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

Please Note: Not all courses listed in the Course Catalog are offered during every WVLearns course session.

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
    

Audience: SLP

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No-credit

 

Description:

The 2015 SLP Professional 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
    

Audience: SLP

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No-credit

 

Description:

The 2015 SLP Professional Development modules have been developed through collaboration between WVU Department of Communication Sciences and Disorders and the WV Department of Education.

SLP Module 2: School Based Management of Children with Cleft Palate, is 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
    

Audience: SLP

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No-credit

Description:

The 2015 SLP Professional Development modules have been developed through collaboration between WVU Department of Communication Sciences and Disorders and the WV Department of Education.

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.

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

Audience: SLP

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No-credit

Description: 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
    

Audience: SLP

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No-credit

 

Description:

The 2015 SLP Professional Development modules have been developed through collaboration between WVU Department of Communication Sciences and Disorders and the WV Department of Education.

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
    

Audience: SLP

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No-credit

 

Description:

The 2015 SLP Professional Development modules have been developed through collaboration between WVU Department of Communication Sciences and Disorders and the WV Department of Education.

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.

 
All About Addiction: Understanding Opioids and other Addicting Substances
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Audience: Active Educators, Inactive Educators, Administrators, and School Nurses

Type: Course

Duration: 7 Week

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

Those who are working or have worked in the school system know the devastating effects of addiction on our students and their families. Adolescents, as a part of their growth and development, are curious about and sometimes drawn to risky behaviors. It is important that educators learn the facts about high-risk behaviors and understand the biology and sociology of addiction so they can assist students as they navigate through these dangers in their maturation from children to adults. Prevention is always preferable, and after that treatment, support and education. During this course, All About Addiction Opioids and Addiction Substances, participants will learn and discuss the facts and statistics around high-risk behaviors and substance abuse, the results of these behaviors; and testing, treatment and prevention. Participants will search and examine programs to be used in the school system to help prevent and educate students about drug abuse.

 
Balanced Reading Diet Grades Pre-K Through 5
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Audience: Pre-K through 5 Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

Participants can expect to learn about different types of readers, the components of a balanced Reading Diet, and effective strategies to help teachers 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.


 

 
Blended Delivery of Instruction
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Title: Blended Delivery of Instruction

Audience: Active Educators, Inactive Educators, and Administrators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

All participants in the Blended Delivery of Instruction course will recognize the definition of blended learning as provided by the Christenson Institute, describe the different models of blended learning, address the support to be provided to students, address communication and collaboration strategies, provide products to introduce blended learning to students, parents and school staff and then finally develop a blended learning implementation plan.

 
Building Reading Fluency Grades K-5
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Audience: Active K-5 Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hours

 

Description:

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.

 
Classroom Management for Educators
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Audience: Active Educators, Inactive Educators, and Administrators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 
Computer Science Introduction to GIS
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Audience: Active Educators and Administrators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 
Core Education Math Praxis Study Guide
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Audience: All Potential Teacher Education Students

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No credit

 

Description:

Three(3) self-paced Core Education Math Praxis Study Guide Modules will be released during May, 2021.

Self-select and complete one module before requesting to be registered for another module.
The module titles are

  • Core Education Math Praxis (5733) Study Guide: Number and Quantity.
  • Core Education Math Praxis (5733) Study Guide: Algebra and Geometry.
  • Core Education Math Praxis (5733) Study Guide: Data Interpretation and

Representation, Statistics & Probability.

The modules provide the following support: a module content pre-quiz and post-quiz; and three levels of "study-guide" support featuring videos, practice problems and quizzes.

 
Creating Your Personal Learning Network (PLN)
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Audience: Active Educators and Administrators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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 friends. During this course you will be guided 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
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Audience: Active Educators, Inactive Educators, and Administrators 

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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
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Audience: Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 
Designing Classroom Escape Rooms Summer II
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Audience: Active and Inactive Educators

Type: Course

Duration: 3 Weeks

Number of Non-Degree Graduate Credits: 2 hours

 

Description:

Classroom escape rooms are engaging exercises designed to afford teams of students an opportunity to work through problems related to a theme or subject concept. Students work together to solve puzzles and decode clues written by the teacher to find and unlock a succession of clues hidden in objects or props within a locked room. Given a time limit, the team's goal is to complete all of the puzzles successfully and "escape" the room. Teachers can adjust the number and difficulty of the puzzle clues and vary the location of the props in which the clues are hidden to make the game easier or harder and take up more or less time and space depending on the level of the students, the size of the room and the experience of both the teacher and the students. In this course, teachers will learn how to create a variety of clues and the basics of designing and facilitating an escape room.

