E-Learning
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e-Learning for Educators
Online Professional Development
Workshop Catalog

**Participants in this course must be employed as a teacher, counselor or administrator.

After November 14, 2014, three hours of technology course credit will no longer be required for re-certification.
Six hours of approved college/university course credit will still be required for the renewal of teacher certification.

21st Century Instruction with Project Based Learning**
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This course will enable participants to understand the principles of Project-Based Learning (PBL) and to create and implement PBL projects in their classrooms.  The course consists of six sessions plus an Orientation during which participants actively explore and develop engaging, student-centered projects that promote high-quality learning of content. Participants investigate designing questions and assessments with the end in mind, questioning, planning, managing, and assessing PBL Learning projects.  Participants will utilize standards-based instructional strategies to create PBL projects that enhance students’ learning. 


 **Participants in this course must be employed as a classroom teacher or a long-term substitute while participating in the course.
***The intent of this course is that participants will implement the PBL created during the course with their students.

 
21st Century Teaching and Learning in the Career and Technical Education Classroom**
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Integrating 21st Century skills and technology tools into all areas of education is necessary to prepare today's students to compete globally. This six-session online course, plus an orientation session, is a content specific course that focuses on incorporating 21st Century teaching and learning into Career and Technical Education curricula.  Participants in this course will be introduced to 21st Century skills and tools and how they can be used in the CTE classroom. Participants in this course will complete an instructional plan that includes 21st Century skills and tools.

**Participants in this course must be employed as a Career and Technical Education teacher.

 
21st Century Teaching and Learning in the Language Arts Classroom**
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Participants in this course will be introduced to 21st Century skills and tools and how they can be used in the language arts classroom. The content of this course is appropriate for K-12 teachers with resources focusing on multiple grade levels. Participants in this course will complete an instructional plan that includes 21st Century skills and tools.

**Participants in this course must be employed to teach English Language Arts in middle school or high school or as a multi-grades K-8 teacher.

 
21st Century Teaching and Learning in the Mathematics Classroom**
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Participants in this course will be introduced to 21st Century skills and tools and how they can be used in the mathematics classroom.  The content of this course is appropriate for K-12 teachers with resources focusing on multiple grade levels.  Participants in this course will complete an instructional plan that includes 21st Century skills and tools.

** Participants in this course must be employed to teach mathematics at the middle school or high school or as a multi-grades K-8 teacher.
 

 
21st Century Teaching and Learning in the Science Classroom**
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Integrating 21st Century skills and technology tools into all areas of education is necessary to prepare today's students to compete globally. This six session online course, plus an orientation session, is one of four content specific courses that focuses on incorporating 21st Century teaching and learning into language arts, mathematics, science, and social studies curricula. Participants in this course will be introduced to 21st Century skills and tools and how they can be used in the science classroom. Participants in this course will complete an instructional plan that includes 21st Century skills and tools.

**Participants in this course must teacher a science related course/class at the middle school or high school or as a multi-grades K-8 teacher.
 

 
21st Century Teaching and Learning in the Social Studies Classroom**
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Participants in this course will be introduced to 21st Century skills and tools and how they can be used in the social studies classroom.  The content of this course is appropriate for K-12 teachers with resources focusing on multiple grade levels.  Participants in this course will complete an instructional plan that includes 21st Century skills and tools.

**Participants in this course must be employed to teach social studies content/classes at the middle school or high school or as a multi-grades K-8 teacher.

 
Algebraic Thinking in the Elementary School**
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This course provides teachers of grades 3 through 5 with an opportunity to explore how activities that foster algebraic thinking can be integrated into the elementary classroom. Algebraic thinking consists of more than just learning how to solve for the variables x and y; it helps students think about mathematics at an abstract level, and provides them with a way to reason about real-life problems. In this course, participants will explore three components of algebraic thinking: making generalizations, thinking about the equals sign, and being able to reason about unknown quantities. As participants stretch their own algebraic reasoning skills, they will also spend considerable time thinking about how to integrate algebraic tasks into their own classroom instruction. This course uses readings, video, online discussion boards, a final project, and engaging mathematics problems to promote the idea that the incorporation of algebraic thinking tasks in elementary school mathematics is critical to students’ future success.

**This course is open to all certified WV educators for multi-subjects grades K-8.

 
Classroom Management*
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This course presents a practical guide for classroom management.  The research articles and activities as well as discussions provide opportunities for participants to examine management skills and techniques that promote a positive classroom climate, appropriate standards of behavior for students, active student engagement and effective management of routines and classroom transitions. 
*Participants must be currently employed as a WV classroom teacher, school counselor or have had classroom teaching experience as a certified teacher/educator. Paraprofessionals must be currently employed as a full-time classroom aide.

 
College Algebra**
    

**Course particpants must be employed as a full time special education teacher ot a teacher of mathematics in grades 6-12.

 
Common Core ELA Reading Grades 3-5**
    
  • This course is designed to introduce participants to the Common Core State Standards (CCSS) for ELA-Literacy and the important instructional shifts, including balancing informational and literary text, building knowledge in the disciplines, staircase of complexity, text-based answers, writing from sources, and academic vocabulary. Participants will learn to examine standards closely, to unpack and explore the standards, especially those addressing reading, vocabulary and language, and building background information. In addition they will learn how students can demonstrate mastery of the new standards, how assessments will change, and finally, how technology and media support teaching and learning of these standards. Session outline:

    Orientation: Introduction to the Course and Overview to the Standards
    Session One: Identifying Standards to Teach
    Session Two: Thinking Differently about Assessment
    Session Three: Background Knowledge and Academic Vocabulary
    Session Four: Selecting and Teaching Literary Texts
    Session Five: Selecting and Teaching Informational Texts
    Session Six: Incorporating ELA CCSS into the Classroom 

