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The Mysteries of Motivation and Learning

- 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 will provide strategies and tips on ways for teachers to increase motivation and learning for students in the classroom. They will examine brain-based learning and multiple intelligences to help teachers design instructional units. Hundreds of teaching tips and student activities are presented for teacher implementation. Teachers will view DVDs about consciousness, quantum physics and the Law of Attraction. Educators will also learn about developing instructionally supportive activities and strategies to improve motivational and instructional impact in classrooms.


$425

3 Semester Graduate Credits

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Motivation and Learning

- 3 Graduate Credits -

Course Objectives

  1. Teachers will review student relationships and how to make learning easier without lowering standards. They will learn how to use various teaching tips and strategies.
  2. Students will read about various quick-tips for increasing motivation and learning. They will examine and apply the various ideas for possible applications into their teaching environment.
  3. Educators will examine how motivation works in human behavior and how to get students to be intrinsically motivated. The video: The Law of Attraction and are also viewed to blend mental consciousness concepts into motivation applications.
  4. Educators will examine the motivation tips as they relate to instructional content and teaching for classroom implementation.
  5. Teachers will learn about assessments, testing, and grading tips as they check for validity regarding testing and how they can be used for motivating students

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

Motivation and Learning

What Others Are Saying About This Course

Giuseppe L. – NJ –

“As an Assistant Principal in the beginning stages of implementing PLC’s I found the book to be a useful resource. I hope that my work reflects the valid real life experiences I was able utilize in my position.“

Giuseppe L. – NJ –

“This is the third course I’ve completed through your program and again I will be able to incorporate what I have learned in my everyday experience.“

 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

$425

(3 Semester Graduate Credits)


Continue Reading >>

The Law of Attraction for Educators

- 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 will provide educators with an understanding of the Law of Attraction and how it relates to human achievement and accomplishments. This course examines the processes, uses and applications of the laws of attraction in order to implement them in student goal setting. Teachers will utilize these concepts in their teaching and instructional delivery to improve student learning and motivation. Positive thinking, changes in mindset, self confidence and productive outcomes in life and school goals are explained. Personal support in holistic wellness, health, creativity, and mental growth for human relations are offered. Teachers will develop lessons or a project and an essay explaining how the course content can be implemented in the classroom and schools.

$425

3 Semester Graduate Credits







Item categoryaccredited-by-csuppage6 not found.Item ma-categoryaccredited-by-csuppage6 not found.Item categoryaccredited-by-csuppage62 not found.Item ma-categoryaccredited-by-csuppage62 not found.

Law of Attraction for Educators

- 3 Graduate Credits -






Course Objectives

  1. Students will learn about the basic universal laws and the law of attraction as a scientific theory of quantum physics and how they apply to human psychology.
  2. Teachers will learn about the law of deliberate creation and how positive or negative thoughts and emotions attract outcomes. Verbal affirmations are explored and together with vibration harmony assists in manifesting reality and personal goals.
  3. Educators will learn about positive affirmation and how the art of allowing can be implemented in schools to improve teaching relationships and for motivating students.
  4. Teachers will examine their own personal and spiritual lives as they relate to working in today's stressful schools. The will learn to utilize segment intending to practice the law of attraction in school environments with educators and students.

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

Law of Attraction for Educators

What Others Are Saying About This Course

Jane-Ellen D. – VT –

“Thank you very much for sending the document, and responding so quickly. I really appreciate it. I have been enjoying the exciting course work, and feel confident I will be completing it soon. I will just share that I am an artist. Although I have adapted over the years to writing thoughts down in words, I think in mostly pictures. My writing style might be considered a bit informal. I hope it meets with your approval. Thank you again for your prompt reply, and the fascinating collection of courses you offer. This kind of work/ science should be applied

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


$425

(3 Semester Graduate Credits)








Continue Reading >>

Understanding Hispanic Students: Module A

- 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 will provide an overview of Hispano-Indo history and clarify the various ethnic labels. Mayan/Aztec and Arabic/Spanish contributions to the Americas will be reviewed. The Origins of Hispanic stereotypes and diversity are examined. Hispanic religious, cultural traits and acculturation levels will be presented. Current social, political, and educational issues that affect Hispanos will be discussed. This course will help educators improve their knowledge and understanding of Hispanic history, culture, and address schooling and student academic achievement issues.