 
Developing and Implementing WebQuests
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Audience: Active and Inactive Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 
Differentiating Instruction
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Audience: Active and Inactive Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 
Digital Citizenship for Educators
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Audience: Active Educators, Inactive Educators, and Administrators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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
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Audience: Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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 13 Week Child Development for ECCATS
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Audience: Individuals hired as an ECCAT or individuals who have received permission by the county to be placed in the same Pre-k or Kindergarten classroom with a certified teacher for the duration of the 13 week course during instructional time.

Type: Course

Duration: 13 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

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 13 Week Language and Literacy for ECCATS
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Audience: Individuals hired as an ECCAT or individuals who have received permission by the county to be placed in the same Pre-k or Kindergarten classroom with a certified teacher for the duration of the 13 week course during instructional time.

Type: Course

Duration: 13 Week

Number of Non-Degree Graduate Credits: No Credit

 

Description:

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 13 Week Special Needs Inclusion for ECCATS
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Audience: Individuals hired as an ECCAT or individuals who have received permission by the county to be placed in the same Pre-k or Kindergarten classroom with a certified teacher for the duration of the 13 week course during instructional time.

Type: Course

Duration: 13 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

The Early 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 Read Aloud Strategies and Practices
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Audience: Early Childhood Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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 Grade 1
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Audience: Pre-K through Grade 1 Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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

 
Educator Evaluation Module
    

Audience: School Administrators

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No Credit

 

Description:

The Evaluation Leadership Institute (ELI) prepares principals and central office administrators to evaluate personnel and promote professional growth.  Aspiring administrators complete a brief online ELI course to obtain their provisional administrative certification. Once administrators are hired, they must complete in-person, ELI training within 90 days of employment. If you have any questions, please contact Jessica Austin at jessica.austin@k12.wv.us or call the Office of Leadership Support at 304-558-3199.

 
Escape Room Challenge--7 Week Course
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Audience: Active Educators, Inactive Educators, Administrators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hours

 

Description:

Course Syllabus for Escape Room Challenge – (Note that this is an expanded version of the 3 week Summer 2020 course, Designing Escape Rooms, with additional content, but participants who completed the Summer course are not eligible to enroll in this course.)

Classroom escape rooms are engaging exercises designed to afford teams of students an opportunity to work through problems related to a theme or subject concept. Students work together to solve puzzles and decode clues written by the teacher to find and unlock a succession of clues hidden in objects or props within a locked room. Given a time limit, the team's goal is to complete all of the puzzles successfully and "escape" the room. Teachers can adjust the number and difficulty of the puzzle clues and vary the location of the props in which the clues are hidden to make the game easier or harder and take up more or less time and space depending on the level of the students, the size of the room and the experience of both the teacher and the students. Escape rooms can contain digital components and some are even conducted entirely online virtually. In this course, teachers will learn how to create a variety of clues and the basics of designing and facilitating an escape room and also explore digital escape rooms for their classes.

 
Finding the Best Education Resources on the Web
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Audience: Active and Inactive Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 

 
Helping Struggling Readers Improve Comprehension
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Audience: Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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
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Audience: Active Educators and Administrators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 
Long Term Substitute Permit Reading Modules
    

Audience: Long Term Substitute

Type: Module

Duration: 3 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

The Initial Substitute Reading Professional Development modules have been developed through collaboration by the WV Department of Education. There will be a total of 8 specific modules. Once you have completed each module you will be provided with a quiz to complete. Upon a grade of 100%, you will be permitted to move to the next module. You may take each quiz multiple times until you receive 100% for each quiz segment. 

Please note that the quiz cannot be submitted from an iPad, tablet or mobile phone. 

If you cannot complete the training and the quiz during one setting you can go back at another time. The training will then start where you left off.

When you have completed a segment of the training, you may then take the quiz for that segment. Read the instructions before completing the quiz.  

The eight modules in the series are:
Module One: Balanced Reading Diet-Overview
Module Two: Balanced Reading Diet-Emergent Reader
Module Three: Balanced Reading Diet-Fluency
Module Four: Balanced Reading Diet-Word Study
Module Five Balanced Reading Diet-Vocabulary
Module Six: Balanced Reading Diet-Writing
Module Seven: Balanced Reading Diet-Comprehension
Module Eight: Balanced Reading Diet-Text Sets
 

You must go through each segment of the training in order. 

 
Math4Life Geometry Part I
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Audience: Educators Seeking Geometry Certification/Endorsement

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No Credit

 

Description:

The math4life Geometry Part I study-guide modules have been designed to assist individuals who are preparing for the Praxis Geometry (5163) Test. A master math teacher will be available to assist module participants with geometry content questions.

