The following Web-based courses are offered by PAEC.

• Tuesday Teacher Training Sessions
  
  
• Action Research in Schools: A Process for Improvement
  Course Tuition: $70 - Inservice Points: 20
  Who can better identify areas for potential improvement in a classroom or school than the professional educator who has been carefully analyzing the data of his or her own students? Action research is the process through which teachers and/or school administrators may act on student data and implement different strategies, behaviors, etc. to determine the effect, if any, on student learning or behavior. In this online course, two experts in the area of action research, D’Ann Rawlinson and Ralph Hewitt, both from Project Central at the University of Central Florida, provide an overview of the process and share practical tips for anyone interested in conducting an action research project. The overview, done in video segments, course information, downloadable documents and links to additional information sources provide a scaffold for any teacher or administrator who wishes to conduct an action research project in the school or classroom. NOTE: Completion of this course requires conducting and reporting the results of an action research project.
  
  
• American History
  Course Tuition: 0 - Inservice Points: 5
  This course discusses important sites in colonial Boston, the roles of both the Puritans and the Pilgrims in the development of the city, famous statesmen hailing from Boston as well as significant events leading to and around the American Revolution that occured in Colonial Boston.
  
  
• Beacon
  Course Tuition:  - Inservice Points: 60
  TBA
  
  
• Because Writing Matters: Drawing Upon the Truths We Know for Sure
  Course Tuition: $52 - Inservice Points: 15
  Why is it critical that students learn to write well? What strategies may be employed by teachers to engage learners and scaffold the writing process, as students write in a variety of genres? Dr. Rebecca Sipe, Associate Professor of English Language and Literature at Eastern Michigan University uses her knowledge and wealth of experience that ranges from secondary teacher to author of the Zaner-Bloser publication, Strategies for Writers, to answer those questions. This online course is based on Dr. Sipe’s presentations at the Gulf Coast Writing Conference, “Because Writing Matters: Drawing Upon Truths we Know for Sure” and “Writing for School, Writing for Life...and oh yes...Writing for Tests.” Join Dr. Sipe to explore what the research has to say about the importance of teaching students to write well and learn to develop extraordinary genre-based writing assignments.
  
  
• Care and Prevention of Athletic Injuries
  Course Tuition: $200 - Inservice Points: 60 (Available for Endorsement Credit)
  This component is designed to enable the participant to learn about basic content and recent advances in care and prevention of athletic injuries. This includes; injury detection, injury treatment, rehabilitation, reconditioning, counseling, and injury prevention. The Panhandle Area Educational Consortium (PAEC) is pleased to offer the course series for Athletic Coaching Endorsement. This component is the first course of 3 in the Coaching Endorsment Series offered by PAEC.
  These courses provide instruction that is correlated to the competencies provided by the Florida Department of Education. Each of the PAEC member districts has been provided an endorsement plan that has been approved by the Florida Department of Education (FDOE). The fourteen PAEC member districts have had their plans approved through PAEC as part of their Master In-service Plan for Staff Development. Other districts in Florida must have a Coaching Endorsement package approved by FDOE in order for participants to use these courses for adding the Coaching Endorsement to an existing teaching certificate or to obtain renewable certification for part-time athletic coaching. Enrollment in this course is contingent upon District Professional Development Director approval.
  More Information
   
  
  
• Coaching Theory
  Course Tuition: $200 - Inservice Points: 60 (Available for Endorsement Credit)
  This component is designed to enable the participant to acquire additional knowledge about legal aspects, human growth and development, psyco-social development, bio-physiological foundation, sport management, and sport instruction that will improve coaching effectiveness. Enrollment in this course is contingent upon District Professional Development Director approval.
  More Information
  
  
  
• Creating a Healthy Learning Environment
  Course Tuition: $70 - Inservice Points: 20
  This course analyzes the obvious physical, teacher, student, and assignment dimensions of the classroom through the metaphor of an ecosystem. Synthesis of these components stressing the interaction and delicate balance yields the difference between the productive and problematic classroom. This course guides participants through a healthy habitat of learning through video clips, embedded exercises, and classroom applications necessary to maintain a positive edusystem.
  
  
• Dealing with Difficult Employees
  Course Tuition: $35 - Inservice Points: 10
  Are there employees who are "difficult to deal with" at your school? Do you deal reluctantly with their poor behavior, or do you merely choose to ignore it? If the answer to either of these questions is yes, this online course, with supporting video by Dr. Todd Whitaker, is one you can't afford to miss. In the video, Dr. Whitaker provides a non-stop, humorous, yet pointed and honest glimpse at some of the behaviors of "difficult employees" in a school setting. No doubt, you will recognize some of them. Most importantly, Dr. Whitaker shares positive strategies, that when implemented, will completely disarm, serve notice and establish a level of expectation for improvement for those who are hard to deal with in the workplace. Although the course targets administrator-teacher interactions, the same principles apply to teacher-teacher interactions and to teacher-student interactions.
  
  
• Digging Into Data I
  Course Tuition: $35 - Inservice Points: 10
  This online course was developed for educators to learn the basics of data analysis, primarily focusing on the data obtained through the administration of the FCAT.
  
  
• Diversity for High Performing Leaders
  Course Tuition:  - Inservice Points: 10
  This online course will seek to broaden the participants' awareness of and sensitivity to the need for implementation of appropriate strategies for addressing different modalities of learning needs of diverse populations and the importance of supporting diversity throughout the school and the community.
  
  
• ESOL for Administrators
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60
  This online ESOL course, designed specifically for administrators, enables administrators to meet the 60-hour ESOL professional development requirement. This course enables administrators to increase their knowledge of the role and responsibilities of administrators in Florida regarding limited English proficient (LEP) students. It informs administrators of successful methods of instruction for LEP students.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment. The original component number was: 7-503-500.
  
  
• ESOL for Category III Teachers Online Course K-12 (Formerly, ESOL: Preliminary 18 hours)
  Course Tuition: $60 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 18
  This course has been specifically designed to meet the 18-hour professional development requirement for teachers who serve students who are ELL and fall into the Category III designation. In this course the learner will understand the legislation that governs LEP students' education. Modules follow that lead the learner through elements of culture, through effective strategies in instructing LEP students and in ways to assess LEP students accurately and fairly. Completing this course will assist educators to become more effective in planning curriculum, instructing and assessing LEP students.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment. The original component number was 2-412-520.
  
  
• ESOL For Guidance Counselors
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  This sixty-hour online course is designed to fulfill the ESOL requirements for guidance counselors. Specific topics covered by the course include: * Methods of Teaching English to Speakers of Other Languages (ESOL) * ESOL Curriculum and Materials Development * Cross-cultural Communication and Understanding * Testing and Evaluation of ESOL * Applied Linguistics Some of the modules of the course require use of the textbook, The Cross Cultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide, written by Lynne T. Diaz-Rico and Kathryn Z. Weed. This text may be purchased from any online text supplier or from the publisher. Teachers in PAEC member districts, please check with the District Professional Development Director. Member districts were provided some copies of the text. An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment.
  
  
• ESOL For Guidance Counselors
  Course Tuition: $100 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 30
  This thirty-hour online course is designed to partially fulfill the ESOL requirements for guidance counselors. Specific topics covered by the course include: * Methods of Teaching English to Speakers of Other Languages (ESOL) * ESOL Curriculum and Materials Development * Cross-cultural Communication and Understanding * Testing and Evaluation of ESOL * Applied Linguistics Some of the modules of the course require use of the textbook, The Cross Cultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide, written by Lynne T. Diaz-Rico and Kathryn Z. Weed. This text may be purchased from any online text supplier or from the publisher. Teachers in PAEC member districts, please check with the District Professional Development Director. Member districts were provided some copies of the text. An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment.
  
  
• ESOL: Applied Linguistics (Formerly, Language Learning)
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  This sixty hour online course is one of the approved courses for the Panhandle Area Educational Consortium's 300 hour Add-On ESOL Endorsement Program, Option A. The course is also one of two 60-hour ESOL courses, required for teachers who are reading endorsed and seeking the ESOL endorsement through Option B of the PAEC Add-On ESOL Endorsement Program. This course may also be used to partially fulfill the requirements for Options C and D of the PAEC Add-On ESOL Endorsement Program. Its purpose is to assist teachers in developing attitudes, skills and knowledge in the area of language acquisition. Specific topics covered by the course include: • Language Learning • Discourse • Phonology • Semantics and Pragmatics • Morphology and Syntax • First and Second Language Acquisition • Language Varieties and Dialects, Standard and Non-Standard English • Social versus Academic Language Upon completion of this component participants will be able to integrate language learning strategies into classroom instruction for ESOL students. Some of the modules of the course require use of the textbook, The Study of Language,written by George Yule. This text may be purchased from any online text supplier or from the publisher. Teachers in PAEC member districts, please check with the District Professional Development Director. Member districts were provided some copies of the text.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment. The original component number was 2-412-521.
  
  
• ESOL: Cross Cultural Communication and Understanding K-12 Online Course
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  This sixty hour online course is one of the approved courses for the Panhandle Area Educational Consortium's 300 hour Add-On ESOL Endorsement Program, Option A. The purpose of the course is to enable teachers who are pursuing the ESOL endorsement to know, understand and use the major concepts related to the nature and role of culture to enhance instruction for LEP students. Upon successful completion, participants will be able to modify the classroom environment in a manner that fosters understanding and appreciation of the cultural diversity of all students. Some of the modules of the course require use of the textbook, Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide (2005 edition) by Lynne T. Diaz-Rico, Kathryn Z. Weed. This text may be purchased from any online text supplier or from the publisher. Teachers in PAEC member districts, please check with the District Professional Development Director. Member districts were provided some copies of the text.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment.
  
