of integers
• Order of operations
• Mathematical properties of numbers
• Expression of approximate relationships in data
• Using coordinate graphs and tables to develop equations
• Linear functions
• Properties of slope
• Ratios and proportions
• Introduction to quadratic
This course will both challenge teachers to explain these concepts and to demonstrate
how they will teach and relate them to their students. Participants will also explore methods of teaching mathematical concepts that employ the use of narrative and storytelling to describe, analyze, and solve contextual mathematical problems in real-life applications.
Registrants are responsible for ordering the following materials for this course:
Countryman, J. (1992). Writing to Learn Mathematics: Strategies that Work. Portsmouth,NH: Heineman.
Friel, S. (2002). Navigating through algebra in Grades 6–8. Reston, VA: National Council of Teachers of Mathematics, Inc.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for this course will close on May 26, 2009.
EDDL 268 - Cultural Competence: A Transformative Journey Online
Cultural Competence: A Transformative Journey Online equips experienced and beginner educators with the knowledge, awareness, and skills to work in today’s diverse classroom settings for the goal of student success. Participants will have opportunities to critically examine
how privilege and power impact educational outcomes and to understand the role of educators as agents of change for social justice. Learners will use the framework “know yourself, your students, and your practice” to better understand their roles in student achievement. By exploring diversity through multiple perspectives, participants will gain insight into how their own cultural
lenses impact their relationships with students and families.
Registrants are responsible for ordering the following materials for this course:
Howard, G. R. (2006). We can’t teach what we don’t know: White teachers, multiracial schools (2nd ed.). New York: Teachers College Press.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for this course will close on May 26, 2009.
EDDL 269 - Infusing Arts Into the Curriculum Online
Arts-infusion is a powerful approach to teaching and learning. This course explores the role of the arts in education. It introduces the elements inherent in the four art forms (music, dance, drama and visual arts) and models infusion of the arts disciplines across the curriculum, specifically within Language Arts, Math, Social Studies and Science. Arts-based teaching strategies are described and applied. Participants develop arts-infused lesson plans and the course culminates with the design of an arts-infused unit of study.
Registrants are responsible for ordering the following materials for this course:
Cornett, C. (2007). Creating meaning through literature and the arts: An integration resource for classroom teachers (3rd ed.). Upper Saddle River, NJ: Pearson Education Inc.
You can access the course syllabus by visiting the following website Course Syllabus
Registration for this course will close on May 26, 2009.
Foundations of Iowa Core Curriculum: Leadership
The Iowa Core Curriculum specifically identifies essential skills and concepts in literacy, math, science, social studies, and 21st century learning skills. The Core Curriculum is aligned with Iowa´s statewide core content standards in reading, math, and science, which were adopted by the Legislature in 2007. The initial work by Iowa schools includes developing a leadership structure at either the building or district level.
This course will address knowledge of specific leadership behaviors that are effective in implementing second order change; knowledge of second order change; knowledge of how to utilize leadership teams in context of implementation of ICC; ways to communicate the intent, purpose, and characteristics of the ICC; ways to use data in the context of implementing the ICC; as well as identification of the connection between the Iowa Leadership Standards and the leadership skills needed to implement the ICC.
Registration for the September 29, 2009 session will close on September 15, 2009.
Registration for the October 1, 2009 session will close on September 17, 2009.
Registration for the October 6, 2009 session will close on September 22, 2009.
Registration for the October 14, 2009 session will close on September 30, 2009.
Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
Human Relations
[A]
A group-process approach promoting healthy interpersonal relations. The elimination of prejudice, stereotyping and discrimination in the classroom are given special emphasis. This course is approved by the State Department of Education to meet the Human Relations requirement for teacher rectification.
Registration for this course will close on January 8, 2010. Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
Infant Toddler Positive Behavior Supports: Promoting Social and Emotional Competence
Positive Behavior Support (PBS) is an approach for changing a child´s behavior. It is based on humanistic values and research. It is an approach for developing an understanding of why the child has challenging behavior and teaching the child new skills to replace the challenging behavior. PBS is a holistic approach that considers all of the factors that impact a child, a family, and the child´s behavior. Through emerging research, it has been found that PBS is a very powerful intervention that is effective with all ages, diverse groups, and people of various cultures and abilities. It is the only comprehensive approach that is evidence-based and addresses challenging behaviors within a variety of natural settings. Infant Toddler PBS is designed for caregivers and other professionals working with children birth through 2 years old and their families.
Interactive Learning Using the Smart Board
This course is restricted to the Northeast School District only.
This course will provide Northeast K-12 teachers with the training and resources they need to better utilize the SmartBoard hardware and software available in their schools. Through a progression of meaningful and collaborative activities as well as independent study assignments, participants will gain knowledge and a comfort level surrounding the SmartBoard and its many useful educational tools. Real-world classroom applications will be highlighted and participants will fully experience whiteboard technology that will enhance their curriculum and engage their students.
Registration for this course will close on September 8, 2009. Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
Iowa Core Curriculum Year Two: The Core and More
The Iowa Core Curriculum is a legislated signed into law May 2008. All districts are responsible for submitting a 9-12 Implementation Plan by July 1, 2010. Districts need to be trained in using the Department of Education Tools and will be held accountable to the policy of the law. Therefore, the districts must be doing the appropriate work to move through towards successful implementation of the Iowa Core Curriculum as the law intends.
Registration for the September 28, 2009 session will close on September 14, 2009.
