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Professional and Personalized e-Learning for Educators
Online Professional Development
Workshop Catalog

Participants in Active Educator courses must be 1) employed as a full-time teacher, counselor or administrator or 2) assigned to a long term substitute position during the full duration of the course for which they are a participant.

Participants in Inactive Educator courses are either short-term substitutes or are not currently employed as a teacher, counselor or administrator.

Six hours of college/university course credit posted to a transcript is required for the renewal of teacher certification or for advanced salary classification.

2015 SLP Module 1 Children With Hearing Loss
    

The 2015 SLP Professioanll Development modules have been developed through collaboration between WVU Department of Communication Sciences and Disorders and the WV Department of Education. 
The first module, 
Where do we go from hear?, is presented by Dr. Gayle Neldon, CCC/A.  This module discusses issues that an SLP may encounter with children with hearing loss on his/her caseload and provides information for trouble shooting hearing aids, assistive listening devices etc. with classroom teachers

*This module is specific to Speech Language Pathologists.

*This module is not associated with nom-degree graduate credit.

*This module may not be used for teacher recertification.

 
2015 SLP Module 2 School Based Management of Children with Cleft Palate**
    

SLP Module 2: School Based Management of Children With Cleft Palateis presented by Dr. Dennis M. Ruscello, CCC/SLP.  Part one of this module discusses issues that  are related to the management of cleft lip and/or palate that relate to the children in the schools. Part Two of this module discussed the roles of the school's speech pathologist in the interdisciplinary management in terms of assessment and treatment. Part Three of this module speaks to specific treatment methods. Part Four of this module addresses the overall teaching strategy using principles of motor learning.
*This module is specific to Speech Language Pathologists.

*This module is not associated with nom-degree graduate credit.

*This module may not be used for teacher recertification.

 
2015 SLP Module 3 The Many Hats of the School System SLP**
    

SLP Module 3: The Many Hats of the School System SLP, is presented by Libby Simmons, MA, CCC/SLP.  This module examines the changing role of the SLP working in the schools, highlights a Support for Personalized Learning (SPL) Approach developed by Kanawha County Schools to address mild speech disorders, describes the typical components of an SPL and takes participants through the process of developing a SPL for your county and discusses strategies for working in the schools and highlights some related products.

*This module is specific to Speech Language Pathologists.

*This module is not associated with nom-degree graduate credit.

*This module may not be used for teacher recertification.

 
2015 SLP Module SLP Module 1 Children With Hearing Loss**
    

This module, SLP Module 1, discusses issues that an SLP may encounter with children with hearing loss on his/her caseload and provides information for trouble shootinghearing aids, assistive listening devices etc. with classroom teachers.  

*This module is specific to Speech Language Pathologists.

*This module is not associated with nom-degree graduate credit.

*This module may not be used for teacher recertification.

 
2016 SLP Module 4 Evidence Based Treatment of Severe Speech Sound Disorders in Children**
    

The fourth SLP module, Evidence-Based Treatment of Severe Speech Sound Disorders in Children, is presented by Rebecca McCauley, Ph.D., CCC-SLP, BRS-CL. This module is divided into four segments. Each of the four segments focuses on a specific aspect relevant to the topic of severe speech disorders in children. The four segments are:
Part 1: Background on Severe Speech Sound Disorders
Part 2: Broader Problems Warrant Comprehensive Planning for Intervention
Part 3: Interventions with Broad Applicability
Part 4: Interventions Focused on Childhood Apraxia of Speech

*This module is specific to Speech Language Pathologists.

*This module is not associated with nom-degree graduate credit.

*This module may not be used for teacher recertification.
 

 
2017 SLP Module 5: Stuttering Assessment Treatment
    

The fifth SLP module, Stuttering Assessment and Treatment, is presented by Craig E. Coleman, M.A., CCC-SLP, BCS-F, Assistant professor, Marshall University. This module is divided into four segments. Each of the four segments focuses on a specific aspect relevant to the topic of the assessment and treatment for stuttering. The four segments are:
Part 1: What is Stuttering?
Part 2: Stuttering Assessment
Part 3: Stuttering Assessment and Treatment
Part 4: Counseling in Stuttering

*This module is specific to Speech Language Pathologists.

*This module is not associated with nom-degree graduate credit.

*This module may not be used for teacher recertification.

 
2017 SLP Module 6: Assistive Technology
    

The sixth SLP module, Assistive Technology, is presented by Anne Cronin, Ph.D., OTR/L, FAOTA. This module is divided into four segments. Each of the four segments focuses on a specific aspect relevant to the topic of assistive technology for children with multiple disabilities. The four segments are:
Segment 1: Orientation to Assistive Technology Service Provision
Segment 2: Assistive Technology Continuum From Low Tech to High Tech and Varieties in Between
Segment 3: Incorporating Assistive Technology Medical Practice or Educational Setting
Segment 4: Review of Assistive Technology Information

*This module is specific to Speech Language Pathologists.