  
• ESOL: Cross Cultural Communication and Understanding K-12 Online Course (Revised Component)
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  This sixty hour online course is one of the approved courses for the Panhandle Area Educational Consortium's 300 hour Add-On ESOL Endorsement Program, Option A. The course may also be used to partially fulfill the requirements for Options C and D of the PAEC Add-On ESOL Endorsement Program. The purpose of the course is to enable teachers who are pursuing the ESOL endorsement to know, understand and use the major concepts related to the nature and role of culture to enhance instruction for LEP students. Upon successful completion, participants will be able to modify the classroom environment in a manner that fosters understanding and appreciation of the cultural diversity of all students. Some of the modules of the course require use of the textbook, Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide (2005 edition) by Lynne T. Diaz-Rico, Kathryn Z. Weed. This text may be purchased from any online text supplier or from the publisher. Teachers in PAEC member districts, please check with the District Professional Development Director. Member districts were provided some copies of the text.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment. The original component number was: 2-412-522.
  
  
• ESOL: Curriculum and Materials Development K-12 Online (Formerly, Cur. Dev. & Meth. of Tching. ESOL Stdts)
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  This sixty hour online course is one of the approved courses for the Panhandle Area Educational Consortium's 300 hour Add-On ESOL Endorsement Program, Option A. The course may also be used to partially fulfill the requirements for Options C and D of the PAEC Add-On ESOL Endorsement Program. The purposes of this 60 hour course are to enable participants to identify and apply major methodologies and approaches of ESOL instruction, to improve and enhance the participants’ knowledge of ESOL curriculum and to improve and enhance the participants’ knowledge of materials, resources, and technologies for use with ESOL students. Upon successful completion of this component, participants will know, understand, and use best practices and strategies related to planning, implementing and managing ESOL instruction. This will include effective classroom organization, teaching strategies for developing and integrating language skills and choosing and adapting classroom resources. Note: These courses require use of the textbook, The Cross-cultural, Language, and Academic Development Handbook, A Complete K-12 Reference Guide. Authors: Lynne T. Diaz-Rico & Kathryn Z. Weed.2005 edition. Publisher: Allyn & Bacon. Note: PAEC member districts will be provided an initial set of texts.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment. The original component number was 2-412-524.
  
  
• ESOL: Curriculum Development and Methods of Teaching ESOL K-12 Online Course
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  The purposes of this 60 hour course are to enable participants to identify and apply major methodologies and approaches of ESOL instruction, to improve and enhance the participants’ knowledge of ESOL curriculum and to improve and enhance the participants’ knowledge of materials, resources, and technologies for use with ESOL students. Upon successful completion of this component, participants will know, understand, and use best practices and strategies related to planning, implementing and managing ESOL instruction. This will include effective classroom organization, teaching strategies for developing and integrating language skills and choosing and adapting classroom resources. Note: These courses require use of the textbook, The Cross-cultural, Language, and Academic Development Handbook, A Complete K-12 Reference Guide. Authors: Lynne T. Diaz-Rico & Kathryn Z. Weed.2005 edition. Publisher: Allyn & Bacon. Note: PAEC member districts will be provided an initial set of texts.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment.
  
  
• ESOL: Enriching Content Classes for ESOL Students
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  This course serves as the ESOL training required by the state of Florida for teachers of mathematics, social studies, science and computer literacy. In this course the learner will understand the legislation that governs LEP students' education. Modules follow that lead the learner through elements of culture, through effective strategies in instructing LEP students and in ways to assess LEP students accurately and fairly. Completing this course will assist educators to become more effective in planning curriculum, instructing and assessing LEP students.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment.
  
  
• ESOL: E-R-T (ESOL for Reading Teachers) Practicum
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  The contents of this course include teacher competencies not covered in prior course work in the areas of Cross-cultural Communication and Understanding, ESOL Curriculum and Materials Development and Testing and Evaluation of ESOL.A. Cross-cultural Communication and Understanding 1.Recognize the major differences and similarities among the different cultural groups in the United States. (Competency 2) 2.Identify and examine cultural stereotypes relating to ELL and non-ELL students. (Competency 3) 3.Use knowledge of the cultural characteristics of Florida’s ELL population to enhance instruction. (Competency 4) 4.Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Competency 18) 5.Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel and reduce cross-cultural barriers between students, parents, and the school setting. (Competency 23) B. ESOL Curriculum and Materials Development 1.Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account (1) basic interpersonal communicative skills (BICS) and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. (Competency 8) 2.Evaluate, adapt, and employ appropriate instructional materials, media and technology for ESOL at the elementary, middle, and high school levels. (Competency 17) 3.Design and implement effective unit plans and daily lesson plans that meet the needs of the ESOL students within the context of the regular classroom. (Competency 16) 4.Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum. (Competency 22) 5.Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice. (Competency 24) C. Testing and Evaluation of ESOL 1.Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socialization and communication needs, based on knowledge of language as a social phenomenon. (Competency 14) 2.Administer tests and interpret test results, applying measurement concepts. (Competency 20) 3.Use formal and alternative methods of assessment/evaluation of ELLs, including measurement of language, literacy, and academic content metacognition. (Competency 21) 4.Conduct ESOL programs within the parameters, goals, and stipulations of State Statutes and Florida Consent Decree. (Competency 1) 5.Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency. (Competency 25)
  
  
• ESOL: Language Learning
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  This sixty-hour online course is a part of the 300 hour requirement professional development required for ESOL Add-on Endorsement. Its purpose is to assist teachers in developing attitudes, skills and knowledge in the area of language acquisition. Specific topics covered by the course include: • Language Learning • Discourse • Phonology • Semantics and Pragmatics • Morphology and Syntax • First and Second Language Acquisition • Language Varieties and Dialects, Standard and Non-Standard English • Social versus Academic Language Upon completion of this component participants will be able to integrate language learning strategies into classroom instruction for ESOL students. Some of the modules of the course require use of the textbook, The Study of Language,written by George Yule. This text may be purchased from any online text supplier or from the publisher. Teachers in PAEC member districts, please check with the District Professional Development Director. Member districts were provided some copies of the text.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment.
  
  
• ESOL: Methods of Teaching ESOL K-12 Online (Formerly, Enriching Content Classes for ESOL Students)
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  This sixty hour online course is one of the approved courses for the Panhandle Area Educational Consortium's 300 hour Add-On ESOL Endorsement Program, Option A. It is also one of the two required courses for teachers who are reading endorsed and seeking to become ESOL endorsed through the PAEC Add-On ESOL Endorsement Program, Option B. The course may also be used to partially fulfill the requirements for Options C and D of the PAEC Add-On ESOL Endorsement Program. This course serves as the ESOL training required by the state of Florida for teachers of mathematics, social studies, science and computer literacy. In this course the learner will understand the legislation that governs LEP students' education. Modules follow that lead the learner through elements of culture, through effective strategies in instructing LEP students and in ways to assess LEP students accurately and fairly. Completing this course will assist educators to become more effective in planning curriculum, instructing and assessing LEP students.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment. The original component number for this course was: 2-412-520.
  
  
• ESOL: Preliminary 18 hours
  Course Tuition: $60 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 18
  This course serves as the initial ESOL training required by the state of Florida. It is intended for paraprofessionals and all others who serve LEP students. In this course the learner will understand the legislation that governs LEP students' education. Modules follow that lead the learner through elements of culture, through effective strategies in instructing LEP students and in ways to assess LEP students accurately and fairly. Completing this course will assist educators to become more effective in planning curriculum, instructing and assessing LEP students.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment.
  
  
• ESOL: Testing and Evaluation of ESOL Students Online Course K-12
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  This sixty hour online course is one of the approved courses for the Panhandle Area Educational Consortium's 300 hour Add-On ESOL Endorsement Program, Option A. The course may also be used to partially fulfill the requirements for Options C and D of the PAEC Add-On ESOL Endorsement Program. There are so many assessment issues when it comes to our LEP students. As a teacher, you need to know, understand, and use a variety of language proficiency assessments for identification, placement, and determining language and content area growth. Upon successful completion of this course, you will have gained an in-depth understanding of the various issues of assessing ESOL students and their effect on ESOL student learning. You will need a copy of The Cross-Cultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide by Lynne T. Diaz-Rico and Kathryn Z. Weed. Professional Development Directors in the PAEC member districts were provided with an initial supply of texts that may be checked out through the district office. Please note: ESOL: Enriching Content Classes for ESOL Students Online Course K-12 (or TEACH: Empowering ESOL Teachers; An Overview) is a prerequisite for this course.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment.
  
  
• ESOL: Testing and Evaluation of ESOL Students Online Course K-12 (Revised Component)
  Course Tuition: $200 (waived for participants from Franklin, Gulf, Holmes, Taylor, Wakulla, Walton & Washington Counties) - Inservice Points: 60 (Available for Endorsement Credit)
  This sixty hour online course is one of the approved courses for the Panhandle Area Educational Consortium's 300 hour Add-On ESOL Endorsement Program, Option A. The course may also be used to partially fulfill the requirements for Options C and D of the PAEC Add-On ESOL Endorsement Program. There are so many assessment issues when it comes to our LEP students. As a teacher, you need to know, understand, and use a variety of language proficiency assessments for identification, placement, and determining language and content area growth. Upon successful completion of this course, you will have gained an in-depth understanding of the various issues of assessing ESOL students and their effect on ESOL student learning. You will need a copy of The Cross-Cultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide by Lynne T. Diaz-Rico and Kathryn Z. Weed. Professional Development Directors in the PAEC member districts were provided with an initial supply of texts that may be checked out through the district office. Please note: ESOL: Enriching Content Classes for ESOL Students Online Course K-12 (or TEACH: Empowering ESOL Teachers; An Overview) is a prerequisite for this course.
  
  An application form (click here for ESOL Application) is also required before you may begin the coursework and may be submitted with the payment. The original component number was 2-412-523.
  
