SPRING 2019
Professional Learning Courses for Credit - Term 4
Info/Questions
Per Credit Hour Fee - $15
About the course ~ contact the instructor directly.
Registration Information
To find out more about each course you can visit the course offerings page by clicking here and then clicking on the "current courses can be seen by clicking on this link".
To register for courses click here.
Questions ~ please contact Melissa Sadilek at msadilek@cr.k12.ia.us.
Note: Courses that do not meet the minimum requirement of at least 12 participants registered at least 1 week prior to course start date will be canceled.
Co-Teaching: Partners in Instruction and Practice ~ NEW COURSE!
1971 19 001
Target Audience: All
Credits: 1.0
Face to Face Dates: Apr 1, 8, 15, 22 and 29 ~ 4:30pm - 7:30pm @ ELSC
All course work to be completed by May 6
Prerequisite: None
Instructors: Jenny Johnson, jnjohnson@cr.k12.ia.us, Melissa Oberembt, moberembt@cr.k12.ia.us
Description: Participants will explore the latest research and understand the reconceptualization around the practice of co-teaching. Learners will understand general education teacher and special education teacher roles and responsibilities, the vital nature of collaboration, and learn tips on navigating conflict. The co-teachers of the course will instruct and demonstrate the five co-teaching models and when to use them. Additionally, participants will understand how to infuse academic and behavioral specially-designed into a co-taught classroom and pit-falls to avoid. Assessment, flexible grouping, and macro and micro planning strategies will be discussed. By the end of the course, teachers will create a video demonstrating use of at least one model. NOTE: One session Special Education teachers will meet face-to-face to explore how to embed specially designed instruction (SDI) into a co-taught classroom while general education teachers will explore inclusion and accessibility by reading and responding to articles. practices addressing foundational literacy skills will impact students’ ability to read.
LETRS Training - Modules 7-9 ~ NEW COURSE!
1990 19 001
Target Audience: All
Credits: 2.0
Face to Face Dates:
Apr 6 and May 4 ~ 8:00am - 4:00pm @ TBD (Wilson)
April 8, 11, 15, 18, 22, 25 and 29 ~ 4:30pm - 7:00pm @ ELSC Cedar B/C
Prerequisite: LETRS Modules 1-3
Instructors: Diane Blythe, dblythe@cr.k12.ia.us, Joel Murphy, jmurphy@cr.k12.ia.us
Description: LETRS® (Language Essentials for Teachers of Reading and Spelling) is a comprehensive, highly effective, research-based professional development program that responds to the need for high-quality literacy educators at all levels. Developed by Louisa C. Moats, EdD, LETRS provides the deep foundational knowledge necessary to understand how students learn to read, write, and spell—and why some of them struggle. LETRS prepares educators for the challenging work of teaching literacy by connecting research to practice. By addressing each component—phoneme awareness, phonics, decoding, spelling, word study, oral language development, vocabulary, fluency, comprehension, and writing—as well as the foundational concepts that link them, LETRS has transformed literacy instruction in districts and states across the country. LETRS is delivered through a combination of face-to-face professional development, accompanying print materials, and online supports.
- Module 7: Teaching Phonics, Word Study, and the Alphabetic Principle. Participants practice the basic routines of a systematic, explicit phonics lesson and consider which routine is needed when the learner is struggling with a concept. The module presents a complete lesson plan framework that will help students achieve accurate, fluent word recognition during text reading.
- Module 8: Assessment for Prevention and Early Intervention addresses the screening, diagnosis, and monitoring of the instructional needs of students in grades K-3 who are showing signs of risk. The module presents a general strategy for selecting and using assessments for specific purposes. Participants interpret classroom screening results and individual students’ diagnostic assessments. Assessment results are then linked to appropriate instructional methods and goals.
