Courses and Descriptions

This course provides an in depth discussion of the concept of culture and helps students/teachers/school personnel recognize the influence of culture on learning, communication, belief systems and value orientations, and patterns of thinking and behaving. Instructional applications including creating an appropriate learning environment and/or curriculum and materials for culturally diverse students will be given.

Through this course, participants will become knowledgeable about the nature and structure of language and how first and second languages develop. Participants will explore language teaching strategies consistent with the current understanding of the nature, structure and development of language. By developing a repertoire of effective strategies, participants will become more proficient at supporting students' second language development. Teachers will investigate best practices and current research and consider how to adapt and integrate these principles into their own educational practice.

This course is intended for both regular education and ESOL teachers and will focus on developing instructional strategies for supporting ESOL students in content area learning. Course participants will develop instructional and leadership skills needed for teaching ESOL. Participants will reflect upon using proven instructional practices to enhance learning in today's challenging classroom environment. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.

Methods and Materials for Teaching English to Speakers of Other Languages (ESOL) aims to support candidates in studying, applying, and reflecting on knowledge of how language works and is learned; the relationship of culture to language learning and to learners' adaptation to new schools and settings; ways of structuring curricula and instruction; and strategies for developing the classroom learning community and providing effective language teaching and learning.

Course participants will develop instructional and leadership skills needed for teaching ESOL. Participants will reflect upon how these concepts drive instructional practices in today's challenging classroom environment. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.

Education That Is Multicultural focuses on fine-tuning teaching strategies in order to meet the needs of diverse learners. Closely related to Multicultural Studies, ETM, as adopted by the Maryland State Department of Education, provides a structured approach for understanding contemporary education issues, addressing curriculum and education materials with an eye on diversity, and developing teaching and assessment strategies targeting the achievement gap and diverse student needs.

Multicultural education is not just about exploring various cultures in the classroom. It is also about addressing inequities, stereotypes, and the ways they filter down to professional practice. Course participants will examine the meaning of their cultural paradigm (and that of their students) and its impact on the learning environment. Educators will investigate issues such as classroom management, assessment, and giftedness through the prism of culture. By building awareness of a variety of perspectives, participants will better understand how to maximize achievement and create a more equitable educational system for all students.

Along with the increased standardization and multiple layers of accountability spelled out in local and national educational policy (such as No Child Left Behind) comes the need and responsibility for a more complex understanding of diversity, equity, and their relevance to education. The purpose of this course is to engage in a collaborative exploration of differences to ensure equity and social justice in our classrooms and schools. Emphasis is placed upon developing instructional strategies that will bolster learning opportunities for all students regardless of race, ethnicity, gender, socioeconomic status, learning style, first language, sexual orientation, (dis)ability, or any other identity around which academic achievement gaps presently revolve.

Course participants will develop instructional and leadership skills needed for addressing the needs of students from early-childhood through adolescence. Participants will reflect upon how course concepts drive instructional practices in today's challenging classroom environment. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.

This course examines classroom management practices within general and special education classrooms. The cases included depict problems and opportunities related to classroom management, individual behavior management strategies and systems, instructional grouping, scheduling, and technology integration. Using the cases as a launching point, course participants will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, and current research.

Understanding effective design and implementation of curriculum is an essential step in becoming an effective educational leader. Administrators must have a working knowledge of policies regarding technology, special education, gifted education, and second language learners, as well as the requirements of federal and state accountability systems. This course is based upon the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targets:

• Standard 1- Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community; and
• Standard 2 - A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Using the cases as a launching point, course participants will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own practice.

Applicable for any teacher who wants to learn about differentiating instruction for all students, this course focuses on high-achieving students who may need additional challenges provided within the regular education classroom. Differentiating instruction for this unique population of students enriches the curriculum by utilizing high-level thinking skills, curriculum compacting, independent studies, and other strategies. Participants will focus on understanding the nature and needs of these advanced learners and will practice several instructional strategies to appropriately meet these needs.

This course provides an overview of the cultural, sociological, political, and historical underpinnings of the American education system. Participants will review local, state, and national policy, legislation, and regulations pertaining to PreK-12 education. Participants will reflect upon how these concepts drive instructional practices in today's challenging classroom environment. Using the cases as a launching point, teachers will be given opportunities to engage in online discussions, journal reflections, and workbook assignments focusing on beliefs, best practices, challenges, current research, and classroom applications.