  
• Ethical Leadership for High Performing Leaders
  Course Tuition:  - Inservice Points: 10
  This on-line course will seek to inform and teach the participant, as well as provide access to a knowledge base in areas related to ethical behavioral requirements and expectations.
  
  
• Families Building Better Readers
  Course Tuition: $35 - Inservice Points: 10
  This component can be used by school personnel to teach parents (and other caregivers) ten simple reading skill activities to help them more effectively guide reading practice with their children at home.
  1. Please be aware that the elementary parent kits have been modified and no longer include a timer.
  2. New contact information for materials and scheduling workshops is:
     

     Families Building Better Readers
     217 South Adams Street, Suite A
     Tallahassee, Florida 32301-1735
     (850)-410-0213
     http://www.familiesandeducators.org (website)
     fbbrinfo@paec.org (email)
     
     

     FCAT 101: The Exploration Begins
     Course Tuition: $35 - Inservice Points: 10
     FCAT 101 is an awareness level introduction to basic information about the Florida Comprehensive Achievement Test. How the test came to be, who and what is tested and how the test is scored provide the focus for this course designed primarily for those educators who are new to Florida public schools.
     
     

     FETC Virtual Conference, October 2009
     Course Tuition:  - Inservice Points: 10
     An online educational event which delivers valuable presentations that can be accessed from participant's desktop/laptop without travel cost or time.
     
     

     Five Star School Award: Finishing First in the Race for Five Star
     Course Tuition:  - Inservice Points: 2
     This course, designed primarily for district volunteer coordinators, school volunteer coordinators and school leaders, describes the requirements and application process requisite to achieve the prestigious Five Star Award School status in Florida. Those who complete the course will, no doubt finish first in the race for Five Star.
     
     

     Florida Association of Partners in Education: Online Training for New Volunteer Coordinators
     Course Tuition:  - Inservice Points: 10
     This presentation was designed for the purpose of providing training and materials to newly appointed school district volunteer coordinators. These coordinators will then, in turn, have skills necessary to provide training to school-site coordinators in their districts and/or regions.
     
     

     Florida Professional Development System Protocol Online Training For Administrators and Presenters
     Course Tuition:  - Inservice Points: 4
     This online course is perfect for school administrators and professional development providers who need to become familiar with The Florida Professional Development System Protocol. Information is made available to course participants in several formats, one of which is web-streamed video featuring Cindy Bigbie, Ph.D., who was involved in development of the Protocol. A PowerPoint presentation that may be viewed or used as a training tool and a Leadership Guide that may be downloaded and printed are also available. Additionally, course registrants may view the latest information regarding the Florida Professional Development System Protocol for reviewers, in an update presented by Dr. Connie Bergquist. This latest information is available in web-streamed video format.
     
     

     Focal Points, SSS and Process Standards: How They Work Together in Math
     Course Tuition: 35 - Inservice Points: 10
     Focal Points, SSS and Process Standards: How They Work Together in Math is a course that shows educators how each of these three items is connected and how they are used intandem to provide content-rich courses for students.
     
     

     HIV/AIDS in the News: Update for Educators and School Nurses
     Course Tuition:  - Inservice Points: 2
     The content for this online course was developed by the Florida Department of Health, Bureau of HIV/AIDS and designed to offer individuals a basic knowledge of human immunodeficiency virus (HIV), acquired immunodeficiency syndrome (AIDS), and what measures may be taken to prevent the spread of infection. In this case, the target audience is educators and school nurses. Because education plays a crucial role in the prevention of HIV, the purpose of this course is to provide an update for educators — especially those who teach students about HIV/AIDS, and school nurses. Permission of use of these materials has been granted the Panhandle Area Educational Consortium by the Florida Department of Health, Bureau of HIV/AIDS.
     
     

     How to Impact Student Achievement and Make a Difference
     Course Tuition: $35 - Inservice Points: 10
     If you are sincere in your desire to positively impact student achievement and make a difference in the lives of the students with whom you are in contact, this course is one you can’t afford to miss. In this engaging and meaningful presentation, Annette Breaux provides contrast among ineffective, mediocre and highly effective teachers and shares a practical five part plan, involving no programs or money, that is guaranteed to positively impact achievement of every student. Ms. Breaux’s lively presentation, full of humor, anecdotal stories and her own poetry, has a message that is anything but humorous, as she gets right to the heart of what makes some teachers unforgettable.
     
     

     Implementing Effective Human Sexuality Education to Reduce Teen Pregnancy and STDs/HIV (20 hour course)
     Course Tuition:  - Inservice Points: 20
     Teaching youth about Human Sexuality Education is our responsibility. This interactive and energizing course will explore (a) the need for teaching human sexuality education, (b) barriers to providing effective human sexuality education, (c) documented support for teaching human sexuality education, and (d) resources to implement effective human sexuality education. Participants will be actively engaged through 4 on-line modules while viewing discussion, interactive activities and a power point presentation. Current YRBSS data specific to Florida will be presented documenting the present state of teen sexual behavior.
     
     Required Text:
     - Carrera, M.A. (2004). Lessons for Lifeguards. Donkey Press, New York: NY. ISBN#: 0-9650535-0-4
     
     Please make sure we have your mailing address. We need it in order to mail your textbook to you! If you have already created your ePDC account, and did not provide your address, please email the information to Ksena.Zipperer@fldoe.org.
     
     Nurses: Once you’ve completed the course and received a certificate of completion from PAEC, you must provide Susan Cook, scook@wfahec.org, with the following information:

     • nursing license number
     • mailing address

     
     
     

     Inquiry Continues: Collecting Data and Drawing Upon Resources
     Course Tuition: $18 - Inservice Points: 5
     This program explores ways that inquirers collect and record first-hand data, just as scientists do, and observe, raise questions, make predictions, test hypotheses, and develop understanding. It also examines how other resources and outside expertise can help your students formulate patterns and relationships.
     
     

     INQUIRY: Assessing Inquiry
     Course Tuition: $18 - Inservice Points: 5
     Assessment is an ongoing process in the classroom. This program looks at a variety of assessment strategies that range from the very informal formative assessments to formal summative assessments, and it explores the purposes each can serve.
     
     

     INQUIRY: Bring It All Together (Processing for Meaning During Inquiry)
     Course Tuition: $18 - Inservice Points: 5
     Making meaning from investigations and experience requires that you guide student dialogue, encouraging your students to make connections, draw conclusions, and ask new questions. This program looks at the rationale for this kind of processing, and strategies that can help students construct new mental frameworks.
     
     

     INQUIRY: Connecting Other Subjects to Inquiry
     Course Tuition: $18 - Inservice Points: 5
     This program explores how to use subjects like mathematics and language to further scientific inquiry and understanding of science concepts, and, conversely, how science can aid learning in other subjects. It also reiterates the benefits of learning science through inquiry and explores your "next steps" along the inquiry journey.
     
     

     INQUIRY: Focus The Inquiry (Designing the Exploration)
     Course Tuition: $18 - Inservice Points: 5
     This program looks at the design process; how you can guide students to plan and begin their investigations. Student's open exploration leads to a range of interests and questions that lead in turn to deeper investigation.
     
     

     INQUIRY: Setting the Stage (Creating a Learning Community)
     Course Tuition: $18 - Inservice Points: 5
     At the heart of inquiry teaching and learning is a positive environment that encourages and supports students on their learning paths. This workshop looks at what is needed for building that foundation and preparing students for inquiry investigations. Participants will learn the role of the teacher in an inquiry classroom, how to begin to build a classroom community, and how to keep all students involved in an inquiry classroom.
     
     

     INQUIRY: The Process Begins (Launching the Inquiry Exploration)
     Course Tuition: $18 - Inservice Points: 5
     To inquire into specific phenomena, students need to draw upon a foundation of experience. This program shows how you can encourage students to share and discuss what they already know, and to explore the materials and phenomena in an open-ended manner. Teachers will learn and practice how to select and implement launching activities.
     
     

     INQUIRY: What is Inquiry and Why Do It?
     Course Tuition: $18 - Inservice Points: 5
     This introductory workshop presents an overview of why inquiry is such a powerful approach to teaching and learning science-how it enables teachers to assess and meet the needs of a wide range of learners, how it taps children's natural curiosity, and how it deepens their understanding of science.
     
     

     i-SAFE (Internet Safety) Training
     Course Tuition:  - Inservice Points: 6
     This online course is a collaborative effort with i-Safe America, Inc. i-SAFE America, Inc. is a non-profit foundation whose mission is to educate and empower youth to safely and responsibly take control of their Internet experiences. The goal of this course is to enable teachers to teach students about being safe as they use the Internet.
     
     

     It's a MATTER of Chemistry: Intriguing Information
     Course Tuition: $35.00 - Inservice Points: 10
     The aim of this introductory chemistry course is to give secondary education teachers and consequently their students an appreciation and basic understanding of Chemistry and the Nature of Matter. Most science educators would agree that appropriate understanding of the particulate nature of matter is essential to the learning of chemistry concepts (Anderson, 1986; Duncan & Johnstone, 1979; Hackling & Garnett 1986) as well as the learning of states of matter (Osborne & Cosgrove, 1983; Bar, 1989). This understanding is also essential to grasping the nature and importance of everyday chemical phenomena. This introductory Chemistry course, composed of a series of six 2 hour modules --The Genesis of Matter, The Atomic Theory, The Periodic Table is Set, The Balancing Act, The Mole Meets Stoichiometry, and The Action Reaction Classification are authored by Janie Varner, Ed.D., former middle school and high school chemistry teacher, secondary administrator and Okaloosa School District Professional Development Director, is intended to introduce the participant to the world of the physical science of Chemistry.
     
     

     Just Read, Florida! The Elementary Reading Block
     Course Tuition:  - Inservice Points: 5
     This program, produced under the direction of the Just Read, Florida! staff, provides primary teachers a look at just what the elementary reading block should encompass. Teachers model some of the activities that should be taking place during this time as well as teacher behaviors that will contribute to the success of the reading block.
     