Geometry Study Guide Modules

  1.  Properties of Geometric Plane Shapes
  2. Congruence, Proof and Constructions
  3. Similarity, Proof and Trigonometry
  4. Coordinate Geometry
  5. Circles
  6. Three-Dimensional Geometry and Geometric Modeling
 
Math4Life Middle Grades Math Part I
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Audience: Educators Seeking Middle Grades Math Certification/Endorsement

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No Credit

 

Description:

The math4life Middle Grades Math Part I study guides have been designed to assist individuals who are preparing for the Middle Grades Praxis (5169) Test.  A master math teacher will also be available to assist module participants with middle grades math content questions.

Middle Grades Math Part I Module Titles:

  1. Congruence, Coordinate Geometry and Geometric Constructions
  2. Expressions, Equations and Inequalities
  3. Geometry and Measurement
  4. Number Operations and Number Systems
  5. Probability and Statistics
  6. Foundations of Functions, Proportional Reasoning, Slope and Linear Functions
 
Math4Life: Algebra I Part I Math Praxis Study-Guide Modules
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Audience: Educators seeking Algebra I Certification

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: 1 Credit when Paired with the Corresponding Course Part 2 Title.

                  

Module Titles:

  1. Expressions, Equations and Inequalities
  2. Quadratic Equations
  3. Systems of Equations and Inequalities
  4. Exponents and Order of Magnitude
  5. Solving and Graphing Linear Functions
  6. Fundamentals and Behavior of Functions
  7. Explicit and Recursive Functions
  8. Transformations, Composite and Inverse Functions, and Modeling with Functions
  9. Arithmetic Operations and Polynomials
  10. Reasonableness and Accuracy-Rational Numbers
  11. Data Analysis-Graphical and Statistical
  12. Scatter Plots and Correlations

 

Description:

Individuals who are not certified to teach Algebra I to students for grades 8-12 are the target audience for the Algebra I Part I self-paced modules. Each self-paced Algebra I Part I module is designed to be completed over a span of two days to two months.

 

The math4life Algebra I Part I content-booster modules have been designed to assist individuals who are preparing for the Algebra I (5162) Praxis Test and who have determined the need for extra practice and assistance prior to completing the Algebra I Practice (5162) test. If you are engaging with the Algebra Part I modules in preparation for the Algebra I (5162) Praxis test, then please notify your county that this will be your intent. WVDE will interface with local county staff when providing Praxis Test information.

 

A master math teacher will be available to assist module participants with Algebra I content questions.

 
Math4Life: Algebra I Part II Math Praxis Study-Guide Modules
    

Audience: Educators Who Have Received Algebra I Certification

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: When Paired with Algebra Part I Module, One Hour of Credit is Possible.

 

Description:

The math4life Algebra I Part II modules have been designed to assist individuals who have completed the pre-requisite Algebra I Part I (Praxis Study-Guide) version the modules, have passed the Algebra I (5162) Praxis Test, and wish to engage in professional learning specific for the teaching of Algebra I.

When Part I and Part II of a module with the same title are completed, participants will be eligible for one-hour of non-degree.

The Algebra I Part II module titles follow:

  1. Expressions, Equations and Inequalities
  2. Quadratic Equations
  3. Systems of Equations and Inequalities
  4. Exponents and Order of Magnitude
  5. Solving and Graphing Linear Functions
  6. Fundamentals and Behavior of Functions
  7. Explicit and Recursive Functions
  8. Transformations, Composite and Inverse Functions, and Modeling with Functions
  9. Arithmetic Operations and Polynomials
  10. Reasonableness, Accuracy and Rational Numbers
  11. Data Analysis-Graphical and Statistical
  12. Scatter Plots and Correlations
 
Math4Life: Elementary Math Modules
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Audience: PK-5 Active Educators

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: 1 Hour

 

Description:

Math4life elementary math modules have been developed for teachers in grades Pk-5.

West Virginia’s math4life initiative is a comprehensive and intensive statewide effort to improve student mathematics performance throughout the state over the next five years. WVDE seeks to work with counties and schools throughout the state to institute best practices, challenging pedagogy, and student engagement strategies to improve students’ mathematics achievement.

