Category Archives for Leadership & Influences in Education

The Essentials of World Languages, Grades K-12

- 1 Credit - 

1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-step 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

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

Letter Grade

Essentials of World Languages, Grades K-12

What Others Are Saying...

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 Parenting

- 1 Credit - 

1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-step 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

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

Letter Grade

Ennegram of Parenting

What Others Are Saying...

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 >>

Bullying and Harassment: A Legal Guide for Educators

- 1 Credit - 

1 Semester Credit

(post-baccalaureate
PD credits for re-certification and
pay-step 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

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

Letter Grade

Bullying and Harassment: A Legal Guide for Educators

What Others Are Saying...

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 >>

School Law For Educators: What Every Teacher Should Know

- 2 Credits - 

2 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-step 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.


$295

2 Semester Graduate Credits

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

Letter Grade

School Law: What Every Educator Should Know

What Others Are Saying...

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

$295

(2 Semester Graduate Credits)


Continue Reading >>

Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-step 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 concepts of professional learning communities (PLC) and how to make them work. It reviews the history of school reform and the complexity of instructional change. A new model for PLC is presented with the mission, vision, values and goals to implement PLC in schools. The book provides researched-based information to transform a school into a PLC where all students can succeed. It provides best practices for school change, improvement and working collaboratively to design curriculum and effective staff development for PLC schools. Educators will research PLC and develop a application essay, lesson/unit plan or project activity.

Teacher feedback about this course

$395

3 Semester Graduate Credits

Professional Learning Communities at Work

- 3 Graduate Credits -

Course Objectives

  1. Educators will review the historical dynamics of "school reform" and the complexity of change involved in reforming the institution of public education.
  2. Participants will be presented with a foundation for developing a professional learning community, a mission and vision as well as the values and goals for the new PLC.
  3. Educators will examine embedding change in the school culture while sustaining the school improvement process to facilitate the professional learning community at work.
  4. Participants will explore the curriculums focus and how each of the roles: teachers, principal, students, and parents all contribute to the total PLC concept.
  5. Educators will then research the topic of PLC and combine the information in the book and their personal teaching experiences and develop a PLC application essay or unit plan for classroom or school implementation.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

Professional Learning Communities at Work

What Others Are Saying...

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 >>

A Nation Of Wimps The High Cost of Invasive Parenting

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-step 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 approaches to parenting in our current culture. The styles of parenting in today’s culture are more abstract and permissive regarding limits and discipline. These behaviors are manifested by students whose misbehaviors are modeled and protected by parents and media. The family dynamics in society are very different then previous generations. Social attitudes regarding values and children along with overprotective parenting are issues in schools and classrooms. Ways of addressing these complex social and family dynamics are presented. Educators will research and develop writings and activities regarding these issues for school applications.

Teacher feedback about this course

$395

3 Semester Graduate Credits

A Nation Of Wimps The High Cost of Invasive Parenting

- 3 Graduate Credits -

Course Objectives

  1. Educators will review the historical progression of rules and unrealistic expectations that have been implemented in society to protect children from themselves.
  2. Teachers will look at how schools have been blamed for all of society problems and how schools have taken on the responsibility of addressing all potential situations.
  3. Educators will examine social change that have taken place and that shifts have placed the burden of responsibility from individuals or parents onto other institutions, teachers, social support staff and school systems.
  4. Teaches will explore ways to discern problem situations and then place the burden of responsibility where it belongs and to address overly protective parents.
  5. Educators will then research this topic as it relates to their society, personal lives as well as its impact on schools, classrooms, students and apply solutions to these issues.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

A Nation Of Wimps The High Cost of Invasive Parenting

What Others Are Saying...

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 >>

The Sacred Work of Grand Parents Raising Grandchildren

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-step 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

$395

3 Semester Graduate Credits

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

Letter Grade

Grandparents Raising Grandkids

What Others Are Saying...

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 >>

Evaluating Teachers

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-step 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.


$395

3 Semester Graduate Credits

Evaluating Teachers

- 3 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

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

Evaluating Teachers

What Others Are Saying...

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 >>

Epidemic: Rot of American Culture: Absentee & Permissive Parenting

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-step 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

$395

3 Semester Graduate Credits

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

Letter Grade

Epidemic: Rot of American Culture: Absentee & Permissive Parenting

What Others Are Saying...

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 >>

Dropout Dilemma

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-step 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 statistical, educational, and social issues associated with the school dropout dilemma. Statistical analyses of dropout rates and demographics will be presented. Statistical correlations between economic cycles and dropouts rates and social class relationships are analyzed. This course will focus on educator perspectives and experiences regarding these issues. Causes and reasons why students drop out of school will be examined and categorized. Teacher dropout interventions and prevention strategies will be examined. Alternative schools, dropout programs and social adjustments that address the dropout dilemma will also be presented.

Teacher feedback about this course

$395

3 Semester Graduate Credits

Dropout Dilemma

- 3 Graduate Credits -

Course Objectives

  1. Students will have a working knowledge of the statistical magnitude and the social demographic characteristics related to the dropout issue at national, state and local levels.
  2. Educators read and review publishes articles on the dropout problem and view movie segments that examine dropout issues and the corresponding social issues.
  3. Students will learn to categorize and label the causes associated with dropping out of school into the various areas of social responsibility and authority.
  4. Participants will analyze the social and psychological dynamics involving family systems and the numerous issues that cause students to drop out of school.
  5. Teachers will develop dropout interventions, solutions and prevention strategies that can reduce the likelihood of students dropping out of school.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

Letter Grade

Dropout Dilemma

What Others Are Saying...

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 >>
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