     

     Leadership Series: Communicating with Boys
     Course Tuition: $150 (includes book and DVD) - Inservice Points: 15
     Communicating with Boys is based on the text: Hear Our Cry: Boys in Crisis by Paul D. Slocumb, Ed.D.
     
     

     Leadership Series: Exploring Leadership Styles
     Course Tuition: $21 (free for PAEC member districts) - Inservice Points: 6
     In this course, the three major styles of leadership are identified and examined. The strengths and/or weaknesses of each style studied are discussed as are situations in which each style of leadership would be appropriate. Participants will be able to recognize each style of leadership, descibe a style best for a particular situation and will be familiar with the style that works best with certain personnel.
     
     

     Leadership Series: High Poverty, High Performing Schools
     Course Tuition: $150  - Inservice Points: 10
     Dr. Robert Barr focuses on schools with high poverty AND high academic achievement. His presentation is based on research that asked, ''What did you do?'' and ''How did you do it?'' Participants will view the video of Dr. Robert Barr's presentation, "High Poverty, High Performing Schools," from the 2007 PAEC Summer Leadership Conference, as well as reading and reacting to professional literature, complete a district and school leadership self-evaluation rubric, select and implement steps to reach the goal of high achievement for everyone.
     
     

     Leadership Series: The Kids Left Behind
     Course Tuition: $35 (free for PAEC member districts) - Inservice Points: 10
     Having "No Child Left Behind" is one of the most challenging tasks facing school leaders today. Participants will view the video of Dr. Robert Barr's presentation, "The Kids Left Behind," from the 2007 PAEC Summer Leadership Conference, as well as reading and reacting to professional literature, complete a district and school leadership self-evaluation rubric, select and implement steps to reach the goal of high achievement for everyone.
     
     

     Leadership Series: What Should Teachers and Parents Know about Bullying, Dating Violence, and Sexual Harassment
     Course Tuition: $35 (free for PAEC member districts) - Inservice Points: 10
     One has only to observe children on a playground or teens interacting in the mall to discover evidence of the crippling bullying behavior epidemic. Popular movies, such as Mean Girls or Pay It Forward, use the bully theme to connect with audiences. The results of an internet search for 'school bully programs' locating over 2,750,000 (literally millions) sites on the internet (at the time of this writing) reflects the major concern by educators. How are bullying, sexual harassment and dating violence defined? How does each of these behaviors emerge and how is it maintained? What can parents and teachers do to help? In the video, accompanying this online course, you will view Dr. Dorothy Espelage's persuasive, research-based presentation to learn about the four areas of research and their respective measures for prevention and intervention of bullying behavior (mild to extreme manifestations). Dr. Espelage, the presenter is an Associate Professor of Counseling Psychology and Associate Chair in the Department of Educational Psychology at the University of Illinois, Urbana-Champaign. Dr. Espelage received her Bachelor of Science in Psychology from Virginia Commonwealth University, Master of Arts in Clinical Psychology from Radford University and Ph.D. in Counseling Psychology from Indiana University. She was recently named University Scholar and has fellow status in Division 17 (Counseling Psychology) of the American Psychological Association. Dr. Espelage conducts research on bullying, presents regularly at national conferences, is author of over 60 professional publications and serves on the editorial board for a number of professional journals. She has appeared on The Today Show, CNN, CBS Evening News, and the Oprah Winfrey Show, and been quoted in Time, USA Today and People.
     
     

     Modeling Mondays: Leadership for Literacy
     Course Tuition: $35 - Inservice Points: 10
     Finding exemplary examples of reading plans that work lead the development team to PK Yonge School at the University of Florida. Here teachers have a reading plan that spans grades K-12. Here the essential support of the instructional leader pervades all classrooms and teachers continue to hone their skills for the benefit of all learners.
     
     

     Modeling Mondays: Reading Success Across the Content
     Course Tuition: $35 - Inservice Points: 10
     Reading coaches demonstrate various strategies that can be implemented in any secondary classroom to assist readers with interacting successfully with text. Video must be viewed on the Florida Education Channel or from tape provided prior to attempting to complete the assignments.
     
     

     Modeling Mondays: Successful Reading Strategies for Secondary Students
     Course Tuition: $35 - Inservice Points: 10
     High school educators describe and model reading strategies that assist their students in dealing with text. Teachers explain strategies to use before students read, strategies that assist in boosting vocabulary as well as strategies to employ after students read.
     
     

     Outstanding Educators Collection: Classroom Literacy Practices for the Early Childhood Teacher Series
     Course Tuition: $54 - Inservice Points: 20 (Available for Endorsement Credit)
     Teachers learn multiple strategies to develop reading skills and language development. View the 8 video series, featuring Carolyn Dorrell. View the series on the Florida Education Channel, then complete web follow-up for credit. This course may also be applied toward the Reading Endorsement.
     
     

     Outstanding Educators Collection: High Yield Strategies for Teaching Reading
     Course Tuition: $54 - Inservice Points: 15 (Available for Endorsement Credit)
     Teachers will learn strategies that will assist young learners to read well. This series of videos explains strategies and demonstrates them in diverse classrooms. This course may also be applied toward the Reading Endorsement.
     
     

     PAEC Online Reading Endorsement, Competency Four: Reading in 3D
     Course Tuition: $105 - Inservice Points: 30 (Available for Endorsement Credit)
     This online course, Reading in 3-D, is designed to assist educators in meeting all of the specific indicators for Competency Four of the PAEC Reading Endorsement. It consists of three modules and is worth thirty professional development hours. Competency Four, Foundations of Differentiation, addresses how to prescribe, differentiate instruction, and utilize appropriate strategies and materials based upon scientifically based reading research in order to address the prevention, identification, and remediation of reading difficulties in order to increase reading performance. Upon completion of Competency Four, participants will have a broad knowledge of students from differing profiles, including students with disabilities and students from diverse populations. Important Note: If you are using this course to complete reading endorsement competency four, you must have completed Competencies One and Three OR Two and Three before beginning this course.
     
     

     Patriot Project: An Abbreviated Review of Basic Facts Sections 1
     Course Tuition:  - Inservice Points: 3
     This course is a basic review of American History facts meant ONLY for teachers who are part of the Patriot Project Teaching American History Grant. Other should not enroll. Teachers will be asked to respond to questions on the content included and responses will be checked for accuracy.
     
     

     PDA Differentiating Mathematics Instruction
     Course Tuition:  - Inservice Points: 30
     This training provides information on how to use the guidelines for differentiation along with sound mathematical strategies guided by a responsive decision-making framework so that all students can achieve at the highest level.
     
     

     PDA Differentiating Science Instruction
     Course Tuition:  - Inservice Points: 30
     With an increased emphasis on problem solving, conceptual understanding, and reasoning, teachers are being asked not only to employ the most effective pedagogy for teaching science, but also to respond to each student’s learning needs. This module will focus on how to use the guidelines for differentiation along with a high-quality science curriculum guided by a responsive decision-making framework so that each student can achieve at the highest possible level.
     
     

     PDA Introduction to Differentiating Instruction
     Course Tuition:  - Inservice Points: 12
     Differentiated instruction is an observable, classroom level practice that uses assessment information to monitor students’ rate of progress and level of performance over time in order to make data-based decisions.
     
     

     Podcasting/Blogging Basics for Music Part 1
     Course Tuition:  - Inservice Points: 10
     This two part course targets the use of Web 2.0 tools by teachers, students, and parents to share and review information and musical performances. In part 1 the teacher will be able to: . define a blog and podcast . create a blog or podcast . share the RSS feed . review music related blogs/podcasts In part 2 the teacher/students will be able to: . record practice sessions . upload audio files . review online podcasts . share RSS feeds
     
     

     Podcasting/Blogging Basics for Music Part 2
     Course Tuition:  - Inservice Points: 10
     This two part course targets the use of Web 2.0 tools by teachers, students, and parents to share and review information and musical performances. In part 1 the teacher will be able to: . define a blog and podcast . create a blog or podcast . share the RSS feed . review music related blogs/podcasts In part 2 the teacher/students will be able to: . record practice sessions . upload audio files . review online podcasts . share RSS feeds
     
     

     Principal's Role in Professional Development
     Course Tuition: $70 - Inservice Points: 20
     Principals are the target audience for this course which walks them throught he requirements of Florida's Professional Development Sustem Evaluation Protocol. They are then lead through a series of activities leading to the develoment of an action plan for professional development.
     
     

     Prior Learning Inventory
     Course Tuition:  - Inservice Points: 8
     1. The participant will identify three areas of strengths from the Learning Summary Report 2. The participant will identify three Leadership Standards which the report indicates as areas for additional development and will include those areas as objectives in the participant's Professional Develeopment Plan.
     
     

     Professional Development Needs Assessment
     Course Tuition:  - Inservice Points: 1
     This is an annual professional development needs assessment that should be completed for the following purposes: A. Identifying district-wide professional development needs of teachers. B. Identifying school-wide professional development needs of teachers. C. Identifying the professional development needs of individual teachers.
     
     

     Professional Learning Communities: How to Establish Them and Make them Thrive
     Course Tuition: $105 - Inservice Points: 30
     According to the research, professional learning communities are a key component of the professional learning of educators and the resulting learning has the potential for tremendous positive impact on student achievement. In this information-packed online course, two experienced principals, Dr. Michelle Gayle and Christi Moss, both from Leon County Florida, share how they established and provided necessary support to make learning communities thrive on their respective campuses. Both principals share practical tips and reporting forms, suggest topics that worked for them, and answer questions related to the topic. A PowerPoint and forms that may be used to track the work of each professional learning community may be downloaded and used. Note: This course requires active participation in a professional learning community. The work may take place over a period of several weeks or months.
     