 

The math4life elementary math modules have been designed to integrate the West Virginia College- and Career -Readiness Standards for grades PK-5 into classroom teaching and learning with a 5 point mathematical focus:

1. Content and Classroom Environment

2. Mathematical Habits of Mind and Instructional Strategies

3. Application---teaching and video- taping an activity

4. Reflection---with a lens upon classroom instruction captured via the video

5. Check for Understanding--leadership development through the creation of professional learning opportunities

 

Elementary Math Module Titles:

  1. Foundations of Number Sense Grades PK-5
  2. Foundations of Place Value Grades PK-5
  3. Place Value: Decimal Notation Grades 4-5
  4. Foundations of Algebraic Thinking Grades PK-5
  5. Foundations of Measurement Grades PK-5
  6. Measurement: Area, Perimeter & Volume Grades 3-5
  7. Foundations of Data Grades PK-5
  8. Foundations of Geometry Grades PK-5
  9. Foundations of Operations with Addition and Subtraction Grades PK-4
  10. Foundations of Operations with Multiplication and Division Grades 2-5
  11. Foundations of Fractions Grades 1-5
  12. Operations with Fractions Grades 4-5
 
National Board Awareness and Preparation
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Audience: Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Credit

 

Description:

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
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Title: Office 365 Applications for Classroom Instruction

Audience: Active Public School Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 
Opportunity Myth
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Audience: Active and Inactive Educators

Type: Course

Duration: 3 Weeks--SUmmer II only

Number of Non-Degree Graduate Credits: 2 Hours

 

Description:

We’ve been telling students that doing well in school creates opportunities—that showing up, doing the work, and meeting teachers’ expectations will prepare them for their futures. Unfortunately, that’s a myth. From The Opportunity Myth, What Students Can Show Us About How School is Letting Them Down - and How to Fix it, September 25, 2018

This three-session course is designed for active (teachers currently employed by a WV county or district) and inactive (WV teachers not currently employed) WV educators. During this course participants will look at the TNTP Opportunity Myth Report's four key resources: consistent opportunities to work on grade-appropriate assignments, strong instruction where students do most of the thinking, deep engagement in what students are doing, and teachers who hold high expectations for students and believe that they can meet grade-level standards. The TNTP Core Teaching Rubric will be investigated of Sessions One and Two. The rubric describes how instruction should look based on the four performance areas, and each area has five areas of rating: ineffective, minimally effective, developing, proficient, and skillful.

 
OSP - Introduction to School Nursing
    

Audience: School Nurses

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No credit

 

Description:

This course is a FREE self-paced staff development for the orientation of new school nurses, 12 hour course work for a school nurse substitute permit if approved by the county board of education  or requirement for school nurse authorization.   This is NOT a graduate credit course for renewal of certifications or nursing CEs.

This course will provide a school nurse with the basic overview of the role of the school nurse in an educational setting.  It provides education on state policies and procedures.

A passing score will be based on a minimum proficiency of 80% or a score of 50 out of 63 questions.

 
OSP - Over the Counter Drug Administration
    

Audience: School Nurses

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No credit

 

Description:

Individuals completing this module MUST be designated by the school principal to administer nonprescribed Over the Counter medication, OTCs. Your county of employment MUST have a nonprescribed OTC policy falling under the delegation of the school principal not the school nurse to register for this training.   This training must be completed every two years as per State Board Policy 2422.8-Medication Administration to ensure retraining, updated information and safety when administering OTCs.

 
Pandemic Learning Loss Module
    

Audience: Active K-12 Educators

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: One Hour

 

Description:

This module contains a short pre-session as well as three topics:

  • Topic One: The Learning Gap-Prioritizing Skills and Learning Progressions
  • Topic Two: The Learning Gap-Gathering Data
  • Topic Three: The Learning Gap-Just In Time Instruction

All module topics have a similar format:

  • Introduction
  • Goals
  • Topic Specific Resources
  • Topic Questions and Responses
  • Topic Project:
  • Preparatory Information
  • Project Details
  • Project Submission Guidelines and Evaluation Criteria

 

Goals:

  • identify and address the multi-levels of learning loss that have occurred since March 2021 through the study of state and national resources and guidance documents,
  • investigate resources in response to the question, What resources and/or strategies will help identify and address learning gaps students may experience this school year?
  • investigate resources in response to the question, What information is available to guide the path toward learning recovery?
  • and utilize vertical teaming, horizontal teaming, standards progressions and prioritized skills and content to set the stage for just-in-time learning.
  • learn what it takes to identify learning gaps that have developed as a result of the COVID-19 + Summer 2020 + Fall 2020 slide;
  • investigate resources in response to the question, How do I determine where students are in relation to learning as a result of the COVID-19 + Summer 2020 slide + Fall 2020 slide?
  • implement the problem solving cycle when identifying and addressing student's academic needs,
  • identify assessment tools for gathering data specific to student learning,
  • follow recommendations specific to monitoring learning gaps,
  • investigate resources in response to the question, How do I determine where students are in relation to learning as a result of the COVID-19 + Summer 2020 slide + Fall 2021 slide, and then, How do I guide them to where they need to be?
  • investigate resources in response to the question, What is "just-in-time" learning and how does it work?
  • understand  the impact scaffolding instruction has upon student learning, and
  • design an instructional plan with just-in-time supports.