Teacher feedback about this course

$425

3 Semester Graduate Credits







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Understanding Hispanic Students and Issues: Module A

- 3 Graduate Credits -






Course Objectives

  1. Educators will analyze statistical, educational, and social demographics that are related to Hispanic students and schooling trends in the United States.
  2. Participants will clarify the origins of Hispanic ethnic labels and accurate use of them as well as the cultural contributions of the Maya, Aztecs, and Islamic Spain.
  3. Educators will examine the origins of Hispanic stereotypes and myths regarding Spanish history or culture and explore them from a Spanish perspective.
  4. Participants will learn about and contrast various Hispanic cultural views, behaviors, and traits to distinguish them from U.S. culture and/or normal adolescent behavior.
  5. Educators will understand Hispanic religious beliefs and practices as well as the current immigrant assimilation and acculturation process.
  6. Participants will review and explore the current social, educational and political issues affecting U.S. Hispanos in school and society
  1. Educators will review learning theory and methodology for improving their instructional effectiveness regarding teaching Hispanic student's basic skills and core knowledge.
  2. Educators will synthesize the course content, power point shows and DVD's to develop a comprehensive approach to effective teaching and improving student achievement.

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

Understanding Hispanic Students and Issues: Module A

What Others Are Saying About This Course

Gail W. – MA –

“I found the course very informative. I really liked the videos – they were all about topics that I had limited experience in so they were very useful to me.”                                    

John H. – RI –

” I am very impressed with the course material as well as the way the information is causing me to question my own teaching methods. This course will have an influence on my teaching and my students. So, thank you for suggesting it.”

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


$425

(3 Semester Graduate Credits)








Enter your text here...

Continue Reading >>

Understanding Hispanic Students: Module B

- 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 will provide an historical overview of the Mexican Era 1821 and United States era 1847 to the current Hispanic issues in 2015. The Origins of Mexican stereotypes and the diversity of Central and South American countries are examined regarding national origins. Current social and political issues, immigration policy, discrimination and Hispanic demographic populations are examined. Educational obstacles related to the achievement gap, and instructional methodologies are presented along with social problems, Latino gangs, Chicano ideological influences, and current Hispanic political dynamics are also analyzed in module B. Academic achievement issues and educational settings are addressed throughout the course. The Hispanic Students and Issues courses are designed in two modules for three credits per each module.

Prerequisite: Module A required (3 credits)
-- then take Module B (3 Credits.)

Teacher feedback about this course

$425

3 Semester Graduate Credits







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Module B: Understanding Hispanic Students and Issues

- 3 Graduate Credits -






Course Objectives

  1. Analyze statistical, educational, and social demographics of Hispanic students.
  2. Review the Mexican era 1821, United States era 1847 and 1900's to 2015.
  3. Review contributions of farm labor, industrial manufacturing & service industries.
  4. Examine the origins of Mexican stereotypes and myths regarding immigration.
  5. Learn about and contrast various Hispanic cultural views, behaviors, and traits.
  6. Understand Hispanic religious beliefs and the immigrant assimilation process.
  7. Discern between traditional cultural behaviors and U.S. media social forces.
  8. Learn about and discuss the current social- political issues affecting Hispanos.
  9. Learn diagnostic skills- strategies to improve student academic achievement.
  10. Examine the social backgrounds of Hispanic families and inter-ethnic diversity.
  11. Learn about the various Hispanic educational obstacles and school dropout issues.
  12. Review learning theory-methodology for improving instructional effectiveness.
  13. Learn about current Latino/Chicano social subcultures and political ideologies.
  14. Research, design and apply instructional units/lessons for classroom use.