    **Participants in this course must be employed as a teacher or administrator.

 
Common Core ELA Reading Grades 6-12**
    
  • This course is designed to introduce participants to the Common Core State Standards (CCSS) for ELA-Literacy and the important instructional shifts, including balancing informational and literary text, building knowledge in the disciplines, staircase of complexity, text-based answers, writing from sources, and academic vocabulary. Participants will learn to examine standards closely, to unpack and explore the standards, especially those addressing reading, vocabulary and language, and building background information. In addition they will learn how students can demonstrate mastery of the new standards, how assessments will change, and finally, how technology and media support teaching and learning of these standards. Session outline:

    Orientation: Introduction to the Course and Overview to the Standards
    Session One: Identifying Standards to Teach
    Session Two: Thinking Differently about Assessment
    Session Three: Background Knowledge and Academic Vocabulary
    Session Four: Selecting and Teaching Literary Texts
    Session Five: Selecting and Teaching Informational Texts
    Session Six: Incorporating ELA CCSS into the Classroom 

    **Participants in this course must be employed as a teacher or administrator.

 
Common Core ELA Writing Grades 3-5**
    
  • This course is designed to look closely at the Common Core State Standards (CCSS) for English Language Arts in writing, research and presentation. The course engages the learner in readings about the key design considerations and the major shifts behind the standards. In this course, participants will explore the standards for writing, research and presentation and practice strategies to implement these standards into your own instruction. In addition they will learn how students can demonstrate mastery of the writing, research and presentation standards, and how technology and media support teaching and learning of the Common Core State Standards. By the end of the course participants will have developed a plan for adopting the CCSS into their classrooms. Session outline:

    Orientation Session: Overview to the Writing & Presentation Standards
    Session One: The Reading-Writing Connection
    Session Two: Writing to Inform and Make Arguments
    Session Three: Research with the Common Core State Standards
    Session Four: Presentation & Publication in the Digital Era
    Session Five: Assessing Writing
    Session Six: Establishing a Writing Routine 

    **Participants in this course must be employed as a teacher or administrator.

 
Common Core ELA Writing Grades 6-12**
    
  • This course is designed to look closely at the Common Core State Standards (CCSS) for English Language Arts in writing, research and presentation. The course engages the learner in readings about the key design considerations and the major shifts behind the standards. In this course, participants will explore the standards for writing, research and presentation and practice strategies to implement these standards into your own instruction. In addition they will learn how students can demonstrate mastery of the writing, research and presentation standards, and how technology and media support teaching and learning of the Common Core State Standards. By the end of the course participants will have developed a plan for adopting the CCSS into their classrooms. Session outline:

    Orientation Session: Overview to the Writing & Presentation Standards
    Session One: The Reading-Writing Connection
    Session Two: Writing to Inform and Make Arguments
    Session Three: Research with the Common Core State Standards
    Session Four: Presentation & Publication in the Digital Era
    Session Five: Assessing Writing
    Session Six: Establishing a Writing Routine 

    **Participants in this course must be employed as a teacher or administrator.

 
Common Core Math Content Grades 3-5**
    
  • The Common Core Math Standards are broken into two parts: the Content Standards and Practice Standards, with the Content Standards detailing both procedural skills and conceptual understandings for students. With these standards, the U.S. is moving away from an approach to math education that is focused on covering a lot of topics—an approach characterized as “a mile wide and an inch deep”—to one of uncoverage, narrowing the scope of content so that students explore fewer topics, but go deeper in their study. In this course, participants will explore the content standards for the grades they teach as well as the progressions of topics across grades to understand why the standards are sequenced the way they are and how they relate to the current curriculum. Participants will read articles and watch videos to deepen their understanding of the rationale behind the Common Core standards, as well as examine model mathematics tasks that illustrate the meaning of various standards and the connections among them. Participants will connect their current practice with what is needed to implement the Common Core, leaving the course with a good understanding of what they already do—and to what extent—as well as the gaps in their practice and the coherence, depth, and fluency present in the new standards. Session outline:

    Orientation: Introduction to the Course and Overview to the Standards
    Session One: A Mile Deep and an Inch Wide
    Session Two: What is Math Understanding?
    Session Three: What Math Understanding Looks Like in the Classroom
    Session Four: Measuring Conceptual Understanding
    Session Five: Math Progressions
    Session Six: Gap Analysis

    **Participants in this course must be employed as a teacher or administrator.

 
Common Core Math Content Grades 6-12**
    
    • The Common Core Math Standards are broken into two parts: the Content Standards and Practice Standards, with the Content Standards detailing both procedural skills and conceptual understandings for students. With these standards, the U.S. is moving away from an approach to math education that is focused on covering a lot of topics—an approach characterized as “a mile wide and an inch deep”—to one of uncoverage, narrowing the scope of content so that students explore fewer topics, but go deeper in their study. In this course, participants will explore the content standards for the grades they teach as well as the progressions of topics across grades to understand why the standards are sequenced the way they are and how they relate to the current curriculum. Participants will read articles and watch videos to deepen their understanding of the rationale behind the Common Core standards, as well as examine model mathematics tasks that illustrate the meaning of various standards and the connections among them. Participants will connect their current practice with what is needed to implement the Common Core, leaving the course with a good understanding of what they already do—and to what extent—as well as the gaps in their practice and the coherence, depth, and fluency present in the new standards. Session outline:

      Orientation: Introduction to the Course and Overview to the Standards
      Session One: A Mile Deep and an Inch Wide
      Session Two: What is Math Understanding?
      Session Three: What Math Understanding Looks Like in the Classroom
      Session Four: Measuring Conceptual Understanding
      Session Five: Math Progressions
      Session Six: Gap Analysis
       

      **Participants in this course must be employed as a teacher or administrator.

 
Common Core Math Practices Grades 3-5**
    
  • The Common Core Math Standards describe eight Standards for Mathematical Practice applicable to students of all grades. Different than the grade-specific content standards, these practices describe the habits of mind--the ways of thinking about math--that mathematicians and successful students use. In this course, participants will explore and unpack the eight math practices, learning what they mean and how they can be developed across all grades. Participants will read articles to deepen their understanding of the practices, watch videos to see how other teachers are fostering the practices, listen to interviews with experts, and collaboratively develop ideas and strategies for addressing the practices. Participants will develop or rework a lesson to address two or more of the mathematical practices that can be used in the classroom now. Session outline:

    Orientation: Introduction to the Course and Overview to the Standards
    Session One: Looking at the Practice Standards
    Session Two: Overarching Habits of Mind
    Session Three: Reasoning and Explaining
    Session Four: Modeling and Using Tools
    Session Five: Seeing Structure and Generalizing
    Session Six: Starting with the Practices 

    **Participants in this course must be employed as a teacher or administrator.

 
Common Core Math Practices Grades 6-12**
    
  • The Common Core Math Standards describe eight Standards for Mathematical Practice applicable to students of all grades. Different than the grade-specific content standards, these practices describe the habits of mind--the ways of thinking about math--that mathematicians and successful students use. In this course, participants will explore and unpack the eight math practices, learning what they mean and how they can be developed across all grades. Participants will read articles to deepen their understanding of the practices, watch videos to see how other teachers are fostering the practices, listen to interviews with experts, and collaboratively develop ideas and strategies for addressing the practices. Participants will develop or rework a lesson to address two or more of the mathematical practices that can be used in the classroom now. Session outline:

    Orientation: Introduction to the Course and Overview to the Standards
    Session One: Looking at the Practice Standards
    Session Two: Overarching Habits of Mind
    Session Three: Reasoning and Explaining
    Session Four: Modeling and Using Tools
    Session Five: Seeing Structure and Generalizing
    Session Six: Starting with the Practices 

    **Participants in this course must be employed as a teacher or administrator.

 
Common Core State Standards (CCSS) and English Language Learners (ELL)**
    

 

**Participants in this course must be employed as a teacher or administrator.

 
Cyber Safety for Educators**
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Cyber Safety for Educators provides informational articles, resources and activities to inform participants about risks and responsibilities inherent in using Internet resources.  Participants are presented with insights into possible dangers student users face as well as guidelines to help safeguard them as they utilize the vast resources of the Web.  The course consists of six sessions plus an Orientation during which participants actively investigate cyber safety issues and plan a presentation for sharing cyber safety issues with their students.**


 Participants must expect to spend a minimum of 45 hours to complete this course.
This course requires average to advanced technology skills.
**Participants must be currently employed as a WV classroom teacher, school counselor or administrator.

 
Designing a Virtual Field Trip**
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This workshop will enable participants to use Internet resources to design a "virtual field trip" for their students.  Participants will become familiar with the strategies and resources that educators use to design these field trips as well as tips and tricks to ensure their success.  By the end of this workshop, participants will have designed an effective and engaging virtual field trip that is aligned to their state's standards.


 Participants must expect to spend a minimum of 45 hours to complete this course.
This course requires average to advanced technology skills.
** Participants must be currently employed as a WV classroom teacher, school counselor or school administrator.

 
Developing and Implementing WebQuests*
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This workshop is designed for K - 12 teachers as an inquiry-based instructional tool for classroom use. Participants will create a web-based lesson for students that utilizes higher-order thinking skills, collaborative learning, and pertains to a unit or lesson from their curriculum. Participants will gain knowledge and skills in implementing technology in the classroom.

* Participants in this course must be currently employed as a classroom teacher, school counselor or school administrator. Paraprofessionals must be currently employed as a full-time classroom aide.  

 
Differentiating Instruction**
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In this workshop, participants will explore creative teaching strategies and assessments that support differentiated instruction.  Participants will investigate and explore the principals of DI (Differentiated Instruction) and become familiar with strategies for managing a DI classroom.  Participants will have the opportunity to implement some of the strategies within the classrooms and discuss pros and cons with other learners. 

* Participants will implement course strategies with students.
 

 
Digital Citizenship**
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Overview

The Internet is an exciting, tempting, treacherous place. It is a place where one wrong turn or bad decision can have life-long ramifications. But, if handled wisely, it can be also be a bridge to lifelong learning and a wealth of information.
Digital citizenship, the norms of appropriate, responsible behavior with regard to technology use, will be the focus of this course. The course content will address the nine elements of digital literacy as published by the International Society for Technology in Education (ISTE) and authored by Mike Ribble and Gerald Bailey. 
The nine elements of digital citizenship are:
1. Digital Access
2. Digital Commerce
3. Digital Communication
4. Digital Etiquette 
5. Digital Health and Wellness 
6. Digital Law
7. Digital Literacy
8. Digital Rights and Responsibilities
9. Digital Security

By the end of this course, participants will understand:
  • use appropriate strategies to safely and effectively use technology to communicate with others,
  • create learning activities that guide students to make safe and effective choices when using technlogy to communicate with others,
  • understand how to respect others online and not engage in flaming and inflammatory language,
  • understand the importance of following an acceptable use policy,
  • explore features of browsers and search engines,
  • refine search terminologies and techniques to improve results,
  • evaluate the accuracy, relevance, and appropriateness of electronic sources,
  • understand how to use online material ethically,
  • be introduced to distance learning,
  • recognize practices that must be implemented to maintain digital security,
  • review procedures for reporting inappropriate use of technology,
  • understand digital laws related to responsibility for actions and deeds, including but not limited to the following:
    • ethical and legal implications of using technology,
    • online threats (spam, viruses, Trojans),
    • plagiarism,
    • copyright infringement,
    • identity theft, and
    • hacking.
  • explore why students should be concerned with overuse of technology,
  • review injuries that can occur as a result of digital technology,
  • investigate the psychological effects of cyberbullying,
  • develop an awareness of the level of access, or lack thereof, among their students,
  • recognize the variety of ways that students can access the Internet, and
  • be able to follow safe practices while engaging in digital commerce and financial transactions online.

**Participants in this course must be employed as a teacher, conselor or administrator.

 
Digital Literacy for Paraprofessionals*
    

The Digital Literacy for Paraprofessionals course will address the following topics:
1. Digital Citizenship--Digital Communication and Etiquette
2. Cyber Safety--Protecting Our Students
3. Copyright and Fair Use--Legal and Ethical Use of the Web
4. Spam, Scams and Other Intrusions
5. Online Communities--Social Networking
6. Finding the Best Educational Grades K- 12 Resources on the Web

* THis course requires that the paraprofessional is a full-time classroom aide.