 

Course Grades:

All grades in the course gradebook must be a "C" for successful course completion. A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.

 
Paraprofessionals: Classroom Management
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Audience: Paraprofessionals

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

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.

 
Paraprofessionals: Early Math Numeracy
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Audience: Paraprofessionals

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

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. 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

 
Paraprofessionals: Early Science Learning
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Audience: Paraprofessionals

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

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

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 early learning standards.

 
Paraprofessionals: Introduction to Child Development
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Audience: Paraprofessionals

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

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 a paraprofessional certification. 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.
 
Paraprofessionals: Investigating WebQuests
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Audience: Paraprofessionals

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

This session is intended for paraprofessionals to improve their understanding of what a WebQuest is and is not.  Participants will learn how WebQuests are developed and how WebQuests effectively build higher-order thinking skills while engaging students in collaborative learning.

 
Paraprofessionals: Language & Literacy
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Audience: Paraprofessionals

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

The Paraprofessionals: Language & Literacy will address the following topics:

  • Language Development
  • Investigations into Language and Literacy
  • Read-Aloud and Storytelling
  • Phonological Awareness Part I
  • Phonological Awareness Part II
  • Creating a Functional Print-Rich Environment
 
Paraprofessionals: Rethinking Vocabulary Instruction
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Audience: Paraprofessionals

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

In this course, participants will read and understand current research on vocabulary instruction. 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.

 
Paraprofessionals: Special Needs Inclusion
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Audience: Paraprofessionals

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

The Paraprofessionals: Early Childhood Special Needs Inclusion 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
 
Paraprofessionals: Teaching and Learning A Response to COVID-19
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Audience: Paraprofessionals

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

When Governor Jim Justice closed schools on March 16, 2020, life changed for most West Virginians. COVID-19 was advancing across the nation, and it was only a matter of time before cases of the disease would be confirmed in the state. All sectors and institutions had to react and regroup as the 267,000-plus children in our state moved to a remote learning model, and families would instantly become homeschoolers working with teachers to keep students engaged. This course has been designed in response to questions related to teaching and learning in response to COVID 19. Topics to be addressed include: Social and Emotional Wellness; Engaging Families; Identifying the Learning Gaps; and Active, Engaging Learning for All.

 
Paraprofessionals: Writing Stages and Development
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Audience: Paraprofessionals

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

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. 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.

 
Policy 5100 Cooperating Teacher of Student Teacher
    

Audience: Teachers Who Will be Hosting Preservice Teachers

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No Credit

 

Description:

This Training Module includes 6 Modules:

  • Module 1 - Roles and Responsibilities
  • Module 2 - Working With Adult Learners
  • Module 3 - Ethical Behavior
  • Module 4 - Framework for Teaching
  • Module 5 - Teacher Performance Assessment (TPA)
  • Module 6 - Co-Teaching

 

At the conclusion of the 6 modules there will be a quiz that you are to complete. You must score a 100% to pass the quiz. You may take each quiz multiple times until your receive a grade of 100%.

Please note: If you retake the Quiz, Questions 1-18 will remain in the order but the answer selections for Questions 1-18 will shuffle.

 
Pre-K Lead Teacher Assessment
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Audience: Pre-K Lead Teachers

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour Credit upon Request

 

Description:

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.

 
Pre-K Lead Teacher Child Development
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Audience: Pre-K Lead

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour Credit upon Request

 

Description:

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.
 
Pre-K Lead Teacher Curriculum
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Audience: Pre-K Lead Teacher hired to be in collaborative pre-K

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour Credit upon Request

 

Description:

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
 
Pre-K Lead Teacher Family and Community
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Audience: Pre-K Lead Teachers

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour Credit upon Request

 

Description:

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.

 
Pre-K Lead Teacher Language and Literacy
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Audience: Pre-K Lead

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour Credit upon Request

 

Description:

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.

 
Pre-K Lead Teacher Special Needs Inclusion
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Audience: Pre-K Lead

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour Credit upon Request

 

Description:

The Early 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
 
Pre-K Science for Educators
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Audience: Active Pre-K Educators 

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hours

 

Description:

Pre-K Science, a 7 week course, has been specifically designed for early childhood Pre-K educators, teacher assistants and lead teachers.

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 early learning standards.

 
Project Based Learning
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Audience: Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hours

 

Description:

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.