This course examines the unique nature and diverse needs of the middle school learner within the student's school and community settings. As educators of young adolescents, teachers must be aware of the developmental characteristics of their students -- physical, emotional, intellectual, social, and psychological. In response to these developmental characteristics, teachers of young adolescents are concerned with effective school organization and climate, strategies for instruction, and curriculum. This course will present and encourage the investigation of the developmental characteristics of young adolescents, the middle school philosophy, the history and organization of middle schools, and current best practices needed to provide for a fulfilling and academically challenging curriculum for all middle school students.

This course is designed to support National Board Certified Teachers (NBCTs) as they move into leadership roles in their schools. Participants learn how to facilitate professional development of their colleagues using CaseNEX course materials. Emphasis is placed upon providing leadership that supports the Florida Accomplished practices and motivates adult learners.

This course offers opportunities for new teachers to address the many challenges they face in their classroom by providing ongoing support and guidance. Course participants will develop instructional skills needed for dealing with behavior management, assessment, and collaboration issues and will participate in discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice. This online mentoring is a practical way to support new teachers.

Educational research came to the forefront with the No Child Left Behind legislation citing "scientifically based research" as a basis for making evidence-based instructional and professional development decisions on all programs, policies and initiatives. Educators at all levels and in all roles in the school setting need a good understanding of sound research principles. This course provides an introduction to research in education and will enable participants to become intelligent consumers and effective users of educational research. It will increase participants' ability to apply research findings when appropriate in schools settings.

This course explores strategies for differentiating instruction to meet the diverse needs of today's students. Using case studies as a launching point, course participants will examine the complexities of balancing the needs of gifted education, regular education, special education, and ESOL students in a standards-driven climate. Use of tiered assignments, curriculum compacting, alternative assessments, and other modifications will be evaluated, implemented, and refined. An increased understanding of learning styles and multiple intelligences will further enhance instructional approaches. Course participants will collaborate to address beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.

The standards movement, its challenges, and the ways data can be used to guide and evaluate educational programs are explored in this course. The case studies illustrate and engage educators in some of the most difficult aspects of teaching: accountability and the effective and useful assessment of student work. Educators will develop skills to match their assessment tools to their teaching and learning objectives.

This course concentrates on interdisciplinary teaching and learning in elementary, middle, and high schools. Witnessing and discussing a range of cross-curricular activities, participants will develop an understanding of the benefits, challenges, and essential components of effective integrated instruction. Educators will hone skills from collaboration to assessment necessary for creating successful interdisciplinary curricula.

Course participants will develop instructional strategies and leadership skills needed to support the identification and teaching of gifted students. Educators will examine instructional practices regarding assessment options, assessment bias, gifted services, and student creativity. Educators will collaborate and explore beliefs, best practices, challenges, current research, and ways to apply these to their own teaching practice.

Course participants will examine rationales for differentiating instruction to meet the needs of gifted learners. They will investigate and apply strategies for differentiating the content, process, products, and learning environment in response to varying learner readiness, interests, and learning profiles. In addition, the instructional and leadership skills needed to support and encourage differentiation in today's schools will be explored. Using the cases as a launching point, teachers will survey beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.

The course explores how appropriate curricula for the gifted is a response to the cognitive and affective needs which may be unique to gifted learners as well as those they share with their peers. Participants will examine modifications in the content, process, product, affect, and learning environment of classroom and curricula as they relate to gifted learners. They will gain experience in developing concept-based, open-ended, flexibly paced curriculum that can be implemented in the classroom immediately.

This core course has been designed to provide a basic understanding of the characteristics and needs of gifted and talented children and to provide an overview of current issues in the study of gifted and talented students and the programs designed to meet their needs.

Course participants will examine and apply educational models and instructional strategies currently advocated for use with gifted learners. Course participants should develop an understanding of both theoretical and practical implications of the methods and strategies, and learn how appropriate instructional approaches can contribute to developing learning environments that promote academic challenge and learner independence.

Course participants will develop an understanding of the unique socio-emotional needs of gifted students and the instructional implications of this framework. Participants will explore characteristics of the gifted, developmental traits, vulnerabilities, and subsequent guidance and counseling needs, such as grade acceleration. Participants will apply current research on best practices for working with this unique group to their own teaching situation and explore ways to share this information with their colleagues.