 
Digital Storytelling**
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This course on Digital Storytelling uses tools and techniques to enable teachers to incorporate and use electronic media in their lessons.  This course introduces participants to the nature and educational uses of digital stories and guides participants in developing and producing a story of their own.  Participants will learn how to plan a story, obtain and incorporate still images and video clips, add voice narration and background music, and enhance their final products with special effects and transitions.  Participants will be introduced to a variety of freely obtainable software programs to develop their digital stories.  Upon completion of this course, participants will have developed their own lesson plans to engage students in their own learning. 



 Participants must expect to spend a minimum of 45 hours to complete this course.
This course requires average to advanced technology skills.
**Participants must be currently employed as a WV classroom teacher, school counselor or school administrator.
 

 
Early Childhood Book Reading Practices**
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Book reading in the early childhood classroom is not only one of the most important practices for building later reading success, but it is probably one of the more enjoyable experiences for both teachers and children.  In this workshop, early childhood educators will explore quality children's literature and best book reading practices.  Participants will learn ways to share various genres of books in the classroom.  They will learn the importance of multiple re-readings and strategies to foster children's vocabulary knowledge, print concepts, phonological awareness, and reading comprehension during large and small group readings.  Workshop assignments will invite participants to research quality children's literature and develop book reading planners with specific goals for children's learning.

**This course has been designed for individuals who are currently teaching/certified to teach children in Pre-K-Grade 3.

 
Facilitating Instruction for English Language Learners**
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This seven-week workshop is designed to help classroom teachers learn ways to raise achievement of English Language Learners in their classrooms by understanding, applying and implementing Sheltered Instruction. Participants will learn about the legal issues pertaining to Limited English Proficient students, develop background knowledge of second language acquisition, and explore the theory and practice of Sheltered Instruction. Participants will also examine Sheltered Instruction, including sheltering assessments, for both elementary and secondary English Language Learners. This workshop will also highlight the uses of technology to shelter instruction.

**Participants in this course must be currently employed as a classroom teacher or school administrator.

 
Finding the Best Education Resources on the Web**
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The World Wide Web provides rich resources for educators, but they are useful only if educators know what resources are there and how to find them. Participants in this workshop will explore the range of educational material available on the Internet and learn time-saving skills to search the Web more effectively for useful curricular resources. Participants will become familiar with popular search engines and subject directories and will learn techniques to use each one appropriately and efficiently. The workshop will also examine the importance of critical evaluation of web resources and consider how to develop evaluation skills in the classroom. Participants will leave the workshop with a collection of web resources appropriate for their own classroom use.

*Participants must be currently employed as a WV classroom teacher, school counselor or have had classroom teaching experience as a certified teacher/educator.

 
Geometric Measurement**
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In this course, participants will become familiar with the Van Hiele framework and how it can be used to understand the challenges of teaching particular geometric measurement tasks for students in the middle-grades.  Participants will learn about and discuss ways to use the framework as a basis for teaching perimeter, area, surface area and volume to ensure greater student success.  In addition, participants will learn how to use a protocol for examining student work in order to reflect on and analyze students’ thinking to help them plan the next steps in their teaching process.  For the final project, participants will use the Van Hiele framework to develop or modify a classroom task focused on geometric measurement. 

**Participants in this course must be currently employed as a middle grades mathematics teacher or school administrator.

 
Getting Ready for Algebra Using Virtual Manipulatives*
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This workshop will enable participants to:

  1. Identify the essential content and process readiness indicators for student success in Algebra I
  2. Identify virtual manipulatives and interactive applets that target the essential skills and knowledge aligned with each of the content readiness indicators
  3. Analyze virtual manipulatives and interactive applets according to given criteria including: alignment with mathematics learning goals, instructional strengths and limitations, ease of use, and availability of support materials
  4. Use virtual manipulatives and interactive applets in activities that target the essential skills and knowledge required to meet the essential algebra readiness indicators
  5. Develop activities that use virtual manipulatives and interactive applets to target the essential skills and knowledge required to meet the essential algebra readiness indicators


*This course is open to all certified WV educators who have or are who are teaching or co-teaching mathematics.
 

 
Google Applications for Classroom Instruction**
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This online course, Google Applications for Educators explores 21st Century online tools for multiple uses in school and professional applications.  Google docs, spreadsheets, calendars and forms provide tools for organizing, storing, communicating and sharing information while Google presentations, Picasa and video offer tools for manipulating digital images.  Google Earth and maps allow users to view the earth and sky as they study and trace their own routes or routes of explorers.  Google SketchUp provides tools for creating and manipulating 3-D objects while Google Sites allows users to store their work, create links to webpages and set up instructional resources for classroom usage.  Participants will actively engage in the use of Google Applications as they investigate and plan how to utilize these tools in their classrooms and for their personal work.     

Participants must expect to spend a minimum of 45 hours to complete this course.
This course requires average to advanced technology skills.
**Participants must be currently employed as a WV classroom teacher, school counselor or school administrator.

 
Helping Struggling Readers Improve Comprehension*
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This workshop focuses on supporting the academic development of students who are competent decoders but who struggle to understand the meaning of what they read. Participants will explore the different types of comprehension difficulties students may face and will be introduced to a number of research-based strategies to improve reading comprehension skills. Instructional strategies will focus on building vocabulary skills, using teacher modeling, having students work collaboratively, and building comprehension-monitoring skills. As a final project, participants will design and implement a lesson plan focused on improving students' reading comprehension with the intent that this project will be implemented with students.

*This course is open to all certified WV educators and paraprofessional who are assigned as a full-time classroom aide.
 

 
Improving Reading and Writing in the Content Area*
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In order to be successful in content area classes such as social studies, science, and mathematics, students must be able to read a variety of informational texts and produce written documents. This workshop will give teachers the tools they need to integrate literacy strategies into content area learning to help raise student achievement. By the end of the workshop, participants will be able to locate web-based tools, strategies, and lessons that foster literacy skills in all content areas. It is the intent of this course  that participants will develop a plan for incorporating these tools and strategies into their classroom instruction.