 
Rethinking Vocabulary Grades K-5
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Audience: Active K-5 Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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
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Audience: Full-Time Employed Public School Nurses

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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
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Audience: Full-Time Employed Public School Nurses

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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: Leadership in School Nursing
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Audience: Full-Time Employed Public School Nurses

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hours

 

Description:

This course is designed for all certified school nurses working in West Virginia’s schools.  School nursing is a unique practice that requires a BSN prepared nurse to have the knowledge and skills to work efficiently and independently to keep students healthy, safe and ready to learn. Every school nurse is a health care leader within his/her school(s) and his/her district.  This Course, The School Nurse Leader, discusses 6 essential areas of expertise that go into creating school nurse leaders.  Those are Leadership, Standards of School Nursing Practice, Standards of Professional Performance, Communication, Legal and Ethical Issues and Advocacy.  The content of each of these sessions is designed to help school nurses better understand how each area impacts their practice of school nursing.  Knowledge and experience in each area is an essential part of being a highly qualified school nurse leader, whether in one school, several schools or over an entire district.

 
School Nurses: Renewing Your Knowledge in School Nursing
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Audience: Full-Time Employed Public School Nurses

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.   

 
School Nurses: Type I Diabetes
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Audience: Full-Time Employed Public School Nurses

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

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.

 
SLP Module 1 Clinical Education and Supervision for Speech-Language Pathology in the Schools
    

Audience: SLP

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No Credit

 

Description:

This module provides an overview of the American Speech and Hearing Association (ASHA), Council of Academic Programs in Communication Sciences and Disorders (CAPSCD), Council on Academic Accreditation (CAA), and West Virginia Department of Education’s Policy 5100 that requires that therapists who provide supervision to graduate students, SLPA’s and Clinical Fellowship Year (CF) candidates complete professional development regarding supervision as a distinct area of practice. Pam Holland from Marshall University was the speaker. The focus of this module is the specialized skills necessary for the supervisory process, not just the regulatory aspects of observation and clock hours. This module introduces the role of the teacher as the speech-language pathologist, since the regulations that are written for teachers in West Virginia Department of Education (WVDE) policy, for most part, must be met by the speech-language pathologist working in the schools. It provides information to enhance clinical education supervisors’ knowledge on how their role aligns with that of the traditional educator in terms of providing supervision in consideration of the supervisees’ needs. This module will address WVDE Policy 5100 as it relates to the role of responsibilities of clinical education/supervision required by ASHA and CAA. The module provides instruction on completing supervisory rating forms according to university and WVDE Policy 5100 guidelines, as incorporating constructive feedback and critique into the supervisor’s assessment to enhance the learning process. The Calipso system used by Marshall University is introduced.

 
SLP Module 2 Clinical Education and Supervision for Speech-Language Pathology in the Schools
    

Audience: SLP

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No Credit

 

Description:

This module defines critical thinking skills and explores ways they can be developed through the supervision process.  Leslie Graebe, MS, CCC-SLP, a full-time faculty member at West Virginia University, narrates Part 1. The module focuses on the three components of the Paul and Elder Critical Thinking Framework (Paul and Elder, 2001).  Reasoning, intellectual standards and intellectual traits are explained, and examples are provided. The importance of critical thinking in reducing cognitive biases or the “bandwagon effect” is emphasized. According to Dwyer (2017), graduate students and mentees should learn and practice argument analysis skills, have a thinking disposition, and be aware of cognitive biases. Examples of possible supervisor cognitive biases were provided as food for thought.

 
SLP Module 3 Clinical Education and Supervision for Speech-Language Pathology in the Schools
    

Audience: SLP

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: No Credit

 

Description:

This module provides an overview of the difference between the supervision requirements for speech-language pathology graduate students and speech-language pathology assistants (SLPA).  The presenter for this module is Leslie Graebe, M.S., CCC/SLP, Clinical Supervisor, West Virginia University. A thorough review of the West Virginia Department of Education Employee Code of Conduct Policy 5902 and how it aligns with the American Speech and Hearing Association’s (ASHA) Code of Ethics was provided.  The ASHA qualifications and requirements for supervising SLPs of speech-language pathology assistants was provided, given the reminder that state regulations (WVDE) regulations should be followed if different from ASHA. The specific components of data related to supervision feedback were discussed. Supervision of the graduate students and the requirements for that supervision were delineated. Supervising the “challenging student” was discussed and ways to approach those students were provided.

 
Social and Emotional Learning
    

Audience: Active Educators

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: 1 Hour

 

Description:

By the conclusion of this module, classroom teachers will:

  • demonstrate an understanding of social and emotional learning,
  • demonstrate an understanding of the importance of emotional safety in the classroom,
  • demonstrate an understanding of adult social and emotional learning,
  • identify the West Virginia College and Career Readiness Dispositions and Standards for Student Success (WVCCRDSSS), 
  • incorporate the WVCCRDSS in classroom instruction,
  • identify how the integration of SEL into classroom instruction benefits both students and adults,
  • understand the correlation between equity and social and emotional learning,
  • understand the benefit and opportunities to extend social and emotional learning beyond the classroom, and  
  • understand how to build school-wide ownership and buy-in for social and emotional learning. 
 
