Exciting new courses offered in collaboration with
Ready, Aim, Teach!
Ready Aim Teach provides highly engaging professional development courses that leave you excited to get back in the classroom. Are you a new teacher just starting your teaching career and seeking expert recommendations to get things off to a great start? We’ve got solutions for you! Or are you are an experienced teacher looking to regain your enthusiasm or deal with a challenge? Ready Aim Teach can help!
Click here to visit their website and learn more about these exciting courses.
EDU 505R Delving into Differentiation This course is designed for participants to learn to develop systems and structures to differentiate instruction for delivery of content, how students process information, and how students demonstrate mastery. Participants explore ways to differentiate instruction to be more culturally sensitive and meet the needs of students who are English Language Learners. 2 credits
EDU 506R Proactive Teaching This course is designed to help teachers practice and implement the proactive strategies to engage students, prevent disruptions, and promote high level thinking and learning. 2 credits
EDU 507R Dynamic Teaching: Igniting the Spark This course is designed to build teachers’ capacity to motivate students to be active participants in their learning and to give teachers strategies to help students understand content at a deep level. 2 credits
EDU 508R Success for English Learners This course is designed to build teachers’ capacity to motivate students to be active participants in their learning and to give teachers strategies to help students understand content at a deep level. 2 credits
EDU 509R Transforming Learning, Thinking, and Relationships This course is designed to build teachers’ capacity to manage student behavior through the use of proactive instructional and relationship strategies. 2 credits
EDU 510R Equity in Education: Interrupting the Status Quo This course is designed to build teachers’ capacity to begin having courageous conversations about race and understand how the factors of diversity and implicit bias impact institutional practices and policies. 2 credits
EDU 511R A New View of the ADHD Brain: What Works, What Doesn’t and Why This course illustrates the physiological differences in the brain development of students with and without ADHD. Equipped with this new knowledge on the nature of ADHD, this course explores how the ADHD brain works differently from non-ADHD brains and provides scores of practical interventions for improving learning and behavior. Participants learn how to become “the surrogate frontal lobes” for their students with ADHD and how to change their view of ADHD from a purely behaviorally disorder to a unique brain construct that can be accommodated with highly successful outcomes. 2 credits
EDU 512R Voice & Choice: Putting Students in the Driver’s Seat of Their Learning Explore the power of student-driven differentiation in daily learning; jump starting student willingness to put forth effort, participate, study, and take intellectual risks. Examine the impact of educators serving as “choice coaches” to help students design their own pathways to increased achievement. Through a variety of quick, practical, and engaging experiences, learn easy-to-implement steps to begin adding voice and choice into every lesson. This course uncovers how strategically providing choices in learning supports metacognition and promotes positive academic identities as student reflect on the choices they make. See how putting students in the driver’s seat of their learning transforms students from dependent learners to independent scholars. 1 credit
EDU 513T Fold ‘n Learn: Multiple Modalities to Boost Critical Thinking Discover how to engage students, boost retention, and deepen learning. Participants will explore how to move the content from simple recall to long term storage. This hands-on course allows participants to encounter a variety of Foldables® that help convert abstract concepts (like history facts or vocabulary words) into a kinesthetic experience that will deepen the understanding of lessons. Participants will investigate a variety of options for three-dimensional graphic organizers, learn easy-to-implement and content-friendly tools to support struggling students and English Learners, and energize highly able students to think at a deeper level. Get ready to enrich every students’ experience. 1 credit
EDU 514R Together Yet Different To meet the dramatic healing needs our students will bring, teachers can prepare for this ‘new normal’ by boosting their resilience building skills. This course is a deep dive into equipping educators to meet the needs students will bring when we regather in school buildings. Learn how to drastically increase student resilience by designing and implementing a resilience-building culture so that students can heal, grow, learn, and thrive. In this course, we’ll add to your toolbox by providing concrete strategies for building resilience in the complex post COVID19 context. These advanced tools will show you how to reconnect, calm, provide clear direction, manage boundaries, and instill hope with your students. 2 Credits
EDU 515R Wonder Words Using the Power of Language The spoken word is a primary tool teachers use to educate, motivate and positively influence the social and emotional health of students. The use of language that provides teachers with the highest potential impact on student learning, behavior and emotional state has never been more important.
In this course, educators will learn the three pillars of “Wonder Words” to elevate the critical tool of verbally engaging with students: 1) Word choice; 2) Delivery style and; 3) Context. Strategies for building emotionally safe classrooms, boosting motivation, shaping behavior, developing effective academic habits and promoting resilience will be shared and practiced. Participants will walk away from this learning experience with practices they can apply immediately to respond to all the needs and opportunities students will bring to our ever-changing school context. 1 Credit
EDU 516R Teaching the Struggling Reader In this course, participants will learn how to create significant shifts in our most struggling readers by: 1) Keeping it easy – focusing on ensuring student success in every moment; 2) Understanding with great depth what the student CAN do; and 3) Creating lessons for the struggling reader that start with what they CAN do and connecting that to the new learning that the student is now ready for. Participants will actively analyze student data, learn and practice effective strategies and techniques, and plan lessons that will dramatically improve student reading achievement for their most struggling readers.1 Credit
EDU 517R Creating Calmer Classrooms School staff, students, and families have experienced a lot of stressors in the past year – from new ways of learning, to isolation, to traumatic world events. Meeting the needs of students today requires educators to be equipped with tools that create calmer classrooms by mastering de-escalation tactics and harnessing the power of self-regulation strategies. Part of the journey to creating calmer classrooms includes the “know-how” to 1. Develop a student’s emotional intelligence 2. Identify the why behind escalating emotions, and 3. Navigate big emotions in a healthy, productive way. Understanding concepts related to social emotional learning like; trauma, resilience, and emotional intelligence are big ideas that relate to concepts surrounding calmer classrooms. To do this educators need to understand why student behavior can escalate and how to respond before a crisis occurs. 1 Credit
EDU 518R Mastering Mathematics for English Learners No one is a native speaker of mathematics. K-12 math standards (and learning in general) require students to share their thinking, discuss strategy, evaluate options, explain processes, and more. How can we support English learners in the math classroom? In “Mastering Mathematics” we explore the role of language in math and dive into the power of interaction and critical thinking. Participants will leave with specific strategies to ensure student access to instruction, a plan to develop academic language to communicate concept understanding, and be ready to differentiate supports based on English proficiency levels. 1 Credit