*This course is open to all certified WV educators and paraprofessinals who are assigned as a full-time classroom aide.
 

 
Incorporating Primary Resources in Social Studies*
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There is a tremendous wealth of web-based resources that support active learning and primary research in the middle and high school social studies classroom. Participants in this workshop will explore the range of available resources including newly accessible collections of original documents, vast reservoirs of secondary historical information, and online resources designed to support social studies teachers in curriculum development. Participants will consider effective research strategies and engage in critical analysis of web resources. Participants will complete the workshop having developed a collection of project ideas to serve their particular curricular goals to implement with students in their classrooms.

*Participants must be currently employed as a WV classroom teacher, school counselor or have had classroom teaching experience as a certified teacher/educator. Paraprofessionals must be currently employed as a full-time classroom aide.

 
Intel Teach: Assessment in 21st Century Classrooms*
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The Intel® Teach Elements: Assessment in 21st Century Classrooms course is an interactive e-learning experience that offers an in-depth look at assessment that meets the needs of 21st century teaching and learning. In this course, teachers see how assessment strategies can benefit their teaching practices and their students' learning. They learn how to plan, develop, and manage student-centered assessment. They follow three teachers and see how the three teachers are implementing embedded and ongoing assessment methods in their classrooms. The course offers opportunities to apply the assessment concepts with action planning exercises.



Participants must expect to spend a minimum of 45 hours to complete this course.
This course requires average to advanced technology skills.
*Participants must be currently employed as a WV classrrom teacher, school counselor or have had classroom teaching experience as a certified teacher/educator.

 
Intel Teach: Blended Learning in the 21st Century Classroom**
    

**Participants must be currently employed as a WV classroom teacher, school counselor or TIS.

 
Intel Teach: Collaboration in the Classroom*
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Collaboration in the Digital Classroom is an interactive e-learning experience that offers an in-depth look at collaboration with a focus on online collaborative tools. In this course, teachers see how collaboration helps students develop 21st century thinking skills, deepen content understanding, and prepare them for the global world. Teachers learn how to plan and manage collaboration activities that integrate online collaborative tools increasingly part of our globally connected workplaces. They follow two teachers as they implement collaborative experiences in their classrooms. The course offers opportunities to apply the collaboration concepts with action planning exercises.

**This course is recognized as a technology course and will meet the technology coursework requirments for recertification.

Participants must expect to spend a minimum of 45 hours to complete this course.
This course requires average to advanced technology skills.
Participants must be currently employed as a WV classrrom teacher, school counselor, school administrator or have had classroom teaching experience as a certified teacher/educator.

 
Intel Teach: Thinking Critically With Data**
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Thinking Critically with Data is an interactive e-learning course that examines critical thinking with a focus on data analysis in our information-rich world. In this course, teachers explore practical skills and strategies to draw on when teaching students to think critically about the information around them. Teachers will understand how to design student projects and assessments that address critical thinking skills when collecting and analyzing data. Additionally, they will see how technology can support students’ collection, organization, and presentation of data. The course also offers practical tips for implementing projects that ask students to think critically with data.


 Participants must expect to spend a minimum of 45 hours to complete this course.
This course requires average to advanced technology skills.
**Participants must be currently employed as a WV classrrom teacher, school counselor.

 
Intel: Inquiry in the Science Classroom**
    

**Participants must be currently employed as an elementary grades teacher or a secondary grages (6-12) science teacher in a WV classroom.

 
Math 1: Functions**
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This six week course is designed to help teachers with the functions content needed for the WV Math I curriculum. Once this course has been completed, participants will have built their content knowledge of functions, learned strategies and activities and gained additional resources to aid them in teaching the unit on functions. Participants will become more familiar with the related Functions Unit on Teach 21.

  ** Participants must hold certification through Algebra I and be seeking Math I Authorization or participants must be working towardan alternative route to certification in Mathematics as a certified special education teacher seeking to beome highly qualified.

 
Math 1: Geometry**
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This on-line course is designed to help teachers with geometry content required in the WV Math I curriculum. Participants will review mathematical content, practice instructional strategies and use some lessons from the Teach21 units. Participants will investigate properties and theorems involving congruent figures to deepen and extend their understanding of geometric content. The Mathematical Practices are embedded in the activities of each session. After completion of this course, participants should have activities and additional resources needed to properly teach the geometry units of Math I

** Participants must hold certification through Algebra I and be seeking Math I Authorization or participants must be working toward an alternative route to certification in Mathematics as a certified special education teacher seeking to become highly qualified.



 

 
Math 1: Statistics**
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This on-line course is designed to help teachers with the descriptive statistics content required in the WV Math I curriculum. After completion of this course, teachers should have activities and additional resources needed to properly teach the statistics unit. Participants will review mathematical content, practice instructional strategies and use some lessons from the Teach 21 unit available for this course.

** Participants must hold certification through Algebra I and be seeking Math I Authorization or participants must be working toward an alternative route to certification in Mathematics as a certified special education teacher seeking to become highly qualified.
 
National Board Awareness**
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The National Board Awareness course has been designed to acquaint teachers with the National Board for Professional Teacher Candidacy process and expectations. This course is comprised of seven one-week sessions. Topics addressed during the course include: National Board for Professional Teaching Standards mission and history; the impact that National Board certified teachers have upon classroom instruction; National Board teacher certification requirements and policies; the requirements of the Take One! candidacy program; portfolio components specific to certificate areas; standards for certification; portfolio entry descriptions; portfolio scoring criteria; assessment center activites; the application of descriptive, analytical and reflective writing; and support programs and/or incentive programs as well as financial support. 

*Course participants must be currently employed classroom teachers in West Virginia.

 
Office 365 Applications for Classroom Instruction**
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This first course will be available for the WInter 2015 session. *Course participants must be currently employed public school classroom teachers in West Virginia.