Teaching & Learning: A Response to COVID-19
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Audience: Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits

 

Description:

When Governor Jim Justice closed schools on March 16, 2020, life changed for most West Virginians. COVID-19 was advancing across the nation, and it was only a matter of time before cases of the disease would be confirmed in the state. All sectors and institutions had to react and regroup as the 267,000-plus children in our state moved to a remote learning model, and families would instantly become homeschoolers working with teachers to keep students engaged. his course has been designed in response to questions related to teaching and learning in response to COVID 19. Topics to be addressed include: Social and Emotional Wellness; Engaging Families; Identifying the Learning Gaps; and Active, Engaging Learning for All.

NOTE: Even though several resources in this course address the reopening of school in the Fall of 2020, student learning loss, the social/ emotional impact on students & on teachers, and the challenges associated with remote/ virtual instruction are still pertinent today.

 
Teaching and Learning in the Developmentally Responsive Middle School
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Audience: Active Educators-Grades 5-9

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Credit

 

Description:

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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Title: Teaching and Learning with Mobile Devices for Active WV Educators

Audience: Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 
Text Sets: K Through Grade 5 for Active WV Educators
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Title: Text Sets: K through Grade 5 for Active WV Educators

Audience: K-5 Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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 Basic Fundamentals of GIS for WV Classroom Teachers Two-Credit Course Summer II
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Title: The Basic Fundamentals of GIS for WV Classroom Teachers Two-Credit Course Summer II

Audience: Active Educators

Type: Course

Duration: 3 Weeks

Number of Non-Degree Graduate Credits: 2 Hour

 

Description:

A Geographic Information System (GIS) is a computer system for collecting, analyzing, managing, and sharing located-based to data, or information. This course introduces you to the history of GIS, the uses of GIS and career opportunities in GIS. The incorporation of GIS activities in the classroom enhance critical thinking skills. As you complete five ESRI training courses, you will plan a simple geographic class project, and select and modify three GeoInquiries that may be implemented in the future with your students.

 
The Developmentally Responsive Middle School for Active WV Educators
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Title: The Developmentally Responsive Middle School for Active WV Educators

Audience: Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

Course participants will examine the growth and restructuring of middle schools as described in the This We Believe: Successful Schools for Young Adolescents 2003, Turning 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.

 
Trauma Informed School Practices
    

Audience: Active Educators

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: 1 Hour

 

Description:

This module contains four sessions:

  • Session One: Identifying Trauma
  • Session Two: Creating a Trauma-Sensitive Learning Environment
  • Session Three:  Using Trauma-Informed Practices to Respond to Real-World Situations
  • Session Four: Secondary Traumatic Stress and Self-Care

All module sessions have a similar format:

  • Introduction
  • Goals
  • Session Specific Resources
  • Session Activities/Project
  • Optional Resources

By the conclusion of this module, educators will:

  • define the term ACEs;
  • determine how adverse childhood experiences are affecting academic achievement in their classroom, school, and district;
  • identify possible long term effects of childhood trauma on health, behavior, and academic achievement;
  • review attributes of a trauma-sensitive school;
  • assess the level of trauma informed care in personal practice and/ or at the school or district level;
  • identify strategies for creating a trauma-sensitive classroom and/ or school such as forming positive relationships with students, families, and communities;
  • identify and develop an understanding of different types of trauma-informed strategies and classroom practices;
  • examine different age-level student ACE scenarios and recommend appropriate practices that would enable the student to be successful in the classroom setting;
  • determine physical and emotional symptoms of secondary traumatic stress or compassion fatigue;
  • self-assess their level of fatigue, and
  • plan for self-care for prevention and/ or assistance with compassion fatigue.
 
Trauma Sensitive Schools
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Audience: Active Educators, Inactive Educators, School nurses, and Counselors

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

As educators we need to be informed on the effects of trauma on physical and emotional health and how to support students who are living with traumatic experiences. In this workshop educators, staff, administrators, nurses, counselors and other educational community members will investigate the effects of Adverse Childhood Experiences (ACEs) and their impacts on the classroom. Participants will consider how ACEs affect a student's academic performance and social-emotional relationships as well as how the educational community in a trauma-sensitive school can address and mitigate these effects. School personnel also need to assess how the stress of dealing with all of these problems has an effect on their own well-being.