     

     Raising Student Achievement in Writing
     Course Tuition: $35 - Inservice Points: 20
     Increasing student achievement in writing is a performance goal for every school. This program, based on two videos, Interactive Writing with Emergent Writers and Writing Process-Modeled Writing, both from the Outstanding Educators Collection will help elementary teachers, meet their objectives for improving student writing scores. Those who participate in this professional development activity may expect to gain increased familiarity with the components of effective reading and writing instruction, ways to motivate students to write, and various ways in which writing may be assessed.
     
     

     Reading to Make Meaning of Science: Online Course Part One
     Course Tuition: $35.00 - Inservice Points: 10
     As writers Santa, Havens, and Harrison (1996) state, "Most students arrive at the science teacher's classroom knowing how to read, but few understand how to use reading for learning science content." In this online workshop, participants will read research about use of text in science class and gain knowledge about the importance of activating prior knowledge and learn specific strategies designed to use to accomplish that in the classroom. Additionally, participants will review what the research says about teaching content-specific vocabulary and learn strategies that may be implemented immediately. The video presenter, Mary Lee Barton has worked in the areas of literacy, learning, and professional development for over 30 years. A former high school teacher and senior consultant for McREL, she brings both practical classroom experience and extensive research on reading, writing, and learning to her literacy workshops.
     
     

     Reading to Make Meaning of Science: Online Course Part Two
     Course Tuition: $35.00 - Inservice Points: 10
     As writers Santa, Havens, and Harrison (1996) state, "Most students arrive at the science teacher's classroom knowing how to read, but few understand how to use reading for learning science content." In this online workshop, participants will read research about setting a purpose for reading and monitoring text comprehension and learn specific strategies, for immediate implementation in their classrooms. The video presenter, Mary Lee Barton has worked in the areas of literacy, learning, and professional development for over 30 years. A former high school teacher and senior consultant for McREL, she brings both practical classroom experience and extensive research on reading, writing, and learning to her literacy workshops.
     
     

     Seminars in Emerging Science: Applications of Superconductivity
     Course Tuition: $70.00 - Inservice Points: 20
     This series of ten online modules, authored by Matthew Jewell, of the National High Magnetic Field Laboratory in Tallahassee, Florida, is intended to introduce you to the world of superconductors, a novel class of materials that enable devices as diverse as MRI machines, particle accelerators, and nuclear fusion reactors by delivering “frictionless electricity”. We will develop these ideas by exploring some of the rich superconductivity-related content that is available on the World Wide Web. Our hope here is that you will come away with not only a better understanding of superconductivity, but also a database of web sites and web tools that you will be able to use in the future for your own reference and as an aid to teaching. Finally, we will endeavor in each lesson to suggest ways that the concepts and ideas being presented can be incorporated into your classroom. Since there is a wide range of student ages and abilities represented by the teachers participating in this course, this latter goal will be largely self-directed, as you consider what is pedagogically appropriate for your students. In lessons 1-3, we will discuss some of the underlying science (electricity, cryogenics, etc.) that makes superconductivity work. Some of this may be review for those of you that teach physics at the high school level. Then, in lessons 4-8 we will cover superconducting magnets and applications of superconductors. Finally, we will discuss the Meissner effect (lesson 9) and explore a current research topic in superconductivity (lesson 10).
     
     

     Seminars in Emerging Science: Forensics of Conservation Genetics, or CSI for Wildlife
     Course Tuition: $35.00 - Inservice Points: 10
     In this online course, participants will learn how conservation genetics differs from population genetics, review basic information about DNA – especially how mitochondrial DNA differs from nuclear DNA, and how DNA is examined in the laboratory. Participants will also gain understanding of the polymerase chain reaction, or PCR and its importance as a process in the study of molecular biology. Once a basic framework of understanding is established, participants will explore how DNA technology may be applied to forensic and non-forensic issues. Ginger Clark, Scientific Coordinator and Research Manager at Biotechnologies for Ecological, Evolutionary and Conservation Science Genetic Analysis Laboratory at University of Florida, is the presenter in the Web-streamed video that accompanies this course. In the video, she sets the stage for understanding by offering a basic review of DNA, outlines methodology to study DNA and shares some of the interesting and unusual forensic work that she has done to aid the work of game officials.
     
     

     Seminars in Emerging Science: Magnetic Resonance Applications at High Magnetic Fields: Single Neurons to Neurological Disease
     Course Tuition: $52.00 - Inservice Points: 15
     This series of five online modules, authored by Matthew Jewell, of the National High Magnetic Field Laboratory in Tallahassee, Florida, is intended to introduce you to the world of magnetic resonance imaging (MRI), a safe and non-invasive medical diagnostic technique that is revolutionizing the way a host of diseases and injuries are diagnosed and treated. Our hope here is that you will come away with not only a better understanding of MRI, but also a database of web sites and web tools that you will be able to use in the future for your own reference and as an aid to teaching. Finally, we will endeavor in each lesson to suggest ways that the concepts and ideas being presented can be incorporated into your classroom, and show you how broader scientific principles can be taught through the lens of a study of MRI. Since there is a wide range of student ages and abilities represented by the teachers participating in this course, this latter goal will be largely self-directed, as you consider what is pedagogically appropriate for your students.
     
     

     Seminars in Emerging Science: Reinventing Hygiene for the 21st Century
     Course Tuition: $70.00 - Inservice Points: 20
     In this online course, Reinventing Hygiene for the 21st Century, from the series, Seminars in Emerging Science, The Panhandle Area Educational Consortium presents Charles P. Gerba, Ph.D., who discusses the role of hygiene in disease prevention. Why is attention to hygiene increasingly important as we move into twenty-first century? What are fomites, what is the role of fomites in disease transmission and why do we study them? Where are the cleanest and dirtiest areas in your home? What can be done to reduce the bacterial load in the dirtiest areas? Who has the germiest job? Is there evidence that cleaner offices and classrooms can make a difference in infection control? What emerging pathogens should we be most concerned with? These questions and many, many more will be answered in the video presentation. We will also delve more deeply into these topics in the online course.
     
     

     Seminars in Emerging Science: Secrets of the Sea
     Course Tuition: $35.00 - Inservice Points: 10
     In this online course, from the series, Seminars in Emerging Science, The Panhandle Area Educational Consortium presents Dr. David G. Gallo, Director of Special Projects at the Woods Hole Oceanographic Institution. The world’s largest oceanographic laboratory, Woods Hole is located on Cape Cod, Massachusetts. In the video, Dr. Gallo shares his research findings about global exploration, climate change and the impact of humanity on the sea. In the online course accompanying the video, participants will dig deeper, using a large variety of online resources, to increase depth of knowledge, related to the presentation. This knowledge, along with a variety of resources, will then be used in the classroom with students.
     
     

     Seminars in Emerging Science: Why do Nerve Cells in the Brain Die, and What Can be Done About It?
     Course Tuition: $35.00 - Inservice Points: 10
     The content of this online course, authored by Charles C. Ouimet, Ph.D., has been structured to offer a review of the basic science of neurons. Participants will also learn more about apoptosis and neurological disorders in which neurons die. These disorders include many that are already familiar to you: Alzheimer’s disease, Parkinson’s disease, and Huntington’s disease. There is compelling research that in these disorders, neurons don’t simply die; instead, they actually commit suicide. The video presentation by Dr. Charles C. Ouimet describes one line of research aimed at preventing neurons from killing themselves.
     
     

     Teacher Quality Literacy Initiative: Analyzing Primary Sources
     Course Tuition:  - Inservice Points: 10
     One of the roles of an educator is to enable students to know the right questions to ask in order to make decisions or judgments about situations, events, people, artifacts or materials with which they come into contact. The process of asking questions and making judgments is often called critical thinking. This course is developed to strengthen the teacher’s knowledge and skill in utilizing critical thinking as a tool in the study of history. The course involves on-line research, review of digital media and demonstration of skill through development of lesson activities.
     
     

     Teacher-To-Teacher: Beginning to Write
     Course Tuition:  - Inservice Points: 2
     This course assists teachers in learning the effective use of writing elements such as organization, punctuation, and capitalization to help students progress from one level of writing to the next. The process of planning, drafting, revision, proofreading and publishing is explained and demonstrated.
     
     

     Teacher-To-Teacher: Building Fluency: Do It Well and Do It Right
     Course Tuition:  - Inservice Points: 2
     In this course, participants will learn to understand the role of fluency in word recognition, oral reading, silent reading, and comprehension of written discourse. Participants will identify examples of text at a student's frustration, instructional, and independent reading level. Teachers will understand reading fluency from several perspectives: stages of normal reading development, intrinsic characteristics of some reading disorders, and consequences of practice and instruction.
     
     

     Teacher-To-Teacher: Building Teacher Leaders
     Course Tuition:  - Inservice Points: 2
     Paul Kimmelman discusses issues related to teachers as leaders. He points out the need for encouraging teachers to step out and assume leadership roles that are not necessarily administrative in function. Advocacy for quality curriculum and mentoring peers for success are key roles for teacher leaders. Paul shares the characteristics of successful teacher leaders and points out ways to recognize the potential. He also shares various types of leadership styles and theories.
     
     

     Teacher-To-Teacher: Developing Computational Fluency in Addition and Subtraction
     Course Tuition:  - Inservice Points: 2
     As mathematics teachers, we are responsible for preparing children to meet the challenges of our world by teaching them to think, reason, and solve problems. Unfortunately, in many mathematics classrooms, students are taught to memorize procedures rather than to think and reason mathematically as they struggle to master the basic facts and number operations. In this course, Kathy Ernst will introduce ways in which students develop computational fluency- mastery with understanding. Participants will explore the big ideas underlying addition and subtraction, as well as some of the models, strategies, and contexts that support children's development of these ideas. By engaging in problem solving throughout the workshop, participants will have an opportunity to think more deeply and flexibly about their own strategies of adding and subtracting and to experience the true meaning of computational fluency. The interactive aspects of the course incorporate best practices identified in the research of James W. Stigler and James Hiebert, who did a comparative study of mathematics teaching practices in Japan, Germany, and the United States.
     