*This module is not associated with nom-degree graduate credit.

*This module may not be used for teacher recertification.

 
Algebraic Thinking in the Elementary School for Active WV Educators
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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.

 
Balanced Reading Diet Grades Pre-K Through 5 for Active WV Educators
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Particiapnts can expect to learn about different types of readers, the components of a balanced Reading Diet, and effective strategies to help teachrs put this knowledge into practice immediately.

This course has been designed for WV teachers who are certified to teach grades Pre-K-Grade 3 and are currently employed to teach full-time in a WV Pre-K-Grade 5 classroom.

 

 
Classroom Management for Active WV Educators
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As educators we learn theories and philosophies about classroom management but seldom learn practical methods for effective management. Classroom management involves a positive classroom environment, appropriate standards of behavior for students, student engagement, and effective management of routines and transitions. Establishing daily routines early in the school year is essential to effective classroom management. In addition, the physical environment of the classroom has an effect on classroom management. This workshop is intended to help teachers develop a practical guide to classroom management. 

 
Classroom Management for Inactive Educators
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As educators we learn theories and philosophies about classroom management but seldom learn practical methods for effective management. Classroom management involves a positive classroom environment, appropriate standards of behavior for students, student engagement, and effective management of routines and transitions. Establishing daily routines early in the school year is essential to effective classroom management. In addition, the physical environment of the classroom has an effect on classroom management. This workshop is intended to help inactive teachers develop a practical guide to classroom management.

 
Coding, Apps and Game Design for CTE Teachers
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This course is designed to bring CTE educators with little to no experience to a higher literacy in Coding, App, and Game Design. 

Coding can seem like a dry, difficult subject to undertake, and unfortunately this reputation deters a lot of students from entering these types of programs.  It is up to the educators to create a more engaging experience for students, and luckily there are a lot of websites boasting that they can help us do just that!

The programs and activities utilized in this course are not exclusive, there are many means to similar ends.  The purpose of this course is to choose manageable platforms for teachers to utilize to meet the CTE Skill Set Standards developed by WVDE for Coding, App, and Game Design 1.

 
Computer Science Introduction to GIS
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In this course, you are going to explore the many ways that GIS is used in today's society. In addition, you will gain a basic understanding of using a GIS, collecting data to be included in a GIS, and creating map products from a GIS. In this course, you will create a syllabus to guide instruction for the Introduction to GIS computer science course. You will also collect artifacts of your own GIS instruction and accomplishments in an online portfolio. The ultimate goal of this course is that you will learn technologies, tools, and lessons that you can use in teaching GIS to students.

 
Creating Your Personal Learning Network (PLN) for Active WV Educators
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As educators you already have some type of a Personal Learning Network or PLN in place. It could be your family, students, co-teachers/administrators or firends. During this course you will be gudied trough the steps to continue to grow and build your PLN with the addition of the technology, social media to connect, collect and collaborate.

 
Cyber Safety for Educators for Active WV Educators
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According to Verizon in an April, 2009 press release, "Digitalization is enabling just about anything ever written, recorded or photographed to be placed online, so new ways must be found to protect intellectual property. As more and more commerce is conducted on the Web, there needs to be renewed vigilance to protect personal information and guard against unscrupulous spammers and fraudsters. Whether it's the nuisance of spam e-mails, the destructiveness of spyware worms and viruses, identity theft, or the risk of exposing their children to online predators, Americans are increasingly concerned about issues involving "online safety". 

This course on Cyber Safety for Educators provides information about using Internet resources safely. 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.

 
Designing a Virtual Field Trip for Active WV Educators
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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.

 
Developing and Implementing WebQuests for Active WV Educators
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This course is designed for certified West Virginia teachers. Participants will create a Web Quest at zunal.com that requires higher-order thinking skills, collaborative learning, and pertains to a unit or lesson associated with their Standards.

 
Developing and WebQuests for Inactive WV Educators
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This workshop is designed for individuals who hold or have held WV teacher certification but are not currently teaching full-time in a WV Classroom as an inquiry-based instructional tool for potential 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 area(s) of certification. Participants will gain knowledge and skills in implementing technology in the classroom.