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

Module B: Understanding Hispanic Students and Issues

Understanding Hispanic Students: Module B

- 3 Credits - 3 Semester Credits(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 provide an historical overview of the Mexican Era 1821 and United States era 1847 to the current Hispanic issues in 2015. The Origins of Mexican stereotypes and the diversity of Central and South American countries are examined regarding national origins. Current social and political issues, immigration policy, discrimination and Hispanic demographic populations are examined. Educational obstacles related to the achievement gap, and instructional methodologies are presented along with social problems,

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


$425

(3 Semester Graduate Credits)








Continue Reading >>

Grandparents Raising Grandchildren

- 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 will examine the issues relating to grandparents raising grandchildren as this nationwide phenomena impacts our schools student population. The differences between the morals, values and upbringing styles between generations are examined. Addressing the complex internal family dynamics regarding why the parents are not raising their child are presented. The financial, physical and emotional stresses on ageing grand- parents are explained. Educators will research this issue and develop writings, lessons or activities that help them work with students and grandparent/s in school systems.

Teacher feedback about this course

$425

3 Semester Graduate Credits







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Grandparents Raising Grandkids

- 3 Graduate Credits -






Course Objectives

  1. Educators will learn about the theories of how and what goes on in the minds of children with Aspergers syndrome and develop an understanding of how they think.
  2. Teachers will research the generational issues, beliefs and values of our technology and media culture as they impact the parenting relationships of the generational divide.
  3. Educators will examine the difficult issues regarding why the biological parent/s is not raising the child as well as the other family and social dynamics that arise.
  4. Teachers will review the physical and emotional issues that aging grandparents have and how it affects their ability to provide for, nurture and educate their grandchild.
  5. Teachers will develop writings, research this topic and develop lessons or activities that utilize the course content to improve the learning and school experience of everyone.

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

Grandparents Raising Grandkids

Grandparents Raising Grandchildren

- 3 Credits - 3 Semester Credits(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 issues relating to grandparents raising grandchildren as this nationwide phenomena impacts our schools student population. The differences between the morals, values and upbringing styles between generations are examined. Addressing the complex internal family dynamics regarding why the parents are not raising their child are presented. The financial, physical and emotional stresses on ageing grand- parents are explained. Educators will research this issue and develop writings, lessons or activities

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


$425

(3 Semester Graduate Credits)








Continue Reading >>

Fifty Strategies for English Language Learners

- 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 will present 50 research-based ELL strategies that help teachers convey content material while simultaneously giving their students English-language skills. Step-by-step instructions and concrete examples will help teachers quickly and easily use the strategies in any K-12 classroom and subject area. New strategies and suggestions for assessments are also incorporated throughout the book. Educators will view the enclosed book DVD to apply researched-based instructional strategies and concepts for increasing English proficiency for students in school settings.

Teacher feedback about this course

$425

3 Semester Graduate Credits







Item categoryaccredited-by-csuppage6 not found.Item ma-categoryaccredited-by-csuppage6 not found.Item categoryaccredited-by-csuppage62 not found.Item ma-categoryaccredited-by-csuppage62 not found.

English Language Learners: 50 Strategies

- 3 Graduate Credits -






Course Objectives

  1. Educators will learn about enhancing instruction through planning and visual scaffolding for language support and connecting communication to the real world.
  2. Participants will learn how to create language-focused lessons, including read aloud techniques, to support ELL vocabulary building.
  3. Educators will be exposed to academic language scaffolding and creating frameworks for language acquisition in skill level groupings while supporting individualized instructional needs.
  4. Participants will be presented with dictoglos, GIST, and syntax surgery concepts for manipulating English grammar to comprehend a variety of language forms.
  5. Educators will view the DVD 50 Instructional Strategies provided in the back of the book and complete activities to improve teaching techniques for ELL classrooms.

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

English Language Learners: 50 Strategies

What Others Are Saying About This Course

Megan S. – OR –

“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


$425

(3 Semester Graduate Credits)








Continue Reading >>

Eliminating Student Excuses

- 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 will examine the negative and self-defeating thinking patterns that prevent students from reaching their highest levels of academic success, happiness and mental health. The power of limiting beliefs that restricts people from learning new skills and acquiring knowledge is explained with the 18 most common excuses used. Strategies to overcome excuses from the creative conscious mind and habitual sub-conscious mind are presented. Educators will develop assignment activities that apply the course content into classroom instruction in order to eliminate learning excuses and for empowering students to excel in their academic endeavors and school activities.