     Kathy Ernst
     Kathy Ernst has taught students in grades kindergarten through six, co-founded an elementary school, designed the Vermont Mathematics Portfolio Assessment Program, developed a gifted and talented program used in schools in New York and Vermont, and taught college courses on curriculum and assessment design. At Bank Street College of Education, she facilitated online mathematics courses for teachers and served on the faculty of the Leadership in Mathematics Education Program. Since 1995, Ms. Ernst has managed the implementation of NSF-funded standards-based mathematics curricula in schools throughout New York and New England, providing onsite and online support to teachers and administrators. She is also the author of Mentoring Mathematics Teaching and Learning, a chapter in the book, Student Successes with Thinking Maps. Her current work focuses on developing efficient, effective, equitable, and accessible coaching processes that lead to improvement in math instruction and student learning. Ms. Ernst received a B.A. at SUNY-Stony Brook and an M.S. at Bank Street College of Education.
     
     

     Teacher-To-Teacher: Differentiated Instruction
     Course Tuition:  - Inservice Points: 2
     Not all children are alike. Not all students are alike. Kids come in all shapes and sizes and interests, and they come to the learning environment with different needs, learning profiles, and educational readiness. Differentiated instruction recognizes this, and applies an approach to teaching and learning that allows for multiple learning styles and learning options for taking in information and making sense of different ideas. This session focuses on making the appropriate accommodations/ modifications to a curriculum in order to enable students with disabilities to access the materials in the way they best learn. The model of differentiated instruction requires teachers to be flexible in their approach to teaching, and to adjust the curriculum and presentation of information to the learners rather than expecting students to modify themselves to the curriculum. It means creating multiple paths so that students of different abilities can equally experience the learning process.
     
     

     Teacher-To-Teacher: Differentiating Instruction in a High School Inclusion Setting
     Course Tuition:  - Inservice Points: 2
     Four areas of classroom instruction are addressed in this session. The four areas are reading, vocabulary, differentiated instruction, and classroom management. In order to address the varied instructional challenges found in a high school inclusion class, the teacher must first begin by having a depth and breadth of knowledge in his or her specific content area. The next step is to change from being content-driven to student-driven. This presentation is built upon current research and the work being done with inner city high school English teachers as they address the reading needs of their struggling students. The anecdotal information from principals involved in the pilot project is that student attendance has increased, homework is being completed in other courses and students are requesting to be included in the pilot program. Measures of increased achievement are not yet available. The research underpinnings for these topics are cited on the last page of the handout. Participant interaction is embedded in the presentation through the use of worksheets. The focus of the worksheets is for the participants to “hook” the concepts of this session to the course they teach, to students they have taught and to things they can do differently next year.
     
     

     Teacher-To-Teacher: Early Steps Count: Teaching Arithmetic to Prepare Students for Algebra
     Course Tuition:  - Inservice Points: 2
     The teaching of elementary mathematics can be sloppy, leading students to mathematical misunderstandings. Sometimes misinformation is implied; for example, during subtraction, "borrowing" implies that a number is not a single entity, since you can't borrow from yourself. Sometimes the misinformation is directly taught; for example, during subtraction, students are taught to always put the big number on top. Some students, particularly those struggling in school, may never recover from learning these misconceptions. Linda Plattner will address the most common math mistakes, their genesis, and alternate approaches to teaching basic elementary concepts. Participants will analyze various methods to teach computation and explore ways to develop the concepts needed to approach algebra. This session will also look at the research of Dr. Lipping Ma, who researched the differences between American teachers and Chinese teachers in terms of preparation, their understanding of mathematics, and their methods of teaching.
     
     

     Teacher-To-Teacher: Examining Student Work: A Protocol for Improving Reading
     Course Tuition:  - Inservice Points: 2
     When teachers have the opportunity to evaluate student work utilizing standards-based rubrics, they strike at the core of teaching and learning. Teachers report that they develop a richer understanding of standards, and that their confidence in making rubric-based judgments about the proficiency of student work increases. Most significantly, teachers report an increase in their expectations regarding the quality of work students can produce. This course is aimed at boosting teacher confidence with standard-based rubrics. Participants will learn how to evaluate performance-based reading tasks designed to measure strategies required by narrative and nonfiction texts. They will also experience scoring with rubrics, and then engage in a discussion that considers how this process informs research-based reading practices in the classroom.
     
     

     Teacher-To-Teacher: Exciting Teachers & Improving Student Achievement With Standards-Based Assessment Data
     Course Tuition:  - Inservice Points: 2
     This session is conducted by a member of the Riverside County Achievement (R-CAT) Team, a group that represents a wealth of knowledge and experience in supporting the goals and vision of No Child Left Behind. R-CAT is a proven assistance model for schools aspiring to improve student achievement. In this model, county office personnel collaborate with schools to align data and school targets with professional training, resources, and accountability.
     
     In this session, Sandy Sanford, an R-CAT team member, will explain how proven processes and forward thinking in Riverside County California have resulted in innovative and dynamic approaches to the use of standards-based data by teachers for improving student achievement. The presentation starts with a brief description of how Riverside County schools have evolved from simple data compilers to effective users of data for systematically driving instructional improvement. Sandy will interact with teachers to show them how to distinguish between data that Judges and data that Informs-and how best to use both. Various formats and types of assessment data will be explored in light of the effects of the standards-based movement. Techniques will be explained that give teachers ownership of assessment data and convert the data from abstract numbers to valuable, teacher-friendly information. The presentation concludes with a step-by-step simulation of the WHAT process (Why and How Analysis for Teaching)-a powerful teaching tool that not only identifies weak standards ("weak" with respect to student achievement) but also leads teachers to "Why" the students are not mastering the standards and "How" an intervention might be designed to fix the problem.
     
     

     Teacher-To-Teacher: Feedback: A Powerful Tool for Raising Student Achievement in Language Arts
     Course Tuition:  - Inservice Points: 2
     Think of a time when you received feedback that made a difference in your work or personal life. Was the feedback helpful? In this session, participants will learn how to identify specific, descriptive feedback that can improve learning. Holly Searl will show participants how to use current research to connect specific feedback on formative tasks to increase student achievement. She will also explain the difference between descriptive and evaluative feedback. Using sample tasks from Maryland's State Assessment, participants will practice creating and analyzing descriptive feedback connected to specific learning outcomes. Participants will walk away from this session with a greater understanding of the critical link between recognizing the intent of outcomes, the necessity of aligning formative assessments with the outcomes, and the power of descriptive feedback to improve student achievement.
     
     Holly Searl
     Holly Searl brings 15 years of educational experience to the Summer Workshops, from her background as a classroom teacher in grades 4 through 7 to her work as a Reading Specialist at the elementary and middle school levels. During her tenure at a high-poverty Title I school that was undergoing a system-initiated restructuring, Ms. Searl served as a full-time mentor teacher and a fifth grade literacy teacher. Ms. Searl facilitated the implementation of early literacy intervention classes in grades 1 and 2, with an emphasis on using assessment data to inform team planning and instructional decision-making. As a Title I Instructional Specialist, she helped schools align School Improvement Plans with professional development by using collected assessment data. Ms. Searl presented Establishments of a Professional Learning Environment to Implement School Reform for the 2003 Council for Education, Administration, and Supervisory Organizations of Maryland. She currently teaches in Montgomery County, Maryland.
     
     

     Teacher-To-Teacher: Feedback: A Powerful Tool for Raising Student Achievement in Mathematics
     Course Tuition:  - Inservice Points: 2
     Not all students learn at the same pace or at the same level, but all are capable of learning rigorous academic material at high standards. In standards-based curriculum, how can teachers best identify what students know and are able to do so that they can plan for, instruct, and measure learner progress in mixed ability classrooms? Mary Doran Brown will show participants how to routinely assess what their students know and can do, and then demonstrate how to adjust instruction to meet the different learning needs of all students. She will use examples of tiered science lessons to illustrate how process, content, and product can be differentiated to make each student a successful learner. Participants will be given a grade-level science objective to practice planning tiered instruction and assessment. Emphasis will be given to student inquiry as the basis for gearing differentiated instruction.
     
     

     Teacher-To-Teacher: Got History? Effective Practices
     Course Tuition:  - Inservice Points: 2
     Looking to bring life and fun to your elementary history and social science classroom? In this session you will be engaged with your colleagues in hands-on, experiential learning tasks you can use with your students. The presenter will take common units (Revolutionary War, New Nation, Civil War) taught across grades three through six. Strategies shared will be based on observations of teachers using best practices when he worked as an elementary social studies curriculum teacher. Teachers in attendance are asked to bring an idea or strategy they use to bring life to their history curriculum. Ideas will be shared with colleagues.
     
     

     Teacher-To-Teacher: Got the ''H.O.T.S.'' for Inquiry?
     Course Tuition:  - Inservice Points: 2
     Are your students high-level thinkers? Have they engaged sufficiently in the investigative nature of science? Are they ready for standardized tests that require higher order thinking to evince knowledge of scientific inquiry? This presentation will characterize the inquiry process and look at ways to teach and assess higher order thinking skills. Active inquiry yields positive results and incorporates higher order thinking. Research suggests that higher order thinking skills—applying, analyzing, synthesizing and evaluating—are teachable and learnable in the science classroom. By gathering and analyzing data during the presentation, participants will engage in both the “doing” and “understanding” of scientific inquiry as endorsed by the National Science Education Standards. Participants will apply inquiry techniques, evaluate current scientific research using a rubric, synthesize test questions based on Bloom’s Taxonomy of higher order thinking and analyze successful student inquiry examples.
     