 
Differentiating Instruction for Active WV Educators
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This workshop is designed to assist K – 12 teachers in effectively adapting lessons to meet the needs of a diverse group of learners. Participants will explore creative teaching strategies and assessments that support differentiated instruction and become familiar with strategies for managing a DI classroom. Teachers are encouraged to try some of the strategies in their classroom and discuss pros and cons with other learners in weekly discussions. As a final project participants will complete one of the following: 1) a technology rich lesson plan for differentiating instruction for two specific students, 2) a detailed reflective journal around three student learners using differentiated instruction, or 3) a documentary of the implementation of differentiated instruction using digital pictures and/ or video accompanied with detailed explanations of the process.

 
Differentiating Instruction for Inactive Educators
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This workshop is designed to inactive educators in effectively adapting lessons to meet the needs of a diverse group of learners. Participants will explore creative teaching strategies and assessments that support differentiated instruction and become familiar with strategies for managing a DI classroom. Teachers are encouraged to try some of the strategies in their classroom and discuss pros and cons with other learners in weekly discussions. As a final project participants will complete a lesson plan for differentiating instruction for three specific students, a struggling learner, an on-grade level learner, and an advanced learner. Participants MUST have access to these three specific students to complete two activities in Session Two.

 
Digital Citizenship for Active WV Educators
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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

 
Digital Citizenship for Administrators, WV Central Office Staff and WV County/School Support Staff
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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

**This course is designed for individuals currently employed in WV as administrators, central office staff and count/schooly support staff.
****Please Note: TIS should enroll in the Digital Citizenship for Teachers course.

 
Digital Citizenship for Inactive Educators
View Course Syllabus
    

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

 
Digital Storytelling for Active WV Educators
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Digital Storytelling tools and techniques enable us to tell short stories using electronic media. This seven week workshop will introduce participants to the nature and educational uses of digital stories and will guide them 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 product with special effects and transitions. Participants will be introduced to a variety of freely obtainable software programs to develop your digital stories.

 
Early Childhood 15 Week Child Development for ECCATS
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The Early Childhood Introduction to Childhood Development course has been specifically designed for early childhood educators working in West Virginia Universal Pre-K and teacher assistants working in WV Pre-K and Kindergarten classrooms who are seeking the Early Childhood Teacher Assistant Authorization. This includes collaborative classrooms and educators seeking courses to meet the needs for the Community Program Authorization. This course will address the following topics:

  • Introduction to Early Childhood Development,
  • Physical Development in the Early Childhood Years,
  • Social Emotional Development in the Early Childhood Years,
  • Cognitive Skills in Early Childhood Development,
  • Language Development in the Early Childhood Years, and
  • An Integrated Approach to Child Development.
 
Early Childhood 15 Week Language and Literacy for ECCATS
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The Early Childhood Literacy course has been specifically designed for early childhood educators working in West Virginia Universal Pre-K and teacher assistants working in WV Pre-K and Kindergarten classrooms who are seeking the Early Childhood Teacher Assistant Authorization. This includes collaborative classrooms and individuals seeking courses to meet the needs for the Community Program Authorization.  Participants of this course will be able to facilitate developmentally appropriate activities that will promote an understanding of language and literacy learning for early childhood students in their classes.

 
Early Childhood 15 Week Special Needs Inclusion for ECCATS
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TheEarly Childhood Special Needs Inclusion course has been specifically designed for early childhood educators working in West Virginia Universal Pre-K and teacher assistants working in WV Pre-K and Kindergarten classrooms who are seeking the Early Childhood Teacher Assistant Authorization. This includes collaborative classrooms and individuals seeking courses to meet the needs for the Community Program Authorization.  This course will address the following topics:

  • Introduction to Early Childhood Special Needs Inclusion 
  • The IEP Process
  • Modifications and Accommodations for Students with Disabilities
  • Implementing Modifications and Accommodations for Students with Disabilities
  • School Readiness
  • Confidentiality and Family Communications
 
Early Childhood Pre-K Lead Teacher Assessment
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Early Childhood Assessment Participants will focus on understanding the assessment cycle and developmentally appropriate practices within the context of early childhood learning environments. Throughout the course participants will learn about and practice using a variety of tools and strategies for recording authentic assessments. These will include creating check lists, collecting work samples and writing anecdotal notes. Participants will discover the importance of developing a home/school collaborative team and tips on how this can be accomplished. After completing this course participants will have a firm grasp on how to collect authentic assessments, how and why to create student portfolios, and how to use data to guide instructional planning. Most importantly, participants will develop an understanding that authentic assessment is not something you do along with teaching, authentic assessment is teaching.

