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Essentials of World Languages

- 1 Credit - 

1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course explores the new directions schools and districts are taking in designing and implementing flexible world languages programs. It creates a new framework for the value of language learning and for designing world language curriculums that use assessment targets. It discusses issues of instructional environments along with the roles of teachers and curriculum with performance based approaches. Setting various realistic expectations for student's second-language proficiency are also presented. Educators will also research various issues regarding world language instruction as well as develop lessons for classroom implementation.

Teacher feedback about this course

$195

1 Semester Graduate Credit

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Essentials of World Languages, Grades K-12

- 1 Graduate Credit -

Course Objectives

  1. Teachers will examine the shift to performance-based model of language instruction programs and the challenges associated with new instructional activities, projects and academic assessments.
  2. Students will learn about setting more realistic expectations for attaining student's second-language proficiency using a variety of instructional approaches.
  3. Educators will be presented with new ways to arrange the instructional environment in languages classes as well as creating a new framework for the value of language learning in an increasing global social culture.
  4. Teachers learn about designing curriculum and corresponding assessments. They will review current research in the field of world languages and design new lessons and classroom strategies.
  5. Educators will review the new techniques and concepts that are being developed by teachers nationwide for possible implementation into their instruction.

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Essentials of World Languages, Grades K-12

What Others Are Saying About This Course

Darla M. – OH –

“Thanks for your help and patience. I will forward the course purchase email and the completed assignments emails to you for the Using Technology in the Classroom course separately. I apologize for the confusion. “

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.” – Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.” – Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me” – J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education” – M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…” – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

$195

(1 Semester Graduate Credit)


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Winning Classroom Management Strategies

- 1 Credit - 



1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will present winning strategies for classroom management in an age of high-stakes tests and school violence. Maintain a purposeful and supportive learning environment at all times with the comprehensive approach from this book. Seeking self-discipline, learning how to learn, and preventing misbehavior are a few of the many topics in this book. Discover classroom-proven practices that help reduce stress as you develop your students' learning skills.

Teacher feedback about this course

$195

1 Semester Graduate Credit







Item categoryaccredited-by-csuppage4 not found.Item ma-categoryaccredited-by-csuppage4 not found.Item categoryaccredited-by-csuppage42 not found.Item ma-categoryaccredited-by-csuppage42 not found.

Winning Strategies for Classroom Management

- 1 Graduate Credit -






Course Objectives

  1. Educators will examine how discipline relates to standards and how school changes such as multi-age classes, looping and blocking increase the need for better management.
  2. Teachers will learn how changing schools, diversity and inclusion require better class management skills for today's classroom. State or district standards are also reviewed.
  3. Educators will look at similarities between skills employers demand and the self-management skills taught in an effectively managed classrooms.
  4. Students will examine numerous figures and charts that provide strategies for addressing behaviors in classroom and school settings.
  5. Teachers will learn to integrate self-management, learning to learn as well as how to proactively prevent misbehavior in classrooms and school settings.

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Winning Strategies for Classroom Management

What Others Are Saying About This Course

Andrea W. – CA –

“Got it. Thank you so much for all of your help. I truly enjoyed the class/book.”                                    

Chase E. – MA –

“Thank you–I found the text very valuable and the assignment helpful for my teaching practice.”

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$195

(1 Semester Graduate Credit)








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Help Them Learn Through Their Unique Strengths

- 1 Credit - 



1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will explore the four learning styles: Concrete, Sequential, Random and Abstract. The combinations of learning styles are presented in depth to explain the learning preferences of each style and gaps they may have in learning environments. Teachers will find their preferred learning style and also examine how each style concentrates, remembers and understands best. Educators will develop a written paper, lessons or activities for classroom applications of learning style theory.

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$195

1 Semester Graduate Credit







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The Way They Learn

- 1 Graduate Credit -






Course Objectives

  1. Teachers will learn about the basic theories and concepts of Concrete-Sequential (CS) and Random Abstract (RA) learning style preferences of learners and students.
  2. Educators will examine the dominant Concrete-Sequential learning style and dominant Concrete-Random learning style and the learning characteristics that are preferred.
  3. Students will examine the dominant Abstract-Sequential learning style and the Abstract-Random learning styles and describes why these learners have different preferences.
  4. Educators will be presented with theories and explanations about how students concentrate, remember material, and how they understand academic content.
  5. Teachers will examine numerous charts and diagrams that categorize and explain the various learning style preferences and how to use the information for instructional purposes in classrooms

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

The Way They Learn

What Others Are Saying About This Course

Chelsie M. – OR –

“The book was interesting to read. Course assignments were appropriate. The instructor was quick with responses to questions.“

Whitney D. – CA –

“Thank you for a wonderful experience. I cannot wait to take what I have learned and apply it to my new first grade teaching job. I know I will be able to use both classes to continue improving myself as an educator.“

Kathleen M. – MA –

“Thank you for offering this course. I can say this is the most useful course I have taken. Let me know if there is anything I need to complete.”