Teacher feedback about this course

$425

3 Semester Graduate Credits







Item categoryaccredited-by-csuppage6 not found.Item ma-categoryaccredited-by-csuppage6 not found.Item categoryaccredited-by-csuppage62 not found.Item ma-categoryaccredited-by-csuppage62 not found.

Eliminating Student Excuses

- 3 Graduate Credits -






Course Objectives

  1. Educators will develop an understanding of how the mind is programmed to believe and behave in certain negative or positive patterns that are socially conditioned.
  2. Participants will analyze the social and psychological beliefs of the 18 most commonly utilized excuses for not exploring or experiencing new ideas, goals or endeavors.
  3. Educators will learn about the seven excuses be-gone principals for reprogramming thoughts in order to change limiting, preconditioned beliefs and self-defeating behaviors.
  4. Participants will examine the paradigm shifts needed for a new way of thinking and shedding subconscious habits and acquire strategies to develop a new way of being.
  5. Educators will write an application essay and develop a lesson or project activity that applies the course content to classroom instruction and school learning environments.

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

Eliminating Student Excuses

What Others Are Saying About This Course

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.”                                    

Nancy O. – MO –

“I had the pleasure of ordering a course from you last year. It was a wonderful book study on Wayne Dyer’s “Excuses Be Gone” book. I’m a high school math teacher who teaches both upper level honors kids as well as low level freshman, and I noticed that across the board, my students can be excellent excuse makers!“

Denise B. – WI –

“It worked! I got all the info and re-ordered a transcript and got an email that it was mailed out today to the DPI here in Wisconsin and one to myself as well. Thanks so much for clearing it up for me. I really did enjoy the classes and the books. My niece, who is a sophmore in high school took my Seven Habits of Highly Effective Teens book and is sharing it with her friends as well. Thanks for the class offerings!! I will be sure to recommend it to my friends as well.“

Christine G. – IN –

“Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”

Tina B. – MD –

“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.”

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


$425

(3 Semester Graduate Credits)








Continue Reading >>

Preparing for Teacher Evaluations

- 2 Credits - 



2 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 assists educators in preparing for teacher evaluations in this era of increasing accountability. The four basic teaching styles: Knowing, Caring, Inventing, and Inspirational Teachers are explained. Respecting the unique gifts and styles that each teacher brings to the classroom is essential for objective evaluations. Educators will test themselves and learn about the positive or limits of each of the teaching styles. Teachers will study their districts Teacher Evaluation Policy Manual to prepare for their upcoming evaluation. They will develop an action plan utilizing the book content and evaluation manual to improve their instructional deliver and teaching methodology.

$325

2 Semester Graduate Credits







Item categoryaccredited-by-csuppage6 not found.Item ma-categoryaccredited-by-csuppage6 not found.Item categoryaccredited-by-csuppage62 not found.Item ma-categoryaccredited-by-csuppage62 not found.

Evaluating Teachers

- 2 Graduate Credits -






Course Objectives

  1. Educators will review the standard "Clinical Supervision" models historically developed by most school districts and how they are utilized in teacher evaluations.
  2. Teachers will test themselves and explore their preferred teaching style and then evaluate how they must also incorporate other teaching styles into their classroom.
  3. Educators will be presented with the characteristics of the Knowing, Inventing, Caring, and Inspiring teacher for a broader understanding of other teaching styles. Educators will learn about the characteristics of generational poverty and how the patters of behavior, problems and world views are passed to future generations.
  4. Supervising educators will examine their own preferences in light of objectivity when evaluating other teaching styles in order to strengthen instructional practices.
  5. Educators will examine their school districts teacher evaluation policy manual in order to develop an action plan to prepare for the teacher evaluation process.

