BP-01 Creating and
Using Meaningful Rubrics that Assess Student Work
As defined by
rubric guru Heidi Goodrich, a rubric as "a
scoring tool that lists the criteria for a piece of work or 'what
counts.'" This course will give teachers the tools
to clearly identify the goals and objectives of a student product
and to assess various aspects of those student products.
Participants will investigate various theories for creating
rubrics, visit websites with online rubric creators and develop
their skills for creating meaningful rubrics that can enhance
the quality of their student work. Participants will engage
in readings, discussion, exploratory activities and create rubrics
that assess student products for learning while focusing students
on the goals and objectives of their assignments.
BP-02 Improving Teacher Success through Effective Mentoring
One of the most effective ways to keep new teachers in the teaching profession is to provide a mentor that supports their professional growth. Coaching
is an essential tool the mentor uses to help new teachers develop.
The process of coaching involves being non-judgmental, helping teachers to solve
their own challenges, and using data collected during observations
to help new teachers solve problems that they’ve
identified. In this course, you will study and experience the steps of the coaching cycle, as well as gain
additional practice in coaching techniques that you can use to increase your
effectiveness as a mentor and guide new teachers towards increasing their skill and confidence.
BP-03 Data Driven Teaching
No Child Left Behind and high-stake
testing have changed the way teachers conduct and apply assessments
in their classroom. This course will prepare you to make data driven
decisions in your teaching. This course is intended to introduce
participants to various types of assessments used in the classroom,
focusing primarily on the use of formative and summative assessments.
During the course, participants will develop their understanding
of formative and summative assessments and be able to determine
how assessments can guide teaching decisions. This class is designed
for both Regular and Special Educators.
BP-04 Using Differentiated Instruction Effectively in the Classroom
"Using Differentiated Instruction Effectively in the Classroom" is a seven-unit online course offered through OPEN NH. This course has been designed to provide as a model of DI and to provide educators with the tools to assist them in the development of a lesson plan, meeting standards for all students. Kindergarten through grade 8 classroom teachers will be attracted to this online course and it is well suited to both novice and intermediate level teachers in DI. Each year teachers are challenged to successfully and capably teach students in a heterogeneous classroom. Today's classrooms are rich with diversity; providing a range in abilities, learning styles, and educational needs as teachers strive to teach everyone and at the same time. Differentiated instruction (DI) moves the teacher away from the "one-size-fits-all" philosophy of teaching and toward the understanding that there are differences in all students.
BP-05 Understanding the
Follow the Child Philosophy
Participants will study the critical attributes of the Follow the
Child Initiative in New Hampshire, analyzing the 8 Conditions
that Make a Difference and reflecting on the presence of those
conditions in their schools and educational experiences. Participants
will understand the relationship between No Child Left Behind
and Follow the Child and work together to identify best practices
for the complementary implementation of both initiatives. Throughout
the course, action plans will be developed that address the 8
Conditions that Make a Difference that can be used in your schools
to ensure the success of all students.
BP-06 School Policies for 21st Century Learning
This course provides an opportunity for teachers, technology coordinators, and other school leaders to learn about school legal and policy issues involved in creating safe 21st century learning environments. Participants will gain a better understanding of legal issues related to Internet access and effective Acceptable Use Policies for Internet use, including use of new Web 2.0 tools used for social networking and collaborative learning.
BP-07 Using an Online Professional Learning Community to Support Teacher Leadership Development
This seven week course is designed to introduce the power of collaborative leadership through a professional online community. Participants will define key leadership qualities that produce effective teacher leaders. Practical tools and resources will be explored which enable teacher leaders to work for school improvement and change, content and curriculum development, and enhancing digital citizenship using 21 century skills. National Staff Development Council standards highlighting the importance of leadership, learning communities, and collaborative work provide the framework for participants’ learning. Each participant will work on a "Building a learning Community" project.
BP-08 Using Reflective Writing to Develop Metacognition in the Classroom
This course will provide NH Teachers K-12, Administrators, and others instrumental in the creation/management of ICT digital portfolios the opportunity to collaborate with other professionals while learning how reflective writing and metacognition can better prepare their students for 21st Century learning. During the course the participants will explore ways to use reflective writing to help the child develop metacognition. At the end of the course they will have developed a lesson plan which will integrate reflective writing with their existing curriculum.
BP-09 Using Web 2.0 Tools for 21st Century Teaching and Learning
There has been a tremendous increase in the use of Web 2.0 tools and resources for education purposes. The content available in this Read/Write web is open for sharing, editing, commenting, and collaborating in a dynamic way. There are literally thousands of web-based tools available for use in our teaching and learning. These tools can empower students and engage them in new and innovative ways that can make teaching relevant and purposeful. Students by nature are creators of content, and you allow them opportunities to exercise their creativity and productivity when you use Web 2.0 tools as part of your instructional activities. In this course, you will explore a variety of tools and techniques that you can use to enhance your teaching. As a final project, you’ll develop a lesson plan that incorporates one of these tools and best practices into a unit or lesson.