 
Early Childhood Pre-K Lead Teacher Curriculum
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The Early Childhood Curriculum course has been specifically designed for early childhood educators.This course will address the following topics:

•Defining and Identifying Characteristics of High Quality Early Childhood Curriculum
•The Role of Curriculum in a High Quality Early Childhood Program
•Integrating Curriculum: The Educator’s Role, Part 1: Responsive Teaching
•Integrating Curriculum: The Educator’s Role, Part 2: The Importance of Individualizing Learning
•Using the Curriculum to Connecting with Families
•Supporting All Learners Through Integration of High Quality Early Childhood Curriculum

 
Early Childhood Pre-K Lead Teacher Family and Community
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Parents have been teaching their children since birth. Educators have much to gain by recognizing the role of the parents and including them as partners in their child’s education. Traditionally, parent involvement was defined as time parents spent in the classroom volunteering. Today many parents work or have responsibilities outside the home. Educators must think of parent participation in new ways. Since families vary in their cultures, ethnicities, belief systems, experiences, compositions, parenting abilities, and geographic locations developing positive relationships with families both formally and informally is crucial in the early childhood setting. Good communication is essential for building partnerships with families. When young children observe respectful and genuine interactions between their families and teachers, they see that their two worlds – home and school – are connected.

 
Early Childhood Read Aloud Strategies and Practices
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Reading books aloud 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 course, early childhood educators will explore quality children's literature and best book read-aloud strategies and practices. They will learn the importance of multiple re-readings, strategies to foster children's vocabulary knowledge, and practices to deepen reading comprehension during large and small group readings. Participants will learn ways to share various genres of books in the classroom in support of both literacy and curricular content. Course assignments will invite participants to research quality children's literature, develop book reading planners with specific goals for children's learning, and think about the design of their classroom book areas.

 
Early Numeracy Grades Pre-K Through 1 Active Educators Fall 2017
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This session is intended for early childhood educators to improve their understanding and implementation of early numeracy concepts. Several factors that contribute to students' mathematical achievement will be studied, including: growth mindset, the classroom environment, innate math abilities, and the connection between literacy and numeracy. In the first session, resources are available to help teachers develop a growth mindset for themselves, as well as support the development of a growth mindset for all the children in their classrooms. As the course continues, participants will be given information about the mathematical progression to develop, differentiate, and adapt activities to meet the needs of a variety of learners. The course will culminate with an activity that asks the participants to create and share their idea of a classroom that best supports early numeracy acquisition. Upon completion of the course, participants will be prepared to create a positive climate to nurture numeracy and foster numeracy development for lifelong learners of mathematics

 
ELSF Math and Science for Active Pre-K WV Educators
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The WV ELSF Math and Science, a 15 week course, has been specifically designed for early childhood Pre-K educators, teacher assistants and lead teachers.

Mathematics
1. Counting and Cardinality Part 1
2. Counting and Cardinality Part 2
3. Operations and Algebraic Thinking
4. Measurement and Data
5. Geometry
6. Putting it All Together

Science
1. Characteristics of a High Quality Science Program
2. Life Science
3. Physical Science
4. Earth Science
5. Making Connections
6. Family and Community

This professional development is designed to assist Pre-K educators to recognize and implement appropriate environmental and instructional strategies that support early learning development integration of appropriate early learning experiences. Content will cover current theory, expectations of young children, teaching strategies, and the correlation to formative assessment and personalized learning. Upon completion of the course, educators will be able to select, plan, implement, observe, and evaluate appropriate early learning strategies that are standards-based and aligned to the WV ELSF.

 
ELSF Social and Emotional Development for Active Pre-K WV Educators
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The WV ELSF Social Emotional, a 15 week course, has been specifically designed for early childhood Pre-K educators, teacher assistants and lead teachers.

Session One: Introduction to Social and Emotional Development
Session Two: Building Relationships
Session Three: Designing Supportive Environments 
Session Four: Emotional Literacy and Schedules, Routines and Transitions
Session Five: Teaching Friendship Skills
Session: Six: Promoting Problem Solving Skills

This professional development is designed to assist Pre-K educators to recognize and implement appropriate environmental and instructional strategies that support early learning development integration of appropriate early learning experiences. Content will cover current theory, expectations of young children, and teaching strategies. Upon completion of the course, educators will be able to select, plan, implement, observe, and evaluate appropriate early learning strategies that are standards-based and aligned to the WV ELSF.

 
Facilitating Instruction for English Language Learners for Active WV Educators
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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.