This course will focus on traditionally underserved learners who possess unique characteristics and needs. Participants will explore issues related to the identification and development of appropriate educational services for gifted learners. Educators will analyze and apply research on best practices for differentiating instructional content, processes, and products. Participants will reflect on beliefs and challenges involved in meeting the needs of students with advanced learning capabilities while providing the effective implementation of gifted and talented education curriculum.

This course is designed to support both new and experienced elementary math educators in refining and focusing their instructional skills. Close examination of National Council of Teachers of Mathematics standards along with state and local requirements will serve as a springboard for designing and implementing developmentally appropriate math lessons using manipulatives, technology, problem solving strategies, and ongoing assessment to improve student learning.

Course participants will develop instructional skills needed for integrating educational technologies into their existing math curriculum. Participants will reflect upon how technology enhances teaching and learning and prepares students for further study and professional work in the 21st century. Using cases and online resources as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and examine ways to apply them to their own teaching practice. Case studies will follow a problem-solving methodology enabling teachers to revise and improve lesson design.

Secondary Math Methods is a comprehensive course based on the research of the National Council of Teachers of Mathematics (NCTM). Using the Principles and Standards of School Mathematics and Assessment Standards as a framework, participants will learn how to apply current research to their practice. Through development of lesson plans, unit plans, and alignment and assessment tools, they will investigate a variety of instructional strategies that develop conceptual understanding, procedural fluency, and problem solving skills.

This survey course addresses reading using a developmental stage approach. Participants learn about reading development (characteristics, assessment, and instruction) from the most emergent stage through adulthood. In addition, course participants learn about literacy from a multitude of perspectives historical perspectives, second language learners, and students with reading disabilities. Educators will gain practical knowledge to help them understand the literacy level of all students.

Phonemic awareness and phonics skills are critically linked to reading achievement. This course focuses on the developmental continuum of these skills, as well as recommended assessment procedures and instructional strategies associated with both. The characteristics of phonemic awareness and phonics instruction for second language learners are also explored. Last, course participants learn to evaluate phonemic awareness and phonics curricula for elements critical for student success.

Vocabulary instruction plays an important role in reading proficiency and in an effective literacy program. Course participants learn about the different types of vocabulary, fostering word consciousness, modeling robust vocabulary, vocabulary assessment, and creating environments that encourage vocabulary growth. Educators will explore and practice a variety of strategies to provide repetition and multiple exposures to interesting words.

The course will provide teachers with the professional knowledge and application skills critical for achieving successful literacy differentiation. Using case studies in a collaborative, online environment, participants will follow a problem solving methodology to address topics such as the characteristics of effective schools, teachers and instruction, effective early literacy intervention, differentiation for ESOL, special education and gifted students, home-school communication, critical thinking skills, and curriculum based assessment.

This course explores a variety of issues and strategies related to literacy and literacy assessment in the early and middle grades. Cases focus upon the problems and opportunities related to literacy instruction for at-risk student populations.

Course participants will develop instructional and leadership skills needed for teaching emergent, beginning and instructional readers and address the education of diverse student populations. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.

This course focuses on developmentally appropriate reading instruction and ways to use it to support students' content area reading and writing skills. Emphasis is placed on a framework that asks students to monitor their own thinking, select appropriate strategies, and apply these strategies to improve their understanding and communication abilities. Teachers will apply course content using the curricular materials found in their school buildings.

This course focuses on helping middle and high-school students better comprehend content-area reading material and express their understanding using the written word. Emphasis is placed on a framework that asks students to monitor their own thinking, select appropriate strategies, and apply these strategies to improve their understanding and communication abilities. Teachers will apply course content using the curricular materials found in their school buildings.

This course is designed for general education classroom teachers and focuses on classroom reading assessment. Participants will learn how to administer formal and informal measures of reading assessment, including screening, diagnostic, and progress monitoring measures. The assessment to instruction link will be emphasized during each session. Educators will use a variety of assessment tools and practices to plan and evaluate effective reading instruction.

This course is based on the knowledge that fluency enables comprehension, and that good readers are purposeful and active. Using developmental stages of reading development (emergent, beginning, and instructional), course participants first learn the different components of fluency and strategies designed to develop accurate, fluid reading. Next, the sequence of comprehension instruction is covered, as well as critical comprehension strategies. Last, the course examines motivation/reading incentive programs designed to encourage students' reading.