BP-10 Incorporating Project Based Learning into Your Classroom
In order to develop skills to prepare students for their 21st century careers, their education must be active and engaging. Student must learn how to ask questions, develop their critical and higher order thinking. Through Project Based Learning (PBL), teachers can create opportunities for their students to develop real world skills and tackle meaningful issues. This course will have you examine what PBL is, its strengths and how you might use it in your classes. Participants will create a meaningful project, integrating technology and Web 2.0 tools to enhance learning of content curriculum.
BP-11 Writing Effective Proposals for Successful Grant Funding
This course is an introduction to grant writing for administrators and educators interested in pursuing funding options through grants. Throughout the course, you will explore possible grant funding sources and resources that are available to you . You will examine successful grants and determine the characteristics necessary for writing successful proposals based on your needs, goals, objectives, and timeline for completion of your project. You will be exposed to the specialized vocabulary unique to grants and requests for proposals. As a course project, you will complete a draft grant proposal, completed in parts within the various units of the course while examining examples of successful proposals.
BP-12 Creating a Successful Response to Intervention Plan
This course will guide participants in examining the Response to Intervention process. The focus will be on taking current RTI theories and practices and using them as the basis for the development of a working plan for implementing the existing RTI plan of schools or for updating/creating an RTI plan in schools.
BP-13 Homeless Children and Youth: Ensuring School Access and Academic Success for Our Most At Risk Students
This course engages local homeless education liaisons, Title I managers, special educators, and other interested individuals (i.e., school nurses, teachers, guidance counselors, administrators) in acquiring knowledge, skills, and perspectives of the educational needs and challenges of homeless children and youth, from the perspective of the federal McKinney-Vento Homeless Education Assistance Act. An explicit goal of this course is to assist districts in the identification and immediate enrollment of children and youth in homeless situations. Participants will work to identify the specific challenges and needs of unaccompanied youth - including youth in their school service area that may have already disengaged (dropped out) from school. Youth outreach strategies to identify and re-connect youth to education for completion of high school, and in some cases, preparation for post secondary education will be covered. Activities in this course include readings, video resources, and postings to the online discussion area. The final project for this course involves developing local strategies, policies, and practices to identify and remove educational barriers and develop community collaboration strategies to assist homeless families, children, and youth.
BP-14 Universal Design: Teaching and Learning in the 21st Century
Education has changed dramatically for both teachers and students. With mandated testing, increasingly diverse student populations, and constantly increasing professional responsibilities it is now more important than ever for each of us to use all available teaching strategies to make sure that we effectively and efficiently teach every student. This course will provide opportunities for you to identify and use a variety of such strategies in your classrooms and to develop lessons incorporating key elements from several of the most current learning theories. Concepts and methods presented in "Universal Design for Learning," "Differentiated Instruction," "Gradual Release of Responsibility," and "Constructivist Teaching" will be addressed in order to help you to build an expanded set of instructional tools for your classroom practice.Equally important to the design of good lessons is the development of authentic and appropriate assessments to guide your instructional planning. In this course you will also design pre- and post-assessment instruments to evaluate your students' prior knowledge, to measure their learning in response to your instruction, and to evaluate and deconstruct curriculum standards so as to present their content in student-friendly language.
BP-15 Inquiry-Based Teaching Using a SmartBoard and Web Resources
This course has been developed with a wide variety of K-12 educators in mind. Teachers in all content areas, as well as special education, paraprofessionals, and administrators could all gain a better understanding of inquiry-based education in general, and specifically how to incorporate using a SmartBoard with Web 2.0 tools or internet resources to engage students in an inquiry-based education that is technology rich. You will investigate how to apply the Five E Instructional Model (Engagement, Exploration, Explanation, Elaboration, and Evaluation) and apply it to inquiry-based lesson planning that focuses on using a SmartBoard with your students as they engage in their lessons using Web 2.0 tools and internet resources. As a final project, you will develop a lesson plan that you can use in your classroom that applies the concepts covered in the course. Applications of inquiry-based education will also be discussed for using web tools with a SmartBoard to increase the 21st Century skills of both you and your students.
BP-16 Understanding Gender Equity Issues in STEM Education
This course is designed to inform both teachers and administrators about general issues of gender equity in science, technology, engineering and mathematics and ways in which to increase the opportunities for girls and women in your school STEM programs. The course uses resources from STEM Equity Pipeline Project which is sponsored by National Alliance for Partners in Equity. Throughout this course you will explore the issues surrounding equitable academic opportunities for girls and women in the STEM areas and become familiar with the process you can use in your schools to help build, support, and sustain the involvement of girls and women in STEM courses and career pathways. As a final course project, you will design a plan for improving gender equity throughout your school, district, or SAU.
CE-01 Designing a Virtual Field Trip for the Elementary Classroom
Are there places you’d like to take your classroom to enrich
your curriculum, but can’t due to budget, time constraints
and distance? You can still visit those places with a virtual
field trip! This course will enable teachers in grades 1-6
to use Internet resources to design a virtual field trip to extend
and enrich their curriculum. Participants will become familiar
with strategies and resources, and tips and tricks that will allow
you and your students to “visit” any place in the world. By
the end of the course participants will design effective and engaging
virtual field trips that are aligned to state and national standards.