 
Promoting Reading Comprehension in the Elementary Classroom*
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Research on reading comprehension has demonstrated that readers differ in how they approach reading and the meaning they construct from text. Researchers have found that good readers use specific strategies to comprehend text, and those instructional programs that explicitly teach these strategies have been successful in improving students’ comprehension. In this workshop, participants will examine teaching practices that help students in grades three through five develop concrete strategies for constructing meaning from both narrative and expository text. The goal for strategy instruction is to prepare students to become active and purposeful readers who think about their text before, during and after reading. Participants will also explore and implement instructional procedures that help students learn how to coordinate key comprehension strategies.

*This course was designed for participants who are currently teaching in an elementary school or who have previous experience teaching in and elementary school.

 
Promoting Reading Comprehension Skills in the Middle School Classroom*
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This workshop will help middle school teachers learn about comprehension strategies that students need to apply in order to comprehend a variety of text types. Participants will explore the challenges students commonly experience with different types of text, strategies employed by successful readers, and instructional approaches to support students in developing reading comprehension strategies. Throughout the workshop, participants will gather ideas about designing a lesson plan that focuses on developing students’ use of comprehension strategies. Participants will leave this workshop with many new strategies to implement and resources for fostering the reading comprehension of their students.

*This course was designed for participants who are currently teaching middle school students or whom have previously taught in a middle school.

 
Proportional Reasoning**
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In this workshop, participants will learn about different components and levels of proportional reasoning. They will complete classroom tasks that illustrate ways to develop stronger conceptual understanding and target different components of proportional reasoning. They will use video and written examples of student work. They will also conduct a student interview in order to reflect on students’ approaches to proportions problems and to identify evidence of proportional reasoning at various levels. For the final project, participants will create a lesson that targets a component of proportional reasoning and that incorporates questioning techniques learned in the workshop. They will provide a rationale for the lesson that relates to the material learned in the workshop and reflect on their own learning.

**This course is open to all certified WV educators of mathematics grades 6-8.
 

 
Renewing Your Knowledge in School Nursing**
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The course is designed to renew knowledge and passion in the field of school nursing.  It introduces partiicpants to the role of the West Virginia School Nurse in the Public Education system and explores the role of the school nurse in being the leader in a community school.  It allows participants to locate resources and develop strategies to incorporate into each of the phases.  Be sure to examine the course expectation outline for the lesson plan so that you are aware of what is expected of you as a course participant.

 

As the final product for this course, partiicpants will create a plan to implement a community school. Participants will use this template to help manage their thoughts as they work through the course sessions.   

**Participants must be full time or substitute school nurses.

 
Supporting Instruction With Web 2.0 Tools**
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This course is designed to enable participants to investigate Web 2.0 tools for teachers and students, to learn how these tools can and are being used as educational tools to enhance students’ learning and to determine what tools are conducive to promote 21st Century teaching and learning.    The course consists of six sessions plus an Orientation, during which participants actively explore and utilize Web 2.0 tools and their integration into instructional plans that promote high-quality learning of content.  Participants investigate use of Web 2.0 tools as they develop an understanding of the growing needs of change in instruction for 21st Century learners as well as the increasing demand for the utilization of Web 2.0 tools in the workplace. 

**Participants in this course must be employed as a classroom teacher or a long-term substitute while participating in the course

 
Supporting Literacy in Lower Elementary Classrooms*
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In this workshop, participants will explore how new technologies can support emerging literacy development in kindergarten through second grade. Participants will investigate tools that can help build phonemic awareness and word recognition. Participants will also explore strategies for integrating reading and writing with meaningful project-based activities, and learn about software tools for publishing student work and creating class books. Participants will develop ideas for a technology-enhanced lesson plan, and collect a number of resources for immediate classroom use.

*This course is appropriate for teachers of  who are currently teaching grades K-3 or have taught grades k-3 previously.

 
Teaching and Learning With Mobile Devices**
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In this course, participants will learn how mobile devices enhance teaching and learning in and out of the classroom. Ongoing instructional challenges, such as sustaining student engagement inside the classroom and extending student learning beyond the school day, can be powerfully addressed through the use of mobile devices. Apps that feature real-time images, augmented reality, interactive activities, and collaborative capabilities can enhance student understanding and help to personalize instruction. Students must learn how to use these technologies ethically and responsibly and teachers need to know how to maximize the potential of these devices. This course will highlight meaningful ways that teaching and learning can be enhanced in and out of the classroom, while also addressing the challenges that many educators face when trying to integrate mobile devices into learning activities.

**You must be employed as a full-time teacher or administrator to register for this course.

 
Teaching Writing in the Elementary Classroom*
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All students have the capacity to be good writers, and writers learn to write by writing: these are the basic tenets of Teaching Writing in the Elementary Classroom. During this workshop, participants will learn instructional strategies to teach students in the upper elementary grades how to write narrative and informational text. Participants will explore how to teach their students about the traits of good writing through mini-lessons, writing conferences, and using established evaluation criteria. Thinking about writing as a process, participants will consider how to organize instruction to guide students through the many stages of writing and will go through the instructional cycle from writing prompt to revision as they create their final projects.
*This course was designed for participants who are currently teaching in an elementary school or who have previous experience teaching in and elementary school.

 
Teaching Writing in the Middle School Classroom*
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In today’s middle school writing classroom, the pressures to achieve state and national standards are overwhelming for students and teachers alike. Many classrooms focus so completely on writing the perfect essay that the fun of writing wanes. In this workshop, participants will examine two common essay types—informative and persuasive—as they are approached in several non-traditional ways. To complement these alternative ways of teaching these two essay types, this workshop will also re-examine the writing process, writing motivation for teachers and students, and formative evaluation methods for writing progress. The end result of this work is a final lesson plan for an informative or persuasive essay that utilizes a creative approach in its instruction. It is the overall goal of this workshop to rekindle motivation and creativity in middle school writing instruction to help teachers and students have some fun on their journey toward the perfect essay.

*This course was designed for participants who are currently teaching in a middle school or who have previous experience teaching in an middle school.

 
The Road to Proficiency for World Languages**
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As language is constantly changing, so must we as world language educators. This course is designed to help teachers increase effectiveness in the classroom. Teachers will build their knowledge of tools that students can use for reflection and goal-setting, as well as tools that the teacher can use for the same purpose. World language teachers will also become more familiar with proficiency guidelines and Can-Do statements that have become a driving force for language learning across the nation.
  *Course participants must be currently employed a teacher of world languages in one or more West Virginia classrooms.