     

     Teacher-To-Teacher: Linear Equations: A Hands-on Method for Teaching the Connections Among Equations, Tables, and Graphs
     Course Tuition:  - Inservice Points: 2
     Linear equations lay the foundation for all studies of math, beginning with algebra. One of the first essential concepts a student must comprehend is the relationships among a table, equations and a graph as they pertain to collected data. Laying the foundation for this understanding through activities gives students the ability to become involved in their learning and understanding. Participants in this workshop will work through a “flight simulation” and make “jumping frogs” that will lead from the study of linear equations to the eventual understanding of slope. Hoff and Murphy will guide teachers to closely analyze the relationships among tables and equations, equations and graphs and graphs and tables as they relate to linear equations and the understanding of slope. Participants will leave this workshop with two activities that bring linear equations from the realm of the abstract to the concrete level of middle school students.
     
     

     Teacher-To-Teacher: Looking at Vocabulary
     Course Tuition:  - Inservice Points: 2
     In this course, team members Lynn Figurate and Mike Barney use a direct instructional model to present vocabulary research and effective strategies useful in the elementary classroom. Topics covered include direct and indirect methods of vocabulary instruction. Suggested follow-up activities are provided to deepen participants' knowledge and skills and to guide classroom application.
     
     

     Teacher-To-Teacher: Maximizing Instructional Time Through Positive Behavior Strategies
     Course Tuition:  - Inservice Points: 2
     Raising student achievement and having a positive effect on student learning are goals of teachers and administrators. Decreasing behavioral problems and increasing instructional time through implementation of positive behavioral strategies in the classroom and school can accomplish these goals. A teacher loses at least 10 minutes of instructional time on a problem behavior that is referred to the office; this action results in 10 minutes of learning lost for each student. The goal of this presentation is to give teachers and administrators the tools to create a positive, proactive environment that supports the learning of all students. IDEA mandates that educators use positive behavioral strategies (PBS), when problems arise that interfere with student learning. The process of PBS is to create behavioral expectations and teach these expectations as well as develop consequences and incentives. The success of PBS can be assessed through qualitative and quantitative surveys and discipline data. Participants will be actively engaged using the latest brain strategies, group activities and interactive discussions.
     
     

     Teacher-To-Teacher: Measurement and Geometry: Building Conceptual Understanding in Young Children
     Course Tuition:  - Inservice Points: 2
     Measurement misconceptions among children are often difficult for teachers to uncover and understand. Yet if teachers in the early grades provide deliberate types of lessons and experiences for their students, they can avoid many of those misconceptions. According to the National Research Council’s report, Adding It Up, students need to “mentally structure and revise their construction of space” so they learn when to use particular types of measurement. In this session, Cynthia Stone will provide teachers with a range of hands-on experiences that they can immediately use in the classroom so that students can begin to build conceptual understandings in measurement. These activities will develop four concepts: making comparison between objects by matching; comparing objects with nonstandard units; comparing objects with standard units; and choosing suitable units for specific measurements. The session will also address how teachers will know when students “understand”, and what is acceptable evidence of understanding.
     
     Presenter
     Cynthia Stone
     Cynthia Stone has been an educator for 23 years: 16 years as a classroom teacher, and the past 7 years as a mentor teacher in science and mathematics, supporting teachers in the shift to standards-based classrooms. In addition to working with teachers, she has provided ongoing monthly professional development in mathematics and science content and pedagogy. Ms. Stone was a Program Coordinator for a Technology Innovation Challenge Grant awarded to the University of Texas at El Paso. She designed and delivered professional development instruction to teachers to help them integrate technology into classroom instruction. Ms. Stone has a B.S. in education degree from Southeast Missouri State University, a master’s degree in instructional technology from the University of Texas at El Paso, and is currently working on her doctorate in the Educational Leadership Department of the University of Texas at El Paso.
     
     

     Teacher-To-Teacher: Monitoring Comprehension
     Course Tuition:  - Inservice Points: 2
     This session is conducted by a member of the Riverside County Office Achievement (R-CAT) Team, a group that represents a wealth of knowledge and experience in supporting the goals and vision of No Child Left Behind. R-CAT is a proven assistance model for schools aspiring to improve student achievement. In this model, county office personnel collaborate with schools to align analyzed data and school targets with professional training, resources, and accountability. In this session, a team member will use a direct instruction model to present research and information about how comprehension-monitoring strategies can be taught explicitly and systematically to students, how student success can be measured, and what steps to take when students are unsuccessful. Participants will have opportunities to review and interpret student data and to base instructional decisions on the needs of students.
     
     

     Teacher-To-Teacher: No Child Left Behind Basics
     Course Tuition:  - Inservice Points: 2
     This program provides an introduction to the basics of the No Child Left The course addresses the basic premises of the No Child Left Behind (NCLB) Law including the Highly Qualified requirements for teachers and the impact of the legislation on schools and districts. Other topics presented focus on the HOUSSE requirement for subject area teachers. Helpful documents are available to assist participants in understanding the law from the perspectives of both parents and teachers.
     
     

     Teacher-To-Teacher: Patterns to Symbols: Algebra
     Course Tuition:  - Inservice Points: 2
     This course focuses on the algebraic concept of generalization by providing teachers strategies to teach elementary students to analyze, describe, and represent patterns. Teachers will learn how these strategies can lay the foundation for further algebra study.
     
     

     Teacher-To-Teacher: Phonemic Awareness
     Course Tuition:  - Inservice Points: 2
     In this course, teachers will learn the difference between phonemes (sounds) and the letters and letter combinations that represent them. Participants will be able to select and instruct a range of phonemic awareness activities using an appropriate progression of phonological skills, such as tracking words in sentences, rhyming words, oral word repetition, syllable counting, onset-rime segmentation and blending, phoneme identification, segmentation, and blending.
     
     Karen Valdes
     Karen Valdes of Temecula, California has worked as a K-5 classroom teacher and special education teacher since 1981. She has an advanced degree in special education and administration, as well as extensive experience working with poverty-level students and second language learners. She has served as a mentor teacher, master teacher, and college course presenter on reading. Ms. Valdes was recognized as the District Teacher of the Year and County Teacher of the Year. She has been involved with the California Reading Initiative and standards-based instruction. Ms. Valdes is the author of state-approved AB 1086 training documents and writing support materials, and served on the 2002 Instructional Program Advisory Panel for the State of California. She is certified as a trainer for AB 466 English Language Arts Professional Development and AB 75 Administrative Training. Her current project as a member of R-CAT is to coordinate the development of writing support materials aligned to the standards and grade level genres.
     
     

     Teacher-To-Teacher: Phonics: The Building Blocks of Early Reading
     Course Tuition:  - Inservice Points: 2
     In this course, teachers will learn to recognize examples of sound-symbol correspondences, rules, and patterns in English, as well as to understand the phonological features of a second language and how it can interfere with English pronunciation and phonics. They will also learn how to use a phonics survey and developmental spelling inventory to identify how to instruct selected students who need more instruction and practice.
     
     

     Teacher-To-Teacher: Reading in the Content Areas: It's Just Different
     Course Tuition:  - Inservice Points: 2
     Today's classrooms are filled with students who have diverse abilities and needs. In order for all students to become proficient readers and learners, teachers must differentiate their instruction to meet the diversity. This workshop will explore differentiation of process in the various content areas where students struggle to meet the unique demands of reading content-specific text. The instructor will lead teachers through a series of tasks aimed at increasing student interest by building vocabulary and improving comprehension. Participants will develop knowledge about what makes reading in the content areas difficult and some strategies that can support all readers as they read difficult texts.
     
     

     Teacher-To-Teacher: Reading in the Content Areas: It's Just Different 1
     Course Tuition:  - Inservice Points: 10
     Today's classrooms are filled with students who have diverse abilities and needs. In order for all students to become proficient readers and learners, teachers must differentiate their instruction to meet the diversity. This workshop will explore differentiation of process in the various content areas where students struggle to meet the unique demands of reading content-specific text. The instructor will lead teachers through a series of tasks aimed at increasing student interest by building vocabulary and improving comprehension. Participants will develop knowledge about what makes reading in the content areas difficult and some strategies that can support all readers as they read difficult texts.
     
     

     Teacher-To-Teacher: Science and CSI: Weaving Science and Math Into Lessons That Teach Kids To Think
     Course Tuition:  - Inservice Points: 2
     The teachable moment exists in every trend. This session will weave interest in forensics, stemming from the popular TV show CSI—Crime Scene Investigation, with science content and explore methods that work to help students apply scientific principles. This forensic science program has had success with all learners. From blood and the heart to elements and compounds, the session will use a mystery theme to integrate concepts with writing and mathematics. The focus is on science, but the techniques work in any area. The session will explore ways to teach students science and learning skills that will help them with every subject.
     
     

     Teacher-To-Teacher: Standards-Based Differentiated Math
     Course Tuition:  - Inservice Points: 2
     Come and learn how to meet the differentiated needs of your math learners. Begin with a purposeful plan of what you need to teach (standards) and leave with an idea of how to teach it. Jody Guarino and Kellie Brown will equip teachers with strategies and tools to maximize student learning. They will explore the use of assessment tools ranging from anecdotal notes to adopted textbook assessments. By using formal and informal assessments with data analysis, teachers will be able to learn more about their students and their needs, interests, and strategies. Guarino and Brown will demonstrate how items can be analyzed to improve student learning and to guide instruction. The importance of parent communication to achieve individual student goals will also be discussed.
     