 
Finding the Best Education Resources on the Web for Active WV Educators
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With an abundance of information easily available on the Internet, teaching students to be critical locators, assessors, readers, and contributors of online content helps students develop 21st century skills. Integrating high-quality Internet resources in the classroom is an important part of teaching these skills. While many rich resources are available, they are only useful if educators can find them. Today, a search engine is only part of the toolset; Web 2.0 tools like blogs, microblogs, and social bookmarking enable us to find the best resources from other people. Participants in this workshop will explore the range of educational material available on the Internet and develop a varied approach that uses both computer and human networks to find these resources. This approach not only allows educators to find better and more diverse resources, but also saves time. As a context for integrating these resources more effectively, participants will explore several teaching strategies for better digital media literacy. Participants will leave the workshop with an emerging personal learning network (PLN) that they may continue to nurture and a collection of web resources appropriate for their classroom use.

 
Fluency Grades K-5 for Active WV Educators
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Building reading fluency is crucial to successful reading comprehension. Through this course, participants will understand the importance of teaching fluency from kindergarten through fifth grade. The course will explore reading fluency in the context of the balanced reading diet, and will provide a variety of strategies to practice fluency in whole group, small group, and independent learning settings. Participants will conduct a case study to examine their teaching practices and the impact these practices have on one struggling student. Participants will be required to assess, evaluate, instruct, and reflect on fluency in their classrooms.

 
Geometric Measurement First, Second and Third Dimension Grades 7-12 for Active WV Educators
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In this seven-week course, participants will become familiar with relevant research in teaching geometric measurement and will learn how to analyze student work to inform their instruction. By completing classroom tasks, participants will learn how to assist students in developing stronger conceptual understanding and procedural knowledge, especially in linear measurement, area, surface area, and volume. They will also explore relationships between perimeter and area, and among area, surface area, and volume. Teachers will also be introduced to online tools, such as virtual manipulatives, applets, and simulations, and will learn how to integrate these tools into their geometry and algebra lessons. Participants will also conduct mathematical task interview with one or more students and then report their findings back to the group. Recording the interview, analyzing the documentation, and discussing the interview will help participants understand where students succeed and struggle, and how they can improve.

 
Getting Ready for Algebra Using Virtual Manipulatives for Active WV Educators
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Getting Ready for Algebra using Virtual Manipulatives, will help middle school teachers learn approaches for integrating online interactive resources into their classroom practice. There is substantial evidence to suggest that a solid foundation in algebra provides a gateway to the higher levels of mathematics necessary for success in higher education, technological or scientific occupations, and business applications.

This course is structured around the Grades 6-8 Content Standards for Mathematics and will introduce a collection of virtual manipulatives that will help curriculum planners and classroom teachers meet the demand to prepare students for Algebra I or Math 1. Session projects will include the evaluation of virtual manipulatives, consideration of the use of virtual manipulatives with whole class/small group and individuals, planning for the inclusion of virtual manipulations with classroom instruction, and virtual manipulatives specific to functions, data and probability.

 
Helping Struggling Readers Improve Comprehension for Active WV Educators
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This course 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. Participants will complete session projects that 1) address specific comprehension strategies, 2) develop questioning techniques regarding vocabulary development, 3) use of the QAR strategy, 4) reciprocal teaching and think alouds, 5) use of graphic organizers and 6) and MAZE assessment options.

 
Improving Reading and Writing in the Content Area for Active WV Educators
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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 course will provide teachers with the tools they need to integrate literacy strategies into content area learning to help raise student achievement. By the end of the course, participants will be able to locate web-based tools, strategies, and lessons that foster literacy skills in all content areas. Session projects will include 1) the creation of create a Pinterest board with information about content literacy, either in general or specific to your content area 2) thinking through a lesson in a subject area beyond reading and explain how you as a teacher would teach literacy in that subject matter, 3) creating a vocabulary lesson, 4) identifying and justifying text structure for three non-fiction texts, 5) integrating multiple content areas into the purposeful teaching of the writing process and 6) assessing students' reading and writing skills in the content area you teach as well as to implement reading and writing strategies for the purpose of learning content.

 
Incorporating Primary Resources in Social Studies for Active WV Educators
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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 your classrooms.

 
Math 1: Functions for Active WV Educators
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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 toward an alternative route to certification in Mathematics as a certified special education teacher seeking to become highly qualified.

 
Math 1: Geometry for Active WV Educators
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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 for Active WV Educators
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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 and Preparation for Active WV Educators
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The National Board Awareness and Preparation course has been designed to introduce teachers to the National Board for Professional Teacher Candidacy process and expectations and to begin preparation for their National Board Certification journey. This course is comprised of seven one-week sessions. Topics addressed during the course include: the impact that National Board certified teachers have upon classroom instruction; National Board teacher certification requirements and policies; the Five Core Propositions of the NBPTS; the General Portfolio Instructions for all certificate areas, portfolio Components 1-4 and the NBPT Standards specific to certificate areas; portfolio scoring criteria; assessment center policies; the application of descriptive, analytical and reflective writing; and support programs and/or incentive programs as well as financial support.