This course is designed to assist elementary level teachers in the teaching of reading and language arts. We will focus on reading, writing, listening, and speaking. The emphasis will be on constructing environments conducive to developing all students' skill in the four language arts. The course also focuses on differentiating instruction for students of varying literacy levels.

The purpose of this course is to train current and future school administrators to supervise teachers in clinical settings. Clinical supervision is first and foremost a process by which administrators and others can encourage teachers to continue their professional progress. Because teachers, like their students, vary in needs and abilities, this course will help administrators differentiate their approaches to complement and supplement teachers' skills and knowledge. Course participants will consider ethical and legal issues surrounding the supervision of school personnel. They will also investigate policy initiatives aimed at improving teaching in our nation's schools.

Participants will concentrate on direct observation of teachers' performancesbehaviors you can see and/or hearboth in classrooms and in professionally related activities. Such observations are meant to shed light on teacher competence, or teachers' abilities to call up relevant professional knowledge and apply it at appropriate times in classrooms. In doing so, participants will focus on the development of practical skills of clinical supervision and formative evaluationasking teachers about their work, observing classroom behavior of both teachers and pupils, and providing feedback to teachers based on observations.

This course is based upon the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targets ISLLC Standard 2: Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth and Standard 3: Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Understanding effective design and implementation of curriculum is an essential step in becoming an effective educational leader. Administrators must have a working knowledge of policies regarding technology, special education, gifted education, and second language learners, as well as the requirements of federal and state accountability systems. This course is based upon the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targets:

• Standard 1- Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community; and
• Standard 2 - A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Using the cases as a launching point, course participants will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own practice.

This course explores literature on effective leaders in business and schools with a primary focus on developing a leadership vision, using effective communication strategies to build community, and understanding ethical frameworks in education. This course is based upon the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targets ISLLC Standard 1: Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community and ISLLC Standard 5: Acting with integrity, fairness, and in an ethical manner.

Participants will develop and refine skills needed for leading a school community in the 21st century. Participants will reflect upon how these concepts drive administrative and instructional practices in today's challenging school environment. Using the cases as a launching point, current and future administrators will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own leadership practice.

This course targets the Interstate School Leaders Licensure Consortium (ISLLC) Standards and provides an introduction to educational leadership for those considering becoming principals, assistant principals, or supervisors. Future leaders will consider multiple perspectives through multi-media cases and propose solutions for critical educational issues. Topics addressed include federal, state, and local roles in education; school funding and fiscal operations; school safety and security; and family and community communication and partnerships.

This course provides an introduction to school administration, including the federal, state, and local roles in education; school funding and budgeting; school safety and security; and family and community collaboration and partnerships. This course is based upon the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targets ISLLC Standards 3 and 4. Current and future administrators will examine how to manage their school to create an effective learning environment and how to strengthen ties with the community to enhance student achievement.

under development

This course is an introductory course in school finance. Since funding is so varied from state to state, it will be personalized to the student's local district. It will include a review of the federal, state, and local roles in school funding, the variety of funding options to include grants and non-profit sources, how budgets are built at the local district level, and how funds should be allocated for the education of pupils and the maintenance and overall operation of the school district. Emphasis will be placed on the role of the school administrator to manage funds efficiently and to allocate resources on programs that improve student achievement.

under development

Students explore current legal issues in education. Although the course deals with problems and legal remedies, it also devotes time to avoiding problems and preventing litigation. The course is aimed primarily at public school administrators at the school and district levels, but teachers and parents may find it of use as well. This is a rigorous and comprehensive course designed to thoroughly immerse participants in current legal issues facing schools and districts.

Knowing how to maximize the potential of school personnel to meet the needs of students is a critical skill that is needed by experienced and future school administrators. How to meet the challenges of school personnel issues, while enriching and nurturing staff, is a fine balance that impacts the culture of the school. This course provides an introduction to the administration of human resources in schools. It places emphasis on viewing human resources planning as a process that is ongoing. The content encompasses the continuum from initial recruitment through induction to continuous professional development and retention.

