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Schools Law for Educators

- 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 examines the numerous school law and legal issues that affect the public school system. Educators will become knowledgeable about the various social, legal and political issues that are manifested in school systems. It will provide educators with a general understanding of how various legal issues have been decided. The course will provide teachers with a school law background so they can work with students or educators and feel more comfortable in their school settings.


Teacher feedback about this course

$325

2 Semester Graduate Credits

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School Law: What Every Educator Should Know

- 2 Graduate Credits -

Course Objectives

  1. Educators will have a working knowledge of basic legal issues that affect the teachers and the public schools system.
  2. Teachers will examine collective bargaining contracts, tenure and freedom of expression, association representation for educators and school environments.
  3. Educators will be able to discern the legal dynamics related to religion, prayer, and expression issues in schools as well as free of the press and speech.
  4. Teachers will study the legal issues related to due process, personnel management decisions as well as the legal concept of governmental immunity.
  5. Educators will write about legal issues relating to students, teachers, parents and administrators as they may apply to their school and personal experience.

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

School Law: What Every Educator Should Know

Schools Law for Educators

- 2 Credits -  2 Semester Credits (post-baccalaureate PD credits for re-certification andpay-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 the numerous school law and legal issues that affect the public school system. Educators will become knowledgeable about the various social, legal and political issues that are manifested in school systems. It will provide educators with a general understanding of how various legal issues have been decided. The course will provide teachers with a school law background so they can

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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Improving Mathematics Instruction with Literacy Strategies

- 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 explains how to prepare students to be successful math learners by teaching them the strategies they will need to comprehend math vocabulary, writing, textbooks, and problem-solving processes. Educators will learn about the language of math and how to utilize reading and writing in the math classroom to help students understand and apply the mathematical applications. Participants will write a paper on instructional theory for teaching mathematics or develop lessons or activities for classroom applications that help students understand and compute mathematics

Teacher feedback about this course

$325

2 Semester Graduate Credits

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Literacy Strategies to Improving Mathematics Instruction

- 2 Graduate Credits -

Course Objectives

  1. Educators will learn about the use the application of language and writing as it applies to mathematical concepts and situational examples that translate to numerical applications.
  2. Teachers will examine reading problems that hinder student comprehension of worded problems and to simplify or reword questions so students understand the math involved.
  3. Educators will learn about applying writing to the mathematics classroom and how that helps students comprehend the mathematical computations involved within language and literacy development.
  4. The wording for describing graphic representations from a visual format and then expressing the concepts to create meaning are also presented.
  5. Teachers will develop lesson or unit plans that apply literacy strategies for addressing learning deficiencies and how this can help students improve their mathematical skills.

Credit Hours

2 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Whitney Hartwell Ma.Ed.

Grade Type

University Transcript: Click Here For Details

Literacy Strategies to Improving Mathematics Instruction

Improving Mathematics Instruction with Literacy Strategies

- 2 Credits -  2 Semester Credits (post-baccalaureate PD credits for re-certification andpay-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 explains how to prepare students to be successful math learners by teaching them the strategies they will need to comprehend math vocabulary, writing, textbooks, and problem-solving processes. Educators will learn about the language of math and how to utilize reading and writing in the math classroom to help students understand and apply the mathematical applications. Participants will write a paper on

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)

View Cart

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Brain Based Teaching

- 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 teaches neurologically-based approaches to instruction, using recent research to support and develop improved teaching strategies. Teachers will examine the latest research concerning how the brain constantly searches for meaning and seeks patterns and connections. Educators will view a Video that reveals how the sectors of the brain function together in the learning process, which will lead to the development of neurologically-based curriculum. Teachers will write a culminating essay or develop lessons or activities for the classroom to demonstrate their knowledge of using recent research to help students retain and apply information.

Teacher feedback about this course

$425

3 Semester Graduate Credits

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Teaching With The Brain In Mind

- 3 Graduate Credits -

Course Objectives

  1. Educators will learn about and develop a working knowledge of the latest brain research and learning theory. They will also acquire a basic understanding of the brain's physiology, size, content, lobe areas and basic brain operations.
  2. Educators taking this course will understand how humans actually learn and remember new information. Teachers will learn how to use the brain's learning systems for memory retention, storage and the retrieval of knowledge.
  3. Educators will learn about the brain's high and low attention cycles. They will examine the special education issues of ADD, LD and ADHD and the classroom implications.
  4. Educators will explore how the brain’s natural reward process affects the attitudes of the students and learn techniques for developing intrinsic motivation.
  5. Educators will develop a final application essay; activities or lesson plans that help teachers improve attention and create a more effective educational environment.