 
Office 365 Applications for Classroom Instruction for Active WV Educators
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    Office 365 for Classroom Instruction provides 21st Century online tools for multiple uses in school and professional applications. Office 365 allows users to store their work, create shared documents/spreadsheets/presentations and set up instructional resources for classroom usage. Office 365 documents, spreadsheets, calendars and surveys provide tools for organizing, storing, communicating and sharing information. The Microsoft Educator Community provides free tools, lesson plans and other educator resources.
 
Office 365 for Administrators, WV Central Office Staff and WV County Support Staff
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Office 365/Office 2013 for Administrators, Central Office Staff and County Support staff  provides 21st Century online tools for multiple uses in professional applications. Office 365 allows users to store their work, create shared documents/ spreadsheets/ presentations. Office 365 documents, spreadsheets, calendars and surveys provide tools for organizing, storing, communicating and sharing information. 

 
Project Based Learning for Active WV Educators
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Participants will engage in interactive and discussion activities and readings to explore and develop engaging, student-centered projects that promote high-quality learning of content standards. Beginning with the end in mind, participants craft driving questions, plan assessments, map their project, and manage the implementation of project-based learning in their classrooms. Participants use realistic scenarios to design problem based learning which guide students to develop mastery of selected curriculum goals and standards. 

***The intent of this course is that participants will implement the PBL created during the course with their students while the course is in progress.

 
Promoting Reading Comprehension in the Elementary Classroom for Active WV Educators
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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.

 
Promoting Reading Comprehension Skills in the Middle School Classroom for Active WV Educators
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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.

 
Proportional Reasoning for Active WV Educators
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In this course, 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 course. They will provide a rationale for the lesson that relates to the material learned in the course and reflect on their own learning.

 
Rethinking Vocabulary Grades K-5 for Active WV Educators
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In this course, participants will read and understand current research on vocabulary instruction.  They will complete a reading interest inventory to discover areas of high interest for their students in order to gather and use resources to support those interests.  Additionally, this course will provide instruction on how to select vocabulary words to teach and strategies to teach them effectively.  Course participants will learn the difference between explicit and implicit instruction, as well as, comprehend the connection between collaborative conversations and increasing vocabulary knowledge. Finally, they will incorporate strategies in order to create a language-rich environment by creating and utilizing an interactive word wall.

 
School Nurses: Clinical Skills for the WV School Nurse for Full-Time Employed Public School Nurses
    

The school nurse course is designed to review or familiarize the new or seasoned school nurse with the specialized health care procedures being used in WV Public Schools. It explores procedures in the WV Basic and Specialized Health Care Procedure Manual as well as others that are not currently included. Participants in this course will become familiar with school based procedures through review of the manual and other resources, online discussions and development of a procedure. A strong emphasis of this course is on utilization of current, professional literature to define best practice.

As the final project for this course, participants will develop a written guideline for a specialized health care procedure that is not listed in the WV Basic and Specialized Health Care Procedure Manual. Each step of the procedure will be based on current research, professional organization recommendations, and/or clinical guidelines.

 
School Nurses: Infectious Disease In School Age Children for Full-Time Employed Public School Nurses
    

This course is designed to educate and enlighten school nurses in the vast scope of infectious diseases experienced by school age children and the various ways to prevent and care for these children.  This course will review the ways that infection spreads, various infection control measures and how caregiver and teacher health impacts student health, help you to realize what illnesses are reportable, and when a student should or should not be in school when ill.  We will look at the wide variety of viral, bacterial, and fungal infections and their signs and symptoms.  Included in the course, we will discuss the role of the School Health Consultant and how they may impact student health and wellness, and additionally, how they may be an important part of the Community School. 

As you work through the sessions of the course, you will develop your Course Project around how to prevent and control infectious disease, fitting the School Health Consultant piece into your school, and what you can do in your community to deal with an infectious disease issue through community education and public awareness measures. 

 
School Nurses: Renewing Your Knowledge in School Nursing for Full-Time Employed Public School Nurses
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The school nurses course is designed to renew knowledge and passion in the field of school nursing.  It introduces participants 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, participants 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.   

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School Nurses: Type I Diabetes for Full-Time Employed Public School Nurses
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This course is designed to refresh nursing knowledge in the basic care of students with type one diabetes. It introduces you to the basic pathophysiology of type one diabetes and gradually increase base knowledge to understanding carbohydrate counting, insulin therapy and insulin pump management. It allows easy understanding of blood sugar highs and lows while providing information on research and resources.

Throughout this course, you will, among other activities, create components of a Section 504 for a student with type one diabetes.