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$195

(1 Semester Graduate Credit)








Continue Reading >>

The Effects of Personality Types In Education

- 1 Credit - 



1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will explore the four personality characters: Choleric, Sanguine, Melancholy and Phlegmatic. The personality styles are presented in great depth to explain the behavior characteristics for each of the four types of individuals. Teachers will find their own personality profile and examine each style’s various strengths and corresponding weaknesses. Educators will develop a two-page application essay, lesson plan or activities for classroom applications of personality profile theory.

Teacher feedback about this course

$195

1 Semester Graduate Credit







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Personality Plus

- 1 Graduate Credit -






Course Objectives

  1. Teachers will learn about behavioral characteristics of the 4 main character types: Choleric, Sanguine, Phlegmatic and Melancholy
  2. Educators will perform the self-evaluation character/personality test on themselves to determine their own character type and behavior style.
  3. Teachers will examine both the positive and negative aspects of the character types and learn how to regulate the negative behaviors and/or accentuate the positive characteristics.
  4. Participants will explore the resources, role models, discipline and support systems.
  5. Educators will research the culture of poverty issue regarding alternative theories and conclusions presented in the book, as well as present a variety of solutions.
  6. Educators will develop a written essay assignment, lesson plan, project or activity to introduce the personality concepts into the classroom environment.

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Personality Plus

What Others Are Saying About This Course

Kathryn C. – MT –

“I just signed up for two courses: Emotional Intelligence and The Biology of Belief. The instructions are being sent to my office e-mail… I can’t wait to review everything tomorrow. I am excited about the courses as they look very interesting! Thank you for this opportunity! I will forward the flyer you sent me to other teacher friends in my area.“

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$195

(1 Semester Graduate Credit)








Continue Reading >>

Differentiated Instruction in Mixed-Ability Classrooms

- 1 Credit - 



1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will provide examples of field-tested strategies on how to succeed in today's increasingly diverse classrooms. Educators will learn proven techniques on how to match instructional approaches to the readiness, interests and talents of all students. Teachers will examine learning centers, hands-on activities, contracts, and investigative projects. Educators will learn new ways of structuring lessons to provide "scaffolds" for lesson content and their learning projects. Educators will develop a written paper, lesson plans or activities for classroom applications and student achievement.

Teacher feedback about this course

$195

1 Semester Graduate Credit







Item categoryaccredited-by-csuppage4 not found.Item ma-categoryaccredited-by-csuppage4 not found.Item categoryaccredited-by-csuppage42 not found.Item ma-categoryaccredited-by-csuppage42 not found.

Differentiated Instruction in Mixed-Ability Classrooms

- 1 Graduate Credit -






Course Objectives

  1. Educators will learn how differentiated instruction for mixed-ability groups applies to instructional strategies. State or local academic standards are also addressed.
  2. Teachers will examine the role of the teacher in a differentiated classroom setting.
  3. Learners are presented with strategies for managing a differentiated classroom and preparing students and parents for a differentiated classroom approach.
  4. Educators will learn to plan differentiated lessons by readiness, interest and learning profiles for classroom implementation.
  5. Teachers will be able to differentiate content, process, educational products and grading assessments in classrooms with mixed ability learners.

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Differentiated Instruction in Mixed-Ability Classrooms

What Others Are Saying About This Course

Jean W. – MN –

“The course I took was perfect for me as I am trying to write some Health curriculumwith two other Health teachers in the building. Teaching in Special education and regular ed allows me to see subjects from both sides. Instead of doing the two page paper at the end I chose to write a differentiated lesson plan for my Health class as that will be beneficial to me. Great course. I have recommended to a few others as well.Rubric for grading. My writing assignment corresponds with A/B grade area.”                    

Christine W. – CO –

“Thank you. I am looking forward to the next course. The independent study format works so well for me. I’m grateful that it is available.”                                    

Elizabeth S. – MT –

“I have loved this course, and thank you for putting it out there!Please let me know if you need any more information from me, or would prefer any of this in a different format.And to be perfectly clear, once this course work has been evaluated and turned in to the University, one transcript will reflect both courses I have taken?Thank you so much.”                                    