- Module 9: Teaching Beginning Spelling and Writing explores the cognitive processes involved in writing. It presents an integrated lesson framework grounded in research that combines skill development with process-oriented composition to support the three phases of the writing process- planning, translating, and reviewing. This module addresses writing instruction for children in who need to be taught the component skills that underlie composition. It discusses the cognitive and linguistic components of writing skills. A framework for analyzing writing samples is applied to several examples of students at different levels of achievement.
Participants will move from theory to practice and will be expected to implement learning in their own classroom.
- Requirements for participants to be completed outside of class: read assigned chapter/texts prior to class, participate in online discussions via Canvas and complete assignments as required.
This course is 30 hours of face to face instruction with online assignments
This course is offered for 2 re-certification credit only
**This course will no longer be offered after this session. We are in the process of transitioning to the latest version of LETRS.
Engaging Your Audience with Technology
1185 19 011
Target Audience: 6-12 Teachers
Credits: 1.0
Face to Face Dates:
Apr 11, 18, and 25 ~ 4:30pm - 7:30pm @ ELSC
Online: Apr 4 - Course begins online.
Additional hours outside of class with online modules and application in the classroom.
Also included is application of learning and final reflective paper due by May 31st.
All course work completed by May 31st.
Prerequisite: None
Instructor: Melissa Hocking, mhocking@cr.k12.ia.us
Description: Participants will learn how to incorporate technology into professional learning and classroom lessons, to provide an interactive and engaging learning experience for adults and/or students. Incorporated technology will include EdPuzzle. Plickers, Nearpod, Kahoot, Read and Write, Canvas, Versal, Office Mix, Quizlet, Mentimeter, and many others. Participants in this course will learn about features of technology that will aide in the delivery of professional learning, classroom lessons, and create an engaging experience for adult and student audiences. Successful completion of the course will include the creation of professional learning and/or a classroom lesson incorporating learned technologies. Using technology tools will enhance professional learning, provide teachers differentiated learning opportunities, and increase adult and/or student engagement. These technology tools can also be used directly in the classroom to provide a blended learning environment for students with embedded formative assessment. This course will include both face-to-face learning and on-line components to be completed outside of class time.
The Mindful Educator: Practicing Self-Care Through Mindfulness
1969 19 002
Target Audience: All
Credits: 1.0
Face to Face Dates: Attendance is REQUIRED at all face to face dates.
Mar 28, Apr 18 ~ 4:30 - 6:30 pm @ Harding IMC
May 7 ~ 4:30 - 7:30 p.m. @ Harding IMC
Online: Apr 4, 11 and 25
All course work completed by May 24.
Prerequisite: None
Instructors: Julie Bradley, jubradley@cr.k12.ia.us, Andrew Trout, atrout@cr.k12.ia.us
Description: This course will provide educators opportunities to develop self-care strategies that help them manage the stress that can come with being an educator. Participants will explore their inner lives, re-connect to personal and professional meaning and purpose, find balance and cultivate emotional intelligence. Participants will learn how to become more present and empathetic in the classroom by establishing a personal mindfulness practice. Staff members will increase their emotional intelligence and as a result will be able to engage with students in a more peaceful, kind and empathetic way.
Strategies for Teaching English Learners
1955 19 001
Target Audience: Secondary
Credits: 1.0
Face to Face Dates:
Apr 1 ~ 4:30 - 6:30pm @ Jefferson HS Rm 123
May 9 ~ 4:30-6:30pm @ TBD
Online: Various
All coursework to be completed by May 10th.
Prerequisite: None
Instructors - Andrew Trout, atrout@cr.k12.ia.us, Emily Gotto, egotto@cr.k12.ia.us
Description: Participants will learn strategies to help students in their classes. This is particularly beneficial for ELL students, but also helpful for all students. Participants will learn how to help struggling learners with the background knowledge needed to succeed. They will also learn how to include a language objective in their lessons, in addition to the content objective to help their ELL students succeed. Participants will also walk away from the course with ideas on how to modify assignments and make appropriate accommodations for ELL students at a variety of language acquisition levels.