CE-02 Engaging K-12 Students with Digital Portfolios
This course
is for teachers interested in helping their students develop a
reflective digital portfolio that meets New Hampshire's ICT Literacy
Program standards and that engages and motivates students. Participants
will learn about characteristics of reflective portfolios, be introduced
to tools and process steps for creating digital portfolios, and
review examples of portfolio contents and organization. As a final
product, each course participant will work with a cohort of K-12
students to create their own samples of student digital portfolios.
CE-03 Aligning Curriculum with Grade Level Expectations
This course
will guide kindergarten through eighth grade teachers through the
process of aligning curricula to the Grade Level Expectations/Grade
Span Expectations. Teachers will learn how read the GLEs/GSEs,
how to identify GLEs not currently addressed and adjust lesson
plans to incorporate them. The importance of the GLEs in the NECAP
assessments will be addressed. Participants will choose 1
Cluster/Strand of the GLEs and align their existing curricula to
it. Participants will use the Backward Design Process to set new
learning goals and create or modify curriculum. This course is
meant to be the first step in an ongoing process for teachers in
aligning curriculum to the GLEs.
CE-04 Meeting the New Standards for School Approval
This course
is designed for school administrators and leaders who want to understand
the changes in the minimum standards for school approval. Every
public school up for school approval will have to meet the new
minimum standards of Ed 306, which were adopted in July of 2005. There
are many changes and new requirements in the standards that might
be challenging for some districts to meet. There are resources,
such as technical advisories and comparison charts, issued by the
DOE that will be used to help participants understand the changes
and what they mean to schools and districts. A timeline for
implementation of the new standards will be created for use by
a school-reform committee.
CE-05 Developing Competencies for High School Courses
This course has
been designed to provide educators with a tool kit to translate
New Hampshire Grade Level/Span Expectations (GLEs/GSEs) into competencies
to guide instruction. Throughout
this seven-week course, exemplary practices and research will be
analyzed to encourage a deep understanding of competency-based
instruction. Participants will gain practical knowledge about design
strategies and will be skilled in writing quality competencies
that can define their course content.
CE-06 Recognizing and Developing Extended Learning Opportunities
This course provides knowledge and background to teachers or school administrators who seek to provide quality Extended Learning Opportunities for their students. Extended Learning Opportunities are a New Hampshire that allows students to achieve competency for their educational experiences outside the traditional classroom setting. Schools are required to have policies in place and a means of assessment by a highly qualified teacher. ELOs are intended to be individualized, relevant and rigorous; however, the guidelines for their design are intentionally flexible. This course will help you design or recognize an extended learning opportunity that allows students to work toward a clear set of measurable outcomes that align with their course competencies. Both school teachers and school policy makers will understand how to recognize potential out of class opportunities for students and develop them into rich Extended Learning Opportunities that meet the demands of your curriculum.
CE-07 The NH Bullying Law: Policies and Procedures that Promote Positive School Climates
NH created the Pupil Safety and Violence Prevention Act in 2000 that required school boards to adopt a policy that addressed bullying in our schools. The problem was growing nationwide then and has continued to grow since. In 2010, the NH state legislature affirmed our belief in developing a culture and climate in our schools that was safe and promoted learning by strengthening the law. Bullying occurs in many forms, with cyberbullying becoming more prominent as technology and connectivity increases. In this course, you will examine the problem of bullying as it relates to the education and protection of our children. You will become familiar with strategies of prevention and for dealing with victims and perpetrators alike. Finally, you will review pathways for adding instructional activities dealing with bullying and creating a safe environment for learning into your school curriculum. As a final project, you will develop an action plan for implementing some of these strategies into your schools.
CE-08 Using a Mimeo Interactive Whiteboard and Pad to Deliver Engaging Instruction
Education has changed dramatically for both teachers and students. With mandated testing, increasingly diverse student populations, and constantly increasing professional responsibilities it is now more important than ever for each of us to use all available teaching strategies to make sure that we effectively and efficiently teach every student. Students are digital natives and therefore expect technology to be a part of their daily life. Interactive Whiteboards meet the need of appealing to these students by engaging them in the learning process which in turns increases participation and achievement. The Mimio is an easy to use interactive white board tool which works with any ordinary white board and allows for computer capture of the screen display. This course will focus on how to use the Mimio in the classroom as well as the importance of creating Mimio enhanced lesson plans.
CE-09 Afterschool Basics
Afterschool Basics is a ten unit course that provides an overview of youth developmental and afterschool programming concepts designed to support afterschool staff in providing quality experiences and interactions for youth. The content and curriculum in this course supports the Direct Service afterschool credential in New Hampshire. The course was developed in order to train emerging afterschool professionals, support NH Afterschool Credential requirements, and provide up-to-date resources in the field of afterschool. The three 3-week modules cover: Social, Emotional and Cognitive Development, Physical Development and Safety and Curriculum Development.
Note: This course will not be offered during regular sessions, but in special session registrations only.
Becoming an Actively Engaged Mentee
Using the 5 Step Program Improvement Process to Promote Gender Equity in STEM Education
|