Erik K. – ID –

“I learned a tremendous amount from this course and it will improve the quality of my classes in the coming year. Thank you for making this course available.“

Patrick J. – NH –

“Thank you for the confirmation email and for offering such an accessible and engaging course. If there are snail mailings for your courses I would be more than happy to post them around our SAU. Between the middle school, high school, our charter and vocational school we have over 200 full time teachers. This total does not include admin, para-professionals or any faculty from our 8 sending elementary schools. Anyways, I am happy to post signage and pass the professional word. “

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$195

(1 Semester Graduate Credit)








Continue Reading >>

The Enneagram of Guiding K-6 Students

- 1 Credit - 



1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will examine the nine types of children's personalities and the behaviors they exhibit. The nine Enneagram personalities are described in detail so elementary and middle school educators can understand their students. Educators will examine the 10 common negative traits to change or modify student behavior. They will also learn about the positive traits of students and how to build on those assets. This course will focus on classroom understanding of student personalities as well as help elementary and middle school educators work with parents to promote learning.

Teacher feedback about this course

$195

1 Semester Graduate Credit







Item categoryaccredited-by-csuppage4 not found.Item ma-categoryaccredited-by-csuppage4 not found.Item categoryaccredited-by-csuppage42 not found.Item ma-categoryaccredited-by-csuppage42 not found.

Ennegram of Parenting

- 1 Graduate Credit -






Course Objectives

  1. Teachers will study the historical background of the Enneagram and how it describes children in K-8 classrooms.
  2. Participants will read and analyze the perfectionist, helper, and achiever personality styles in order to understanding those personality types.
  3. Students will review the personality quizzes on the achiever, romantic, and observer's styles. They will study the questioner, asserter and peacemaker and their 10 common behavior problems and approaches to working with them.
  4. Educators taking this course will find their own Enneagram personality style and participate in peer and teacher colleague discussions to share perspectives.
  5. Teachers will develop a written paper that utilizes the content of the book as it applies to their classroom settings, students, and how to share the Enneagram styles with parents.

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Ennegram of Parenting

The Enneagram of Guiding K-6 Students

- 1 Credit - 1 Semester Credit(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course will examine the nine types of children's personalities and the behaviors they exhibit. The nine Enneagram personalities are described in detail so elementary and middle school educators can understand their students. Educators will examine the 10 common negative traits to change or modify student behavior. They will also learn about the positive traits of students and how to build on those assets. This course will focus on classroom understanding of student

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$195

(1 Semester Graduate Credit)








Continue Reading >>

Educating Oppositional and Defiant Children

- 1 Credit - 



1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will examine the issues related to understanding oppositional and defiant children in the school environment. It will review some of the common approaches that are used and explore other methods of working with these students. Daily classroom management and removal of disruptive students are outlined. Providing social services at school and working with parents are also explained. Behavior modification and developing a positive environment are also reviewed.

Teacher feedback about this course

$195

1 Semester Graduate Credit







Item categoryaccredited-by-csuppage4 not found.Item ma-categoryaccredited-by-csuppage4 not found.Item categoryaccredited-by-csuppage42 not found.Item ma-categoryaccredited-by-csuppage42 not found.

Educating Oppositional and Defiant Children

- 1 Graduate Credit -






Course Objectives

  1. Educators will learn about the various characteristics of oppositional children and how having a better understanding of their disposition will assist teachers.
  2. Teachers will review the historical philosophy and commonly used approaches to oppositional children and why they often fail along with alternative solutions.
  3. Learners will explore the classroom environments impact on student behavior and how a variety of modifications can reduce conflict and enhance learning.

Credit Hours

1 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Educating Oppositional and Defiant Children

What Others Are Saying About This Course

Ian M. – OH –

“Thanks for all your help.Great thing you’ve got going here.“

Lisa C. – OH –

“Thank you for the opportunity to take this class. It was very informative and it will, no doubt, make me a better teacher!.“

Darin K. – OR –

“Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.”

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$195

(1 Semester Graduate Credit)








Continue Reading >>

Curriculum Mapping

- 1 Credit - 



1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will study the concepts of curriculum mapping and offers educators concrete advice on how to get the most out of curriculum mapping in classrooms, schools and districts. Teachers new to the concept of curriculum mapping will find this book course a helpful resource to understanding the mapping process and apply it to their curriculum planning and implementation situations. Educators will write chapter reviews and develop curriculum mapping practices for classroom applications that help them plan and strategize their long and short term curriculum delivery.