 
Universal Design for Learning*
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This workshop provides an introduction to the concept of Universal Design for Learning (UDL), and strategies for implementing a UDL approach in instructional settings. Universal Design for Learning is an approach to teaching and learning and the development of curriculum and assessment that draws on current brain research and new media technologies to respond to individual differences. This workshop is designed to acquaint participants with UDL principles and provide practical, hands-on experience using software tools and digital media for learning support. Participants will explore how these tools can be incorporated into their classroom practice and plan a lesson that uses these tools.

* This course is available ot full time classroom teachers as well as teachers who have held certification who are not currently in the classroom.

 
Using Digital Portfolios to Foster Student Learning**
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In this course participants will learn how to utilize Google Sites to develop student-based or classroom-based e-Portfolio’s as an alternate form of assessment as well as to showcase student work. Participants will learn what e-Portfolio’s are and discuss the benefits and uses of them as a teaching and learning tool. Participants will have hands-on practice using Google Sites to create an ePortfolio with best practice elements. Finally, participants will evaluate the classes they teach  to ensure that their students will have artifacts aligned to course objectives/standards that are ePortfolio-ready!

**This course will require that participants hold WV certification and are employed as a classroom teacher or school administrator. 
 

 
Using Models to Teach About Forces and Motion**
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This six-session online workshop, along with an orientation, guides participants as they explore the use of hands-on objects, models, and simulations to enable students to construct accurate conceptual representations of forces and motion.  Participants will study an inquiry-based, constructivist science teaching model known as the 5E Learning Cycle, identify some characteristics and examples of each of the commonly recognized phases – Engagement, Exploration, Explanation, Extension (or Elaboration), and Evaluation – and develop an indepth 5E instructional lesson plan.

*This course is open to all certified WV science educators or elementary (grades K-8) certifified teachers who are curretly teaching in the classroom.
 

 
Using Patterns to Develop Algebraic Thinking*
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In this workshop for middle school teachers of mathematics, participants will explore the nature of algebraic thinking and develop strategies for encouraging the development of algebraic thinking in their students. Through readings, video clips, and examination of student work, participants will learn to: 1) recognize and build on opportunities for algebraic thinking in a variety of mathematics contexts; 2) analyze their students' algebraic thinking; and 3) pose questions that encourage the development of algebraic thinking. Participants will also produce a lesson plan that incorporates the key concepts of the workshop.

*This course is open to all WV educators who hold or have held mathematics certification or multi-subject K-8 certification.

 

 
Using Real Data in the Math Classroom*
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Real-world data are a glimpse into a complex story that involves much more detail than the numbers would suggest. We want students to look "behind the scenes" by organizing, representing and analyzing these data. Technology is central to this task, both as a source of data and as a tool for data analysis. Technology tools and web-based materials provide important ways for math educators to meet key NCTM and ISTE standards that emphasize problem solving and making connections between mathematics, other disciplines and the real world. These standards include a significant emphasis on representing and analyzing data, including a focus on being able to evaluate the sources of data and the effectiveness of different representations that students will encounter both inside and out of school. This workshop will explore a range of web-based resources and exemplary projects which utilize technology to support these goals. Participants will learn how to find sources of real data on the Web and explore how technology tools such as spreadsheets can help students analyze, visualize and make sense of these data. Participants will complete the workshop with a collection of resources and beginning project ideas that serve their curricular goals.

This course is open to all certificed teachers of mathematics through grade 8 who are or have taught in the middle grades mathematics classroom.

 
Using Rubrics to Assess Student Learning**
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Participants will investigate, evaluate and design assessment rubrics tailored to their students' work and the content knowledge targeted.  Participants will examine the use of rubrics for students; self-assessment and to guide their educational growth as they master core content and determine the quality of their work.  Participants will select a lesson or activity they presently teach or plan to teach and build both formative and summative assessments around this content.  Peer reviews will provide feedback and participants will share their work so everyone leaves the course with a strong understanding of how to use rubrics as assessments.

**This course will require that participants hold WV certification and are employed as a classroom teacher or school administrator. 

 
Using Technology to Enhance the Research Process**
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Research writing and design enables students to write appropriately for varied scenarios.  Using technology to enhance the research process, provides participants with tools to create lessons and tutorials for their classrooms on outlining, plagiarism, research styles, summarizing, paraphrasing, and the use of direct quotations, as well as note cards, citations and works cited.  These skills will ultimately provide students with the knowledge to write effectively in a college setting or in the work place.   The purpose of this course is to provide a set of tools that will assist students as they progress through the research process.

**Course participants must be currently employed classroom teachers in West Virginia.

 
Using Web 2.0 Tools to Support Middle School Writing**
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Technology tools and web-based materials support teachers in meeting NCTE and ISTE standards for students in each stage of the writing process. These standards emphasize the appropriate use of writing strategies and technological resources to communicate with different audiences and with a variety of purposes. This workshop, designed to support middle and high school teachers of writing, will explore a range of web-based resources and exemplary projects that utilize technology to support these goals. Participants will learn about and experiment with technologies that can be used to facilitate each phase of the writing process (prewriting, writing, revising, editing, publishing, and assessment). Participants will complete the workshop with a collection of resources and a plan for a classroom writing project that attends to both technology and content standards.

**This course will require that participants hold WV certification and are employed as a classroom teacher.

 
Web Top for Educators**
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WebTop is the WVDE web portal which provides West Virginia educators with 21st Century tools.  It combines third party tools (such as Google Docs, Google Sites, Google Calendar, ePearl, Twiddla, Manhattan, and WebTop Communities) as well as web applications developed by WVDE. Integrating 21st Century Skills and Technology Tools into all areas of education is necessary to prepare today's students to compete globally.  This course begins with an Orientation Session followed by six individual content sessions emphasizing the use of the WebTop tools to promote communication and collaboration for Global 21 educators to create 21st Century learning environments.  The course project will reflect real-world applications of the WebTop tools.