Credit Hours

2 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Evaluating Teachers

What Others Are Saying About This Course

Giuseppe L. – NJ –

“As an Assistant Principal in the beginning stages of implementing PLC’s I found the book to be a useful resource. I hope that my work reflects the valid real life experiences I was able utilize in my position.“

Giuseppe L. – NJ –

“This is the third course I’ve completed through your program and again I will be able to incorporate what I have learned in my everyday experience.“

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


$325

(2 Semester Graduate Credits)








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The Epidemic – Rot of American Culture

- 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 will examine the moral decline of American culture, absentee or permissive parenting and the resulting plague of joyless, selfish children. Numerous social issues related to technology, media content, marriages, sexuality, values and family systems in the current culture are examined. The ramifications of these social issues on schools and students who bring those social behaviors into classroom settings are discussed. Recommendations for helping educators know what they can do to reach students in school settings are presented. Educators will research these issues and develop a written application essay, lesson/unit plan or project activity for school implementation.

Teacher feedback about this course

$425

3 Semester Graduate Credits







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Epidemic: Rot of American Culture: Absentee & Permissive Parenting

- 3 Graduate Credits -






Course Objectives

  1. Educators will review the historical progression and decline of marriages and family system dysfunction and the impact they have on society, values and raising children.
  2. Participants will be presented with a model for teaching children to love and respect other people and numerous positive strategies to utilize when teaching children.
  3. Educators will examine early childhood education and the affects of day care on children and families as well as the social and economic issues families struggle with.
  4. Participants will review the impact of media violence, blatant sexuality and other negative social behaviors that the media presents and how to instill morality and values in an indifferent world.
  5. Educators will look at the issue of students growing up in an adult world of sex and violence without enjoying the innocence of childhood experiences and how that affects their development and ability to be successful in schools.

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

Epidemic: Rot of American Culture: Absentee & Permissive Parenting

What Others Are Saying About This Course

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


$425

(3 Semester Graduate Credits)








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Tweens, Teens, and Teachers

- 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 examines new brain learning research findings and how they work with psychology. It looks at brain mapping, environment and genetic effects. How the brain goes through a variety of changes during adolescence is explained. The use of technology, computers, cell phones and other devices has changed how the brain is programmed and how adolescents in today’s society have changed. Strategies for engaging student in learning are presented to assist teachers and school administrators to improve academic performance. Educators will research the topic of teen brain and social development write and application essay or a project activity for implementation.

Teacher feedback about this course

$425

3 Semester Graduate Credits







Item categoryaccredited-by-csuppage6 not found.Item ma-categoryaccredited-by-csuppage6 not found.Item categoryaccredited-by-csuppage62 not found.Item ma-categoryaccredited-by-csuppage62 not found.

Engaging Teens and Tweens

- 3 Graduate Credits -






Course Objectives

  1. Educators will review the new findings in brain research that explain how the brain learns, make new connections and how our thinking is changed through brain plasticity.
  2. Participants will be presented with the various changes that the brain makes during adolescence and explore how technology and the media have changed how the brain functions with the new generations of students.
  3. Educators will learn about making material meaningful, how emotions affect the brain and learning as well as how stress affects the brain and body.
  4. Participants will explore techniques for managing student psychological states in order to engage them in learning and help them to recall and apply knowledge.
  5. Educators will research this topic as it applies to student choices regarding drugs, promiscuity, and alcohol as well as to their broader decision-making abilities.

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

Engaging Teens and Tweens

What Others Are Saying About This Course

Laurie R. – CO –

“Thank you! I sure appreciate your program – it is great for a single, busy mother/teacher like me!“

Marge M. – IL –

“I hope someday we can meet! You crack me up!! You seem like the kind of professor I would enjoy having a class with!Thanks for all your kind words! Have a wonderful weekend! I plan on working on working on some ideas this weekend for the next week of classes!“

Marge M. – IL –

“thank you!I enjoyed taking your courses and I am sending many fellow teachers your site to take additional courses! I wish I could have gotten started with your courses soon, I felt they were much more applicable to teachers.Have a great summer!“

Cathy L. – NY –

“Thanks so much. It was a fun course. I think I might actually be able to use some of the info I learned. 🙂“

Alexis L. – PA –

“Thank you very much for getting back to me so quickly! I just have one more question. Is there any way I can get an electronic copy of my receipt for these two courses? Thank you so much for your time. I’ll be sure to let more of my colleagues know about the wonderful opportunities you present to educators for continuing education!“

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


$425

(3 Semester Graduate Credits)








Continue Reading >>