 
Teaching and Learning in the Developmentally Responsive Middle School for Active WV Educators
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Course participants will identify characteristics of challenging, relevant, active and integrated approaches to learning in the middle grades, determine the qualities of developmentally responsive instruction, and evaluate the current status of instruction in their school. Participants will also determine the qualities of developmentally appropriate advisory and exploratory programs and evaluate the current status of middle grades exploratory and advisory in their school. This course will conclude with the review of methods by which many data points may be identified and utilized to guide instruction and improve student learning, determine developmentally responsive and appropriate assessment practices specific to your middle level instruction, and analyze developmentally responsive and appropriate grading practices specific to middle level instruction.

 
Teaching and Learning With Mobile Devices for Active WV Educators
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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. Session projects include 1) conducting an informal survey of your students (at least 75% of your students) to see how many and what kinds of mobile technology they have available, 2) creating infographics, locating and evaluating mobile apps for classroom instruction, 3) developing a learning activity integrating applications for mobile devices, 4) developing an original activity which integrates mobile devices and QR Codes, 5) creating a presentation to inform your audience (either the school administration and teachers, or the local BoE) about the advantages and disadvantages of implementation, management, and challenges that will coincide with BYOD in the classroom and 6) implementing a learning activity integrating applications for mobile devices.

 
Teaching Writing in the Elementary Classroom for Active WV Educators
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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.
 

 
Teaching Writing in the Middle School Classroom for Active WV Educators
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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.

 
Text Sets: K Through Grade 5 for Active WV Educators
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Is there a solution to closing the reading gap? Ample research supports that text sets build knowledge and vocabulary around specific topics of study. This course gives participants a deeper understanding of leveled reading instruction to support student growth in reading and vocabulary. One session will give an overview of the changes towards higher standards for English Language Arts instruction. Participants will also have the chance to reflect on current teaching practices and address problems that have created the reading gap. Readings, resources, and session activities ask participants to consider text complexity and intentionality for reading activities to further address the gap. By the end of the course, participants will have a solution to closing the problem: text sets

 
The Developmentally Responsive Middle School for Active WV Educators
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Course participants will examine the growth and restructuring of middle schools as described in the This We Believe: Successful Schools for Young Adolescents 2003Turning Points 2000 and The National Forum to Accelerate Middle Grades Reform publications. Throughout the course there will be a targeted focus upon developmentally responsive middle grades characteristics, practices and principles that address the needs of young adolescents. During the course participants will identify the stages of team development, evaluate research findings that address common planning time and effective interdisciplinary teaming, review recommendations regarding interdisciplinary teaming and common team planning and then examine the practices at the school where they teach or work. Participants will identify and compare effective flexible scheduling options, review recommendations regarding scheduling options, examine the schedule at the school where they teach or work and then apply recommendations regarding scheduling options to their school and team's current schedule. This course will conclude with content specific to middle level leadership and school culture through the review of teacher collaboration models, the identification of characteristics specific to effective middle school leadership programs that are essential to improved instruction and learning and responsive to middle level students, teachers and administrators.

 
The Road to Proficiency for World Languages for Active WV Educators
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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.
 

 
Universal Design for Learning (UDL)/Special Students in Regular Classrooms for Active Educators
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This course 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.

 
Universal Design for Learning (UDL)/Special Students in Regular Classrooms for Inactive Educators
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This course 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 course is designed to acquaint participants with UDL principles and provide practical, hands-on experience using software tools and digital media for learning support.

 
Using Digital Portfolios to Foster Student Learning for Active WV Educators
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In this course you will learn how to utilize the WVLearns-D2L ePortfolio to develop student-based or classroom-based e-Portfolio’s as an alternate form of assessment as well as to showcase student work. You will learn what e-Portfolio’s are and discuss the benefits and uses of them as a teaching and learning tool. You will have hands-on practice using WVLearns-D2L to create 2 ePortfolios.

During Sessions One-Five, participants will work with a provided portfolio template. Some Session One-Five assignments will involve adding information to pages that are all about you, the participant: the Welcome, All About Me and Resume. Other assignments during Sessions One-Five will involve the identification of Content Standards and Learning Outcomes specific to the students you, the particpant, teach for the courses you are assigned. You will be tasked with identifying specific artifacts (examples of student work) that you will collect to indicated progress by students toward mastery of these Content Standards and identified Learning Outcomes. Throughout Sessions One-Five, you will apply the functions of the WVLearns ePortfolio: renaming, sharing, adding photos, editing pages, creating artifacts, adding artifacts to pages. During Session Six, you will create a Student Learning Outcomes Progress portfolio using the WVLearns ePortfolio tool. You will share this portfolio with your facilitator. A plan is in place to release a portfolio course during the Fall 2017 Session for teachers who wish to implement portfolios during the course session with their students.