**This course is recognized as a technology course and will meet the technology coursework requirments for recertification.

Participants must expect to spend a minimum of 45 hours to complete this course.
This course requires average to advanced technology skills.
Participants must be currently employed as a WV classroom teacher, school counselor or school administrator and have been assigned an access.k12.wv.us email account and a WVDE WebTop account.

 
West Virginia Comprehensive School Counseling Programs: Design and Implementation**
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Course Title: West Virginia Comprehensive School Counseling Programs: Design and

                        Implementation

 

Catalog Description:

 

This course will assist counselors in the field with designing comprehensive school counseling programs that are aligned with the WV School Counseling Model and demonstrate comprehension of program development steps and sequence as presented in the ASCA National Model.  This course will provide a basic understanding of the role and function of the school counselor, in relation to: a) the WV School Counselor Performance Standards, b) components of school counseling programs, c) legal and ethical issues in school counseling, and effective evaluation and accountability.  The class format will include use of online resources group discussion, and student portfolio.

 

Prerequisites:

 

Be a West Virginia Practicing School Counselor.

Goals:

By the end of the course, participants will be able to:

1.      Understand and be able to implement the components of West Virginia School Counseling Model

2.      Understand the primary functions of the school counselor (advocacy, leadership, collaboration, systemic change) and align practices with the WV School Counselor Performance Standards

3.      Understand and demonstrate the use of a decision-making model for dealing with legal and ethical issues related to school counseling based on ASCA Ethical Guidelines, FERPA, WVDE polices and WV State code.

4.      Demonstrate the value of the school counselor performance evaluation for goal setting and continuous growth and development.

 

Course Requirements:

Participants will complete all activities in each of the six sessions, post course products/activities as requested, and participate in discussions as outline in each session.

 

Course Products: 

Each participant will develop a COURSE PORTFOLIO, adding items as requested in each session.

 

Sessions Overview

Session 1:

 

 

 

 

Session 2:

 

 

 

Session 3:

 

 

 

Session 4:

 

 

 

Session 5:

 

Session 6:

 

School Counseling Program Foundation: In this session participants will learn the importance of a functional vision, mission, and philosophy statements. Additionally, participants will explore the WV student standards and the school counselor performance standards and self-reflect on use of these components.

Legal and Ethical Issues -Participants will demonstrate knowledge of ASCA Ethical Guidelines, FERPA, WVDE polices and WV State code.Participants will learn and apply a decision-making model to address legal and ethical issues related to school counseling.

Management System -The participants will demonstrate effective and efficient management of the school counseling programthrough the use ofaction plans, calendars, data collection and analysis, management agreements, and an advisory council.

Delivery System:The participants will demonstrate an ability to develop, plan, design, coordinate, and implement a comprehensive school counseling program. This includes the guidance curriculum, individual student planning, responsive services, and student supports.

Program Evaluation and Accountability- Participants will demonstrate skills required to evaluate the school counseling program completeness and resulting student outcomes.

School Counselor Performance Evaluation– Participants will utilize the WV School Counselor Performance Evaluation to set professional goals and improve professional practices in an effort to continuously improve the school counseling program.

COURSE PORTFOLIO

Session Requirements

a.       Foundation Statementsspecific to your school (Philosophy, Vision, and   Mission).

b.      Complete the‘Foundation’ component of theWV School Counseling Program Audit.

c.        Completed (ASCA student competencies currently being delivered in your school)

d.      Work Plan Goal– Improving Alignment with the WV School Counseling Model (Add to School Counseling Work Plan Template).

 

e.       ASCA Code of Ethics– Summary of Case Study Decision-making Model

f.       FERPA Guidelines- Summary of Case Study Decision-making Model

 

g.       3 Tier Model Self Reflection – What is in Place?

h.      3 Tier Model Self Reflection – What I plan to add at each tier?

i.        Complete the Management Component of the Program Audit.

j.        Develop annual calendar showing ‘snapshot’ of big programs, themes and initiatives for this school year.

k.      Begin using electronic calendar to document counselor use of time

 

l.        Complete Program Delivery component of the School Counseling Program Audit

m.    Develop Goal and Action Steps to improve Program Delivery and add to the     school Counseling Work Plan

n.      Develop lesson plan (using lesson plan template) to address an identified school need.

o.      Develop a one-month curriculum map outlining curriculum for your student population.

 

p.      Complete remaining components of the Program Audit

q.      Analyze one activity or initiative using your choice of either an accountability model (MEASURE, DATA or SOARING)

r.        Develop and post a School Counseling Accountability Planfor your program.

 

s.       Complete Self-Reflection Formbased on 13 standard element rubrics

t.        Complete Standard Element Goal Form

u.      Complete Student Impact Goal Form

v.      UpdateAnnual School Counseling Work Plan to include: ‘Standard Element Goal” and “Student Impact Goal”

w.     Completed Evaluation Evidence Form

x.      50 – 75 word self-reflection about the relevance of the Program Audit to the  WV School Counselor Performance Evaluation

y.      Upload completed portfolio to Dropbox

 

 

Each session has discussion prompts and all participants are required to respond. Participants are required to post your response to the discussion questions as your original message by Sunday evening.

Thoughtfully reply to two of your colleague's discussion forum posts. Your response must directly address the original message and must extend the discussion or add a new idea to the colleague’s original message to which you are responding. Please complete your replies to two colleagues no later than noon on Monday.

 

 
Young Adult Literature**
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Course participants learn about the characteristics and elements of young adult literature as a genre. During the course participants will choose young adult literature selections for their students based on reading levels, students’ interests, and themes. Alternatives to using book reports in the classroom with the inclusion of technology tools, copyright laws, and creative presentation ideas will be investigated. The final course sessions will center on the assessment of course products and reflection regarding student learning

Course participants must be currently employed as teachers of English Language Arts at the middle school and/or high school grades.

Course participants must be prepared to teach a unit of your adult literature during the time this course is in progress.

The students of course participants must have access to technology (computers and Internet access) during the time this course is in progress.

**This course has been approved for a technology credit.