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 Online Courses for NREA Educators on the GO! NOW AVAILABLE: 20 hour courses for NREA Educators. Registration is OPEN. CaseNEX and the NREA have partnered to offer courses in high interest areas to K-12 educators in member schools/districts. There are ten course titles associated with this professional development opportunity that is available throughout 2011-2012: Each course features CaseNEX's realistic, multimedia cases and a focus on authentic issues and classroom practices. CaseNEX courses are collaborative, engaging, and effective. They are perfect for busy educators who want the convenience of online, asynchronous learning, but don't want to sacrifice quality. Register for one of our courses and experience why more than 15,000 educators have chosen CaseNEX for their professional learning needs. CaseNEX will send confirmation of successful completion of a course by providing the participant a Certificate of Completion. Each course is 20 hours. If you are interested in taking this course for professional development credit, please consult your school district prior to taking the course and obtain their agreement to award PD credit. CaseNEX will be happy to discuss the course with your district representative and/or provide course details on demand Course costs are listed below and refund information can be found on our FAQs page. For requests regarding reimbursements, contact info@casenex.com. $200 per seat. Courses are four weeks in length. [top]
Course List Classroom Management 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. Narrowing the Achievement Gap (Recommended for administrators) 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. Differentiation for the Gifted Course participants will develop instructional and leadership skills needed for teaching. 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. ESOL Instructional Strategies Teachers and school personnel encounter students who speak many languages other than English and need support in developing appropriate instructional strategies to ensure student success. This course is intended for both classroom and ESOL teachers who will learn a wide range of instructional strategies for supporting ESOL students in content area learning. Participants will use a practical approach with immediate classroom application to address the needs of a diverse student population. Differentiation for Special Education Students Course participants will develop the instructional and leadership skills necessary to differentiate learning for students will 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. A Framework for School Reform (Recommended for administrators) Many forces serve as catalysts for school reform. This course examines some of the social, economic, political, and educational foundations behind these forces. Through a series of high school-based case studies, course participants will explore the changing face of school reform in the 21st century as well as examine its effects on schools, teachers and students. Group Dynamics (Recommended for administrators) The 21st century brings new challenges and opportunities to our school communities, and this course prepares leaders to meet these demands. Based on the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targeting Standards 1 and 5, this course encourages school leaders to develop of a leadership vision, use effective communication strategies to build community, and understand ethical frameworks in education. Current and future administrators will discuss beliefs, best practices, challenges, current research, and ways to apply them to their own leadership practice. Classroom Modifications and Accommodations Creating and implementing inclusive programs within schools is a requirement of the Individuals with Disabilities Education Act (IDEA). Through this course, regular and special educators will expand their understanding of how to address the individual needs of special learners by making accommodations and modifications within the Least Restrictive Environment (LRE). Participants will 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 role of the general and special education teachers within the LRE. Reading to Learn: Fluency and Comprehension Good readers are purposeful and active. As components of Reading First, carefully selected read-alouds, texts, and strategies that support comprehension and fluency instruction have become staples in today's classroom. Educators will explore strategic reading, the role of teacher read-alouds in comprehension instruction, and effective questioning techniques. Participants will gain experience with numerous comprehension strategies, using a before-during-after reading framework. Educators will complete the course with the necessary skills to individualize strategies for each student. Nature and Needs of Middle Grade Learners 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. [top]
About CaseNEX Founded at the University of Virginia, CaseNEX has been a leader in online course design and delivery for over a decade. The curriculum is case study-based and is grounded in more than 15 years of university research. CaseNEX supports educational leaders through a technologically blended, problem-based approach. Multimedia "slices of life" form a realistic connection between professional development and the complex school environment. Teachers who participate in CaseNEX courses are more reflective about their work. [top]
Course Calendar
November 7, 2011 - December 3, 2011 [top]
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