 

 
Using Models to Teach About Forces and Motion for Active WV Educators
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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 comprehensive 5E instructional lesson plan.

*This course is open to all certified WV science educators or elementary (grades K-8) certified teachers who are currently teaching in the classroom.
**If you are taking this course to apply toward paraprofessional certification, then you must be working with a grades 3-5 certified elementary school teacher or a middle school/high school certified science teacher for the duration of the course. You must submit a letter from your school principal indicating that you will be taking the course under the direction of the classroom teacher, a grades 3-5 certified elementary school teacher or a middle school/high school certified science teacher, for the duration of the course. Course dates must be included in this letter. This letter must be received prior to the beginning date of the course. Course assignments will require that you and the classroom teacher complete assignments with students.

 
Using Patterns to Develop Algebraic Thinking for Active WV Educators
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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.


 

 
Using Rubrics to Guide Student Learning for Active WV Educators
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This course is designed for classroom teachers who want to increase their knowledge and skills in building and using assessment rubrics to aid in students' understanding.  Many rubrics used are checklists, and while they may be useful, they often do not allow for growth of students.  This course will address the need for teachers to design rubrics that allow students to use the rubrics for self-assessment and reflection purposes.  Formative rubrics will create understanding not only of the content being taught, but also of the performance standards being addressed and the quality of the work produced.  Components of this course include readings, activities, and responses of participants to discussion topics as well as analyzing some already created rubrics.  The course project will involve identifying and describing performance indicators for specific content as well as creating three different types of rubrics for a unit of study related to the participant's area of certification.

 
Using Technology to Support Literacy in Lower Elementary Classrooms for Active WV Educators
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During this course, participants will explore how technology can support emerging literacy development in kindergarten through third 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. Session Projects will include 1) determining the role of the educator when considering how and when to use technology in an early childhood classroom and determining the strengths or weaknesses of online tools vs traditional instructional methods, 2) evaluating the current week’s lesson plans, specific to reading. Describing the materials, resources, computer programs/apps you are using this week specific to each of the five elements of reading, 3) Describing how you will use the technology hardware and/or software above with your students in an introductory lesson to promote literacy learning in the selected area, 4) creating and implementing a Reading Language Arts Lesson Plan based on a technology based publishing tool or website, and 5) incorporating authentic assessments into classroom instruction that supports literacy in the lower elementary classroom.

 

 
West Virginia Comprehensive School Counseling Programs: Design and Implementation for Active WV School Counselors
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Course participants will learn the mission, philosophy, ethical guidelines, policies and standards for school counselors in West Virginia. They will develop action plans, calendars, data collection procedures and other components of a model comprehensive school counseling plan and learn how to evaluate a counseling plan.

 
Word Study Grades K Through Grade 5 for Active WV Educators
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This course is designed for elementary teachers with a bachelor’s degree or higher who are currently active in the classroom. The professional learning community saw the need for a more individualized, active study of words in their entirety. Word Study focuses on students’ current level of understanding and interaction with words, rather than rote memorization of random spelling words. In order to effectively guide students through Word Study, teachers must first understand who their students are and what they currently know about words. Assessment within Word Study allows participants to learn their students’ current developmental stage of word knowledge, the orthographic features they need to study, and how to monitor their progress through each stage. Sessions will cover an overview of Word Study and how to implement Word Study using assessment.

First, it is important to know that these developmental stages are not designated to a particular age group or grade, but are developmental. The Emergent Stage is the first developmental spelling stage of Word Study. During this stage, students encounter directionality, letter-sound match, and letter-like formations. The Letter Name-Alphabetic Spelling stage is the second developmental stage in Word Study. Students in this stage focus on beginning and ending consonants, short-vowel patterns, and letter-sound correspondences. As students enter the Within Word Pattern Spelling stage, they know letter sounds and short-vowel patterns, but learn new patterns and letter chunks that have sound and meaning. By the Syllables and Affixes stage, students explore syllables, meaning of units and spelling-meaning connections. Participants will explore each of these stages through activities, readings, and discussions in future sessions.

 
Writing Grades K-5 for Active WV Educators
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Writing is a developmental process that involves multiple stages. During this course, you will learn the importance and the characteristics of the writing stages that are most associated with grades PreK-5. These stages are emergent, beginner, transitional, and intermediate. You will explore each stage and look at student work samples so that you will be able to identify children in the various stages and plan appropriate writing activities for students in your classroom. It is important to remember that the stages are developmental and are solely based on the students’ knowledge, and not restricted to a particular age group.

 
Young Adult Literature for Active WV Educators
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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