Teacher feedback about this course

$195

1 Semester Graduate Credit







Item categoryaccredited-by-csuppage4 not found.Item ma-categoryaccredited-by-csuppage4 not found.Item categoryaccredited-by-csuppage42 not found.Item ma-categoryaccredited-by-csuppage42 not found.

Getting Results with Curriculum Mapping

- 1 Graduate Credit -






Course Objectives

  1. Teachers will have a working knowledge of the concepts and theories of curriculum mapping for developing school and district curriculum.
  2. Educators taking this course will learn how to use curriculum mapping to learn how to build a learning community and develop curriculum consistency and flexibility.
  3. Students will examine long range mapping for the district and analysis and assessment of data for achievement of school and district goals.
  4. Educators will apply mapping to alternative education settings and benchmark objectives to align curriculum with state standards.
  5. Teachers will be able to use curriculum mapping as a hub to integrate new forms of data decision-making structures and school year instructional planning.

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Getting Results with Curriculum Mapping

What Others Are Saying About This Course

TCL Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$195

(1 Semester Graduate Credit)








Continue Reading >>

An Educators Legal Guide To Bullying & Harassment

- 1 Credit - 



1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will examine the legal ramifications relating to bullying and harassment issues that educators are exposed to in school environments. Educators in the elementary, middle-school, and high-school settings will gain a better understanding of these complex issues and their own authority and/or limitations. Other social, educational, behavioral, and legal dynamics regarding these issues will be directly addressed. Educators will also review numerous recommendations and action plans for understanding these issues as they apply to school environments.

Teacher feedback about this course

$195

1 Semester Graduate Credit.







Item categoryaccredited-by-csuppage4 not found.Item ma-categoryaccredited-by-csuppage4 not found.Item categoryaccredited-by-csuppage42 not found.Item ma-categoryaccredited-by-csuppage42 not found.

Bullying and Harassment: A Legal Guide for Educators

- 1 Graduate Credit -






Course Objectives

  1. Educators will learn about the legal background associated with school bullying or harassment and their responsibility and authority to address these issues.
  2. Teachers will explore other areas of concern, such as sexual or gender-based bullying and other forms that may considered as student harassment in schools.
  3. Participants will evaluate how their school and district policies address these problems and what procedures they should and must follow in the reporting process.
  4. Participants will examine student threats and violence in schools, and analyze ways to address those issues. They will also look at harassment by adult staff personnel in schools.
  5. Educators will learn about the new internet forms of bullying, harassment, and threats that have developed with the use of "Face Book" and other internet forums.

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Bullying and Harassment: A Legal Guide for Educators

What Others Are Saying About This Course

Karen S. – WI –

“Thank you very much! As discussed, I modified my final essay to be more of a working document for the preparation to guide our newly formed bullying awareness and prevention group in our county. My research outside of the book has really helped to supplement ideas for implementation, as well. I hope you enjoy my work! I have to renew my license by June, so I just wanted to be sure I got this in to you right away!”                                    

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$195

(1 Semester Graduate Credit)








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Using Technology with Classroom Instruction that Works

- 3 Credits - 



3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course shows educators how to implement the researched-based instructional strategies with educational technologies. Various computer and internet applications are presented along with lesson-planning ideas and strategies for every grade level. The book provides word processing applications, organizing software, data collection tools and web resources for teachers to use in various classroom lessons and settings. Educators will apply the book concepts to utilize technology with their classroom instruction as well as develop lessons for classroom implementation.

$395

3 Semester Graduate Credits







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Using Technology with Classroom Instruction that Works

- 3 Graduate Credits -






Course Objectives

  1. Educators will learn how to effectively use researched-based instructional strategies that work with educational technologies, such as computer and internet applications.
  2. Participants will learn which strategies work best for what students will be learning. They will also be presented with ideas of how to provide evidence of student learning when using technology.
  3. Educators will be presented with word processing applications, spreadsheet software organizing tools and multimedia for lesson planning in classroom applications.
  4. Participants will be exposed to web and data collection resources as well as Identifying communication software for educator or student homework practice.
  5. Educators will learn how to best use and integrate technology into their instruction and write a research review or develop unit and lessons applying the course content in their classroom instruction.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Using Technology with Classroom Instruction that Works

What Others Are Saying About This Course

Tandi F. – OH –

“Thank you I learned a few things Im already trying to use in my classroom, even an old technology teacher can learn a few new tricks. “

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


$395

(3 Semester Graduate Credits)








Continue Reading >>