     Presenter
     Jody Guarino
     Jody Guarino has spent the past 10 years in elementary education, serving as a classroom teacher in the Capistrano Unified School District, a master teacher, a Beginning Teacher Support and Assessment (BTSA) support provider, and a district mentor. Ms. Guarino was a contributing author to her district’s curriculum in the areas of Word Study, Language Arts, and Math. Having worked with diverse learners in kindergarten through grade 3, Ms. Guarino was able to develop and instruct numerous workshops and seminars on parent education, differentiation, and effective teaching strategies in math and language arts. She has also presented workshops for professional organizations, including the California Kindergarten Association. Ms. Guarino is a University of Phoenix faculty member who holds a master of science (M.S.) degree in Education from California State University at Fullerton and a bachelor’s degree (B.A.) in Communications and Sociology from the University of Southern California. She is currently pursuing National Board Certification.
     
     Co-Developer
     Kellie Brown
     Kellie Brown is an early elementary teacher, Standards Support Specialist, Reading Instruction Certification instructor, and Staff Development presenter with the Capistrano Unified School District in Southern California. She is also an Early Intervention for School Success (EISS) trainer for the State of California, as well as a classroom demonstration site coach and instructional coach for the EISS grant program. Ms. Brown is a fellow of the University of California’s Writing Project and Science Project. She has been a teacher for 16 years and holds a master of arts (M.A.) degree in Education.
     
     The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.
     
     

     Teacher-To-Teacher: Standards-Based Education and Student Report Cards
     Course Tuition:  - Inservice Points: 2
     The fundamental principle of standards-based education is "begin with the end in mind." Whether we like it or not, the grade is often the end that students and parents focus on. What are the full implications of standards for the student report card, and how do you use your grading practices to improve teaching and learning in your standards-based classroom? Peter Robertson will explore the implications of standards for grading with a series of hands-on exercises. He will discuss practical ways to integrate standards-based instruction with student-involved classroom assessment. He will also explore one strategy for using grading practices to keep the focus on standards-based education in an era of high-stakes testing.
     
     

     Teacher-To-Teacher: Taking the "Dense" Out of Density
     Course Tuition:  - Inservice Points: 2
     Teachers need a richer experience with content that is focused, connected to applicable mathematics, and appropriately targeted to the developmental level of their students. Since all content cannot be taught in a single session, it is necessary to teach just a piece of rich content, along with a method that can be used to master other content pieces. The short rigorous tasks in this workshop illustrate the interconnectedness of the mathematical and scientific worlds by prompting teachers to collect both quantitative and qualitative data, and to use both to reach a rich understanding about the nature of the physical sciences. Participants will walk away from this session with a clearer understanding of how to approach the NRC standards for science education.
     
     Shannon C'de Baca
     Shannon C'de Baca is a nationally recognized educator and the host of the Annenberg/PBS television series, "The Missing Link in Mathematics." She also serves as a "star" teacher for the PBS science series, NOVA. Ms. C'de Baca has taught high school science for the past 25 years, often using her classroom as a living laboratory to implement the innovations and research-based strategies she shares on a national level. She has an "in the trenches" view that resonates with teachers. Ms. C'de Baca has served as a consultant for the National Center for Education and the Economy, the Public Broadcasting Corporation, the Council for Chief of State Schools, the National Education Association, the National Science Teachers Association, and the United States Department of Energy. She has also played a key role in the development of state and national standards documents for science. Ms. C'de Baca has received awards from the Milken Family Foundation, Sertoma International, the Iowa Department of Education, and NSTA for her classroom work.
     
     

     Teacher-To-Teacher: Turning Data Into Information
     Course Tuition:  - Inservice Points: 2
     Educators work with sets of data every day. Teachers look at daily classroom assessment scores to determine whether the class moves on to the next objective or not. Counselors compare local student scores on standardized tests with other districts and with national results. Administrators examine the number of daily absences for students and staff. More informed decisions result from organizing, summarizing, and interpreting the numerical data that confront the people who provide all the services a school district provides. This enterprise - organizing, summarizing, and interpreting numerical data - is an exercise in descriptive statistics. Graphs aid understanding by presenting an overall pattern that one can visually assess. In this course, participants look at a handful of data distributions, focusing on stem-and-leaf plots and dot plots to display and interpret data. The presenter demonstrates how a classroom teacher can quickly examine daily classroom assessment scores to determine whether "any child is being left behind." The strategies are so user-friendly that teachers will learn how to prepare students to examine their own grades.
     
     

     Teacher-To-Teacher: Use the RELATE Think Sheet: A Cognitive Strategy for Inclusion Classrooms
     Course Tuition:  - Inservice Points: 2
     This skill focused course demonstrates the use of a content enhancement tool, The RELATE Think Sheet, to increase student performance in inclusive classrooms. This tool, developed by Edwin Ellis, has shown to be effective in raising the achievement of students with learning disabilities and is a powerful way to help all students in inclusive settings. It can be difficult for students to gain meaningful understanding of sophisticated concepts. This deep understanding of concepts is a critical ingredient for students to demonstrate mastery in written assessments. Magruder High School students who are in special education used this tool as part of their instructional routine and had a 19.7 percent passing rate increase on the state social studies assessment. The first half of the workshop provides the strategy’s underpinnings and describes how to teach the strategy in the classroom. The second half is dedicated to participants’ practicing the strategy.
     
     

     Teacher-To-Teacher: Using Technology to Enhance Algebra Instruction
     Course Tuition:  - Inservice Points: 2
     This course provides information on free web-based resources that can be used to enhance the teaching and learning of mathematics. Participants will discover how to find interactive math applets, Internet-based lesson plans, and projects that utilize technology.
     
     

     Teacher-To-Teacher: Writing at High Levels in the Intermediate Grades
     Course Tuition:  - Inservice Points: 2
     NCLB requires all schools to continually improve so that all students make progress over time. In this session, participants will examine reading performance data of high achieving students, align the data with the demands of national and state writing standards, and identify strategies for offering more focused writing instruction at a high level in order to increase student achievement.
     
     

     Teacher-To-Teacher: Writing in Content Areas: Understanding Content
     Course Tuition:  - Inservice Points: 2
     In this course, participants will understand the critical role that writing plays in comprehending content material. The training will address research-based text comprehension through understanding text structures, using note-taking strategies, and summarizing content. These strategies are designed to meet the needs of students grades six through 12. In addition, there will be heavy emphasis on creating fluent writers by focusing on paragraph writing in different content areas.
     
     

     The City of Brotherly Love: Philadelphia in Colonial Times
     Course Tuition:  - Inservice Points: 5
     Teachers will be able to share information regarding: 1) the role of William Penn in the development of Philadelphia, 2)the physical layout of the city, 3) significant events in colonial American History that occured in Philadelphia, and 4)American patriots who lived in/worked in Colonial Philadelphia when they complete this course.
     
     

     Theory and Practice of Coaching a Specific Sport
     Course Tuition: $200 - Inservice Points: 60 (Available for Endorsement Credit)
     This component is designed to enable the participant to acquire additional knowledge about basic content and recent advances in coaching a selected interscholastic sport. Enrollment in this course is contingent upon District Professional Development Director approval.
     More Information
     
     
     

     Topics in Physics: Energy
     Course Tuition: $35 - Inservice Points: 10
     These online lessons begin with a basic review of the concepts of energy, work and simple machines. Participants will have the opportunity to participate in a variety of online simulations, including roller coaster energy transformations and experiment with marble roller coasters. Teachers will gain a variety of activities that may be used in their classrooms to make the study of energy inquiry-based and the dialogue about this abstract topic richer.
     
     

     Topics in Physics: Force and Motion
     Course Tuition: $35 - Inservice Points: 10
     These online lessons, beginning with a review of the four fundamental forces, are intended to introduce participants to the physical science concepts of force and motion. Participants will learn more about the grand unified theory, black holes, Newton’s Laws of Motion, friction and measuring motion. In the final lessons, experiments which apply the content examined in the first three lessons and are suitable for use with students will be conducted.
     
     

     Topics in Physics: Sound and Light
     Course Tuition: $35 - Inservice Points: 10
     These online lessons, discuss both sound and light energy. Important terminology is explained and participants have multiple opportunities to take part in a variety of simulations that make abstract concepts as the Doppler Effect, light wavelength and color more meaningful and relevant. Additionally, classroom activities that may be employed to enhance student understanding of these topics are provided.
     
     

     What Great Principals Do Differently
     Course Tuition: $35 - Inservice Points: 10
     This online course is based on Dr. Todd Whitaker’s presentation, What Great Principals do Differently. The presentation is so cleverly done that you will be disappointed when it ends — guaranteed! Dr. Whitaker , a humorous, practical, and charismatic speaker gets to the heart of what sets great school administrators apart from their mediocre or poor counterparts. Educators who excel in their practice have been waiting for years for this — for someone to acknowledge and validate what they already know.
     
     

     Word Wisdom: Encouraging Students to be Word Detectives
     Course Tuition: $35 - Inservice Points: 10
     A rich and expansive vocabulary is required for students to access and comprehend information in content area texts. Although much vocabulary is learned indirectly, quality direct instruction in vocabulary helps all students to learn difficult words and is even more crucial for those students who enter school with a vocabulary gap. In the web-streamed video, Dr. Jerry Zutell provides teachers both the rationale and strategies necessary to help students recognize language as a living growing system, to make connections with and across peoples, countries and periods of time in history, and to increase the memory for vocabulary and the concepts that words represent. This outstanding program is packed full of rich content and will benefit every teacher regardless of grade level or content area. Dr. Jerry Zutell is Professor Emeritus at Ohio State University and the former Director of the OSU Reading Center. Dr. Zutell’s specific area of interest is the study of childrens' acquisition of word knowledge in reading and writing. He is a senior author of the Zaner Bloser Spell It…Write series, author of multiple publications, and serves on numerous editorial review panels. This course may also be applied toward the Reading Endorsement.
     
     

     Writing to Make Meaning of Science
     Course Tuition: $35.00 - Inservice Points: 10
     1)Teachers will explain the difference between writing for communication and writing to learn to peers. 2) Teachers will be knowledgeable of research done on the benefits of writing to learn. 3) Teachers will employ strategies in their classrooms that will improve their students' abilities to write.