Registration for the September 30, 2009 session will close on September 16, 2009.
Registration for the October 7, 2009 session will close on September 23, 2009.
Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
Iowa Program for Infant and Toddler Care (IA PITC)
IA PITC is based on research-based Key Concepts regarding child development, social relationships, group care and education, learning and development, effective communication, and inclusive practice. Participants will learn strategies and techniques to develop growth-filled relationships and design environments that offer developmental challenges, promote health, ensure safety, and strengthen the child´s family and cultural identity.
Pre-requisite: The text of the course must be ordered by participant and read prior to the class. Text can be ordered through Amazon.com or Barnes and Noble.
Text: Scientist in the Crib: What Learning Tells Us About the Mind, Gopnik, A., Meltzoff, A., & Kuhl, P., Harper Paperbacks, (ed. 2000).
Registration for this course will close on May 25, 2008.
Last Child in the Woods
Author Richard Louv will be discussing his book "Last Child in the Woods Saving Our Children from Nature-Deficit Disorder" on August 23rd.
This course is built around the information presented in Richard Louv’s book. Teachers K-12 will find this course applicable. Teachers from various content areas can make connections between their curriculum and the information in the book.
The course will consist of an online book discussion, attendance at Richard Louv’s lecture presentation, and two sessions at the Mississippi Bend Area Education Agency to create and share projects. The course will incorporate iMovie resulting in a course project. Participants will create a related lesson plan.
All participants will need to read the book Last Child in the Woods Saving Our Children from Nature-Deficit Disorder by August 18th.
For the online course sessions participants need to logon during the designated week. Participants will participate in course discusses through threaded discussions and post assignments given for the week.
Love & Logic®: Early Childhood Parenting Made Fun!
A five week parent training program designed by the Love and Logic® Institute, inc. for ages 6 and under.
Answers to :
How to handle disruptions during meal times.
How to end temper tantrums.
Learn ways to discipline toddlers in public without creating a scene.
How to get children up and about in the mornings.
How to stop whining and bickering and many other day-to-day parenting challenges. This parenting program is designed to give you practical skills that can be used immediately.
Multisensory Education Strategies
This course was formally known as the Challenge course.
Take an adventure for two days as you learn to use multisensory approaches in teaching. Participants will learn more about themselves and about how a group works as they proceed through a set of games and obstacles. Be prepared to expand your instructional techniques. Please wear comfortable clothes and shoes. Coaches, teachers and youth leaders will enjoy this experience.
Registration for this course will close on June 12, 2009.
Muscatine High School Teacher Leaders: The Homeroom Project
This course is for Muscatine High School Teacher Leaders only.
MHS Teacher Leaders will be using the knowledge they have gained about building a purposeful community and the Leadership Wheel to create a successful homeroom. MHS Teacher Leaders will be clearly defining expectations for homeroom at MHS. The end product of this course will be an action plan to implement homeroom at MHS, plus data collection to determine if homeroom is meeting the expectations outlined by the group.
Registration for this course will close on June 7, 2009.
Muscatine Middle School Teacher Leadership
This course is for Muscatine Middle School Teacher Leaders only.
The course has been designed to address the needs of the building’s leadership team and high school administrators. The purpose of the class is to define and develop leadership knowledge and skills that will support the effective delivery and implementation of building level professional development.
Registration for this course will close on July 28, 2009.Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
Program-Wide Positive Behavior Supports for Young Children:Promoting Social and Emotional Competence
[A]
Program-Wide Positive Behavior Support (PBS) is an approach for changing a child´s behavior. It is based on humanistic values and research. It is an approach for developing an understanding of why the child has challenging behavior and teaching the child new skills to replace the challenging behavior.
PBS is a holistic approach that considers all of the factors that impact a child, a family, and the child´s behavior. Through emerging research, it has been found that PBS is a very powerful intervention that is effective with all ages, diverse groups, and people of various cultures and abilities. It is the only comprehensive approach that is evidence-based and addresses challenging behaviors within a variety of natural settings.
Registration for the September 8, 2009 session will close on August 25, 2009.
Registration for the January 11, 2010 session will close on January 4, 2010.
Registration for the February 6, 2010 session will close on January 23, 2010.
Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
Quality Preschool Program Standards (QPPS) Training
The Quality Preschool Program Standards provide guidance regarding the quality of early care and education programs. Research shows that high quality learning experiences prepare children to successfully achieve the social and academic challenges of school age programs. In order to develop these skills, children need opportunities to participate in early learning experiences that produce positive child and family outcomes. The course offers participants a structure and guide to implement and meet Quality Preschool Program Standards.
Registrations processed after the close date of the course will be charged an additional $25 late registration fee.
Teaching With C.L.A.S.S.
This course is restricted to the Bettendorf Middle School District Only.
Teachers will focus on character and social development in their own classrooms. We will learn
• how to incorporate Lifeskills (positive character traits) into daily instruction
• how to develop classroom procedures with student ownership
The Power of Observation: Building Relationships and Intentional Teaching
The Power of Observation explores the vital connection between observation and effective teaching. Much more than a set of skills, observation is a mind set of openness and wonder that helps teachers and caregivers learn more about each child in their care. The link between observation and relationship building is an important connection that supports intentional teaching and child development.
This course will illustrate how observation helps teachers become more effective in their classrooms. We will engage in effective observation practice and explore strategies to help refine teaching skills and to integrate observation as an integral part of the daily routine.
Registration for this course will close on June 5, 2009.
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