This course is designed to support both new and experienced elementary science educators in refining and focusing their instructional skills. Course participants will incorporate research and National Science Education Standards as they practice developing, implementing, and assessing elementary science lessons. Using cases and online resources as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and examine ways to apply them to their own teaching practice.

This course is designed to support both new and experienced secondary science educators in refining and focusing their instructional skills. Course participants will incorporate research and National Science Education Standards as they practice developing, implementing, and assessing secondary science lessons. Using cases and online resources as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.

Course participants will develop instructional skills needed for integrating educational technologies into their existing science curriculum. Participants will reflect upon how technology enhances teaching and learning and prepares students for further study and professional work in the 21st century. Using cases and online resources as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and examine ways to apply them to their own teaching practice. Case studies will follow a problem-solving methodology enabling teachers to revise and improve lesson design.

This course examines behavior management practices within general and special education classrooms. Cases focus on behavior management strategies for special learners with a range of disabilities from learning disabilities to emotional behavioral disorder (EBD) to autism. Individuals with Disabilities Education Act (IDEA) regulations, state and district policies, and ethical principles regarding behavior management practices will be introduced. The cases included depict problems and opportunities related to classroom management, individual behavior management strategies and systems, functional behavioral assessments, developmentally appropriate behavior management goals and zero tolerance policies.

Course participants will develop instructional and leadership skills needed for teaching students with special learning needs, as well as students at-risk for academic and social failure. Participants will reflect upon how these concepts drive instructional practices in today's challenging classroom environment. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, and current research.

This course explores accommodations and modifications for special learners within the Least Restrictive Environment (LRE) and will further regular and special educators' understanding regarding how best to address the individual needs of special learners. Cases focus upon the creation of appropriate accommodations, the integration of accommodations into a general education classroom, the legal requirement for accommodations, the question of accommodations in grading, and the roles of the general and special education teachers within the LRE.

Course participants will develop instructional and leadership skills needed for teaching students with special learning needs, as well as students at-risk for academic and social failure. Participants will reflect upon how these concepts drive instructional practices in today's challenging classroom environment. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways these affect their own teaching practice.

This course addresses legal trends and issues related to the Individuals with Disabilities Education Act (IDEA), including the identification process that schools must follow including child study, assessment, eligibility, IEP development, and placement. Profiles and related needs of children with learning disabilities, mental retardation, and emotional behavior disorder will be discussed. The cases will be used to further educators understanding regarding the legal requirements as defined in IDEA, specifically, the Free and Appropriate Education (FAPE) requirement, the Least Restrictive Environment (LRE) requirement, and the development of Individualized Education Plans (IEPs).

Course participants will develop instructional and leadership skills needed for teaching students with special learning needs, as well as students at-risk for academic and social failure. Participants will reflect upon how these concepts drive instructional practices in today's challenging classroom environment. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, and current research.

This course supports new special education teachers as they face the complex challenges of working in the classroom. Course participants will develop instructional skills and strategies to deal with behavior management, assessment, and collaboration issues. Participants will reflect upon how these concepts drive instructional practices in today's challenging classrooms while also focusing on addressing federal mandates within their new school and district environments. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.

Course participants will develop instructional and leadership skills needed for teaching students with special learning needs, as well as students at-risk for academic and social failure. The concepts of teacher collaboration, least restrictive environment, accommodations and modifications, confidentiality, behavior management, identification, and giftedness will be reviewed using authentic case studies. Participants will reflect upon how these concepts drive instructional practices in today's challenging classroom environment. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, and current research.

under development

This course provides K-12 teachers with the knowledge and application skills critical in creating a technology-enhanced learning environment that increases student achievement. Using case studies participants will explore the differences between technology use in a traditional teacher-centered environment and in a student-centered problem-solving environment. Numerous student and classroom management techniques will be covered to provide equitable technology use for all students.

Course participants will develop instructional skills needed for designing, teaching, and assessing technology enhanced lessons. Participants will reflect upon how technology enhances teaching and learning and helps to create an environment more conducive to learning 21st century skills. Using cases and online resources as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and examine ways to apply them to their own teaching practice. Case studies will follow a problem-solving methodology enabling teachers to revise and improve lesson design.

This course examines ways to integrate technology into school settings to enhance teamwork and promote higher-order thinking. Technological problems and benefits come to life in cases set in computer-rich and computer-deprived schools, offering teachers opportunities to discuss effective practices.