 
Universal Design for Learning Special Students in Regular Classrooms (UDL)
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Audience: Active and Inactive Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 
Using Models to Teach About Forces and Motion
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Audience: Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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 Rubrics to Guide Student Learning
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Audience: Active Educators

Type: Course

Duration: 7 Weeks

 Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 
West Virginia Comprehensive School Counseling Programs: Design and Implementation
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Audience: Active School Counselors

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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
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Audience: Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hours

 

Description:

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 Stages and Development Grades Pre-K-5
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Audience: Active Educators-Grades Prek-5

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hour

 

Description:

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.

 
WV Tiered System of Support (WVTSS)
    

Audience: Active Educators

Type: Module

Duration: Self-Paced

Number of Non-Degree Graduate Credits: 1 Hour

 

Description:

The West Virginia Tiered System of Support (WVTSS) Module is a one- credit hour self-paced online module. This module will be open April 21, 2021 and remain open.  Upon completion of the module, you may contact your module mentor, Kim Falls and request the Concord University registration form and course codes for non-degree graduate credit to be applied toward salary advancement. The cost of one-hour of non-degree graduate credit form Concord University is $33.00. A course certificate of completion will awarded upon course completion of the module. The course certificate of completion may be submitted for certificate recertification.

  • This module contains a short pre-session as well as three topics:
    Topic One: West Virginia Tiered System of Support (WVTSS) and Academics
    Topic Two: West Virginia Tiered System of Support (WVTSS) and Behavior
    Topic Three:  West Virginia Tiered System of Support (WVTSS) and Mental Health

All module topics have a similar format:

  • Introduction
  • Goals
  • Topic Specific Resources
  • Topic Questions and Responses
  • Topic Project:
  • Preparatory Information
  • Project Details
  • Project Submission Guidelines and Evaluation Criteria

All module projects (3) will be reviewed by the module mentor, Kim Falls. Upon all projects meeting the rubric criteria, a Certificate of Completion will be awarded and placed in the module Certificate of Completion dropbox folder. Project grades will be entered into module gradebook and project feedback will be provided in the project dropbox folders. 

A minimum 15 clock hours over a period of two or more weeks will be required to complete this module.
All course participants must be classroom teachers who are currently assigned to teach students in elementary, middle grades or high school.

 
WVDE New Teacher Academy 2020-2021
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The New Teacher Academy will include a 13-week non-degree credit instructional support eLearning course (45 hours).

New Teacher Academy

The West Virginia Department of Education (WVDE) will provide all new West Virginia teachers with an opportunity for professional learning through the New Teacher Academy. Participants will be provided with research-based strategies that will improve their professional practice.

Target Audience:

  • Beginning teachers interested in learning teaching strategies that will enhance student achievement aligned tostandards
  • Teachers who are transitioning to teaching from other careerpaths

The WVDE New Teacher Academy is designed to support teachers using research-based materials and instructional strategies aligned to the WV Professional Teaching Standards that strengthen student and teacher learning resulting in increased student achievement. The 13 week course will be the equivalent to 45 hours (3 credit)course.

 
WVDE Substitute Renewal Permit Beginning July 2021
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Audience: Renewal Substitute

Type: Course

Duration: 3 Weeks

Number of Non-Degree Graduate Credits: No-Credit

 

Description:

Participants in the WVLearns Substitute Renewal Training I course will recognize the definition of blended learning as provided by the Christenson Institute, describe the different models of blended learning, and address the support to be provided to students in a blended learning environment. This course also provides an introduction to the concept of Universal Design for Learning (UDL). Universal Design for Learning is an approach to teaching and learning, and assessment, that draws on current brain research and media technologies to respond to individual student differences.

 
WVLearns Initial Substitute Training
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Audience: Initial Substitute

Type: Course

Duration: 3 Weeks

Number of Non-Degree Graduate Credits: No Credit

 

Description:

WVLearns offers a variety of online courses, including an eLearning course for those people who wish to become substitutes in West Virginia (WV). Policy 5202 outlines the minimum requirements for becoming a substitute in the state of West Virginia. These requirements are approved by the WV Board of Education (WVBE) and are issued by the State Superintendent of Schools. The primary purpose of the WVLearns Initial Substitute Training course is to assure the public that substitute teachers meet established level so competence to deliver an appropriate and effective educational program to the state's public school students. Licensure requirements established in this policy provide a means of ensuring that persons employed in WV public schools have the necessary knowledge and skills to meet the responsibilities of being a substitute. This eLearning course provides information on how to become a substitute teacher, steps to become an effective substitute teacher, school law and policies, classroom management, and instructional strategies. Participants enrolled in this course will spend three weeks in the course and then complete six hours of classroom observations after the course is finished. This course does not meet the requirements for teacher certification renewal.

 
Young Adult Literature
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Audience: Active Educators

Type: Course

Duration: 7 Weeks

Number of Non-Degree Graduate Credits: 3 Hours

 

Description:

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