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

Teaching With The Brain In Mind

What Others Are Saying About This Course

Elisabeth W. – VA –

“Thank you so very much for your time and consideration. It has been a real pleasure—and, of course, learning experience—taking these classes, and I am very pleased to have had the opportunity to take them. “                                    

Laurie R. – CO –

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

Jillian H. – WI –

“Thank you! I learned a great deal that is applicable to my future teaching.”

Billie S. – MI –

“Thank you so much Joseph! I truly appreciate how quickly you evaluated the work! Have a wonderful spring and summer!.”

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

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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.

Teacher feedback about this course

$325

2 Semester Graduate Credits




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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)




View Cart

Checkout

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Coaching Success: 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 present coaching techniques and strategies to should be applied to schools and teaching. The content goes beyond the sports field and into the classroom and relationships to students. Concepts for coaching in the classroom that builds trusting relationships are presented. Other paradigms of coaching models used by motivational and self-improvement authors and speakers are offered for educator use and school applications. Educators will apply the concepts into schools settings by developing writings, lessons and classroom activities for instructional settings and schools.

Teacher feedback about this course

$425

3 Semester Graduate Credits




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Coaching for Success: A Teacher's Guide

- 3 Graduate Credits -



Course Objectives

  1. Educators will learn how to bring the coaching spirit into the classroom and develop trust and relationships that go beyond the general standard instructional format.
  2. Teachers will review basic listening, feedback and questioning techniques. Paradigms of situational coaching will be presented for using intuition and a responsibility for results.
  3. Educators will be presented with clarifying life goals and school purposes along with visualization techniques so students can set specific goals and visualize outcomes.
  4. Students will be able to use the Law of Attraction to enhance their learning and school experience and preserver regardless of obstacles and setbacks to achieve academic goals.
  5. Teachers will develop writings, lessons and affirmations for classroom and student applications that make their students dreams possible as well as for educator success.

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

Coaching for Success: A Teacher's Guide

Coaching Success: for Educators

- 3 Credits -  3 Semester Credits (post-baccalaureate PD credits for re-certification andpay-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 coaching techniques and strategies to should be applied to schools and teaching. The content goes beyond the sports field and into the classroom and relationships to students. Concepts for coaching in the classroom that builds trusting relationships are presented. Other paradigms of coaching models used by motivational and self-improvement authors and speakers are offered for educator use and school

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)




View Cart

Checkout

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Teaching Children with Autism

- 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 the causes, symptoms and issues related to teaching children with autism. Language Intervention issues are examined as to their significance in understanding and teaching children with autism. Parenting issues and concerns are addressed in order to help professionals work with parents as their child experiences the school environment. Participants will research and develop writings and lessons to apply the books concepts to the classroom and school environment for improving the learning experience of children with autism challenges.

Teacher feedback about this course

$425

3 Semester Graduate Credits




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Teaching Children with Autism

- 3 Graduate Credits -



Course Objectives

  1. Educators will learn about the latest theories and interventions about teaching children with autism and their language and communication challenges.
  2. Teachers will be presented with concepts of overselective responding, descriptions and the spontaneous communicative skills of higher-functioning children with autism.
  3. Educators will examine parent education and stress issues, family support and how to develop friendships with mainstream children.
  4. Students will research the latest techniques in teaching children with autism and examine models for relationships between education professionals and parents.
  5. Teachers will develop lessons, activities and writings that help them understand and work with autistic children in classrooms and schools.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Robin Lasley MaEd.

Grade Type

University Transcript: Click Here For Details

Teaching Children with Autism

Teaching Children with Autism

- 3 Credits -  3 Semester Credits (post-baccalaureate PD credits for re-certification andpay-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 the causes, symptoms and issues related to teaching children with autism. Language Intervention issues are examined as to their significance in understanding and teaching children with autism. Parenting issues and concerns are addressed in order to help professionals work with parents as their child experiences the school environment. Participants will research and develop writings and lessons to apply the

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
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
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








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