K-12 Continuing Education Course Offerings

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(EdPlus) LETRS Part I – (EW 51716) - 3 Graduate Credits

Research has proven for decades that there are five essential components needed for effective literacy instruction yet deciding how to put those in practice is daunting. LETRS provides teachers with the understanding of how the brain learns to read. Teachers will learn how to make instructional decisions based on scientific evidence, strategic use of assessments, and classroom observations. Through a blended professional development model of online modules, face to face sessions and interactive classroom application, this course will provide teachers with the understanding of the science of reading needed to use any program or curriculum with high effectiveness. Not only will LETRS address how, but also at what point of reading development certain practices are most effective. Participants will have access to classroom demonstrations of effective instruction and practical application of the learning to their own students.

*This course aligns to the International Dyslexia Association’s Knowledge and Practice Standards for Teachers of Reading and preparation for the Structured Literacy Teacher Certification of IDA and the CERI Exam.

(EdPlus) LETRS Part II - (EW 51752) - 3 Graduate Credits

(EdPlus) LETRS Part III - (EW 51754) - 3 Graduate Credits

(EdPlus) LETRS Part IV - (EW 51755) - 3 Graduate Credits

English Learners (K-12)

Participants will learn about best practices for the instruction and assessment of English Learners, which also support all learners. Best practices will be applied to current instruction in the classroom and reflected upon for a final project.

Culturally Responsive Teaching and the - (EW 52090) - 2 Graduate Credits

Participants will participate in a book study that will align research with best practice instruction. Participants will learn how each year educators unknowingly contribute to the achievement gap. Educators will spend time reflecting on their current practices and make changes that align with the Ready for Rigor Framework.

The Distance Learning Playbook - (EW 52015) - 1 Graduate Credit

Are you a virtual teacher hoping to go deeper with virtual learning? Are you an in-person teacher curious about virtual learning? Please join us for learning, discussion, and collaboration on The Distance Learning Playbook. The playbook applies the research and wisdom of Visible Learning to understand what works best with distance learning.

Elementary Tier 2 Reading Interventions - FH – (EW 52136) - 3 Graduate Credits

Facilitating a 21st Century Classroom - Elementary –(EW 52014) 3 Graduate Credits
This semester-long cohort will introduce teachers to the Google Tools available through Google Suite for Education, and allow them to explore how these tools can be used to teach students the skills required to succeed in an increasingly digital world. Teachers will learn to use these tools to create student-centered classrooms where individualized learning can occur. The coursework created throughout this course will prepare teachers for success on the Google Level 1 certification exam.

Facilitating a 21st Century Classroom - Secondary - (EW 52013) - 3 Graduate Credits

This semester-long cohort will introduce teachers to the Google Tools available through Google Suite for Education, and allow them to explore how these tools can be used with Canvas to teach students the skills required to succeed in an increasingly digital world. Teachers will learn to use these tools to create student-centered classrooms where individualized learning can occur. The coursework created throughout this course will prepare teachers for success on the Google Level 1 certification exam.

FH - Balance with Blended Learning Book Study - (EW 52081) - 1 Graduate Credit

FH - Advanced Integration of Google Tools - Level 2 - Secondary - (EW 52084) - 1 Graduate Credit

This self-paced course is designed for the avid Google Tool user who is interested in advancing his/her integration of Google Tools. Google Level 1 certification or participation in a Google Level 1 Cohort is not required, but recommended. This course prepares participants for the Level 2 certification exam, but the certification exam is not required for participants.

FH - Advanced Integration of Google Tools - Level 2 - Elementary - (EW 52086) - 1 Graduate Credit

This self-paced course is designed for the avid Google Tool user who is interested in advancing his/her integration of Google Tools. Participants will explore advanced uses for Google Tools in Education and share how Google Tools can build digital skills, collaboration, creativity and critical thinking while pairing with the tools in Canvas. This course prepares participants for the Level 2 certification exam, but the certification exam is not required for participants. Google Level 1 certification or participation in a Google Level 1 Cohort is not required, but recommended.

FH - Google Level 1 - Leading a 21st Century Classroom -Secondary - (EW 51737) - 2 Graduate Credits

FH - Advanced Google Fundamentals for a Tech Integrated Classroom – Level 1 - Elementary – (EW 52087) 1 Graduate Credit

Instructional and Assessment Practices for - (EW 52089) - 1 Graduate Credit

Participants will learn about best practices for the instruction and assessment of English Learners, which also support all learners. Best practices will be applied to current instruction in the classroom and reflected upon for a final project.

The Interactive Class Workshop - (EW 51824) - 1 Graduate Credit

Are you looking for ways to make teaching and learning more 15 hours virtual interactive in your classroom? Do you ever feel overwhelmed when it comes to integrating technology and content standards? Are you searching for lessons that you can immediately implement in your learning environment? We will dive into the book The InterACTIVE Classroom! We will read first and then implement the lessons and strategies in this course. You will:

• Define interactive learning and how to use it to instantly transform your learning space.
• Create long-lasting bonds with students and parents that will empower your learners and lead to success both in and out of the classroom.
• Learn to PIVOT! You’ll design interactive lessons that foster grit and challenge students to grow. Get InterACTIVE lessons you can use in your classroom tomorrow!

Teaching Discipline Specific Literacies in Grade 6-12 - (EW 52090) - 2 Graduate Credits

Teaching with Love and Logic - Taking Control of The Classroom - (EW 51540) - 3 Graduate Credits

Jim and Charles Fay will teach you effective classroom interventions using shared control, choices within limits and the importance of relationships.

Fostering Growth Mindset in Gifted Classrooms - (EW 52103) - 1 Graduate Credit

Affective development for students, and especially for gifted and 2e kids, is essential for the growth and development of the whole child. Most educators agree with this statement. The problem is that many educators are asked to do this without really knowing what this means, how to integrate this into a class that is content-mastery driven, and how to make sure affective development has “staying power.” On top of this, how would this system allow for and foster a relationship with parents that also helps a child's growth. This presentation outlines some of the issues and guides educators through creating a system that integrates content mastery and skill mastery.

Teaching Twice Exceptionally Gifted Learners - (EW 52102) - 1 Graduate Credit

Twice-exceptional (2e) learners have often been misunderstood, disciplined, unchallenged, and left behind. Even as awareness of 2e students has grown, educators are still in need of practical tools to recognize and support their twice-exceptional students. This presentation provides teachers with accessible information about twice-exceptional diagnoses and suggested accommodations, modifications, and collaboration with other educational professionals.

Foundations for Teaching Advanced Learners in Today's Classroom - (EW 52141) - 2 Graduate Credits

Designed for classroom teachers and enrichment teachers who serve advanced learners ingrades K-8, each module provides practical knowledge and evidence-based strategies to meet the needs of students who achieve and/or have the potential to achieve at high levels. Participants will gain an understanding of current, equitable and inclusive approaches in the field of gifted education and explore programming/instructional models, classroom structures, and collaborations to support advanced learners. Projects and readings are designed with an eye to applicability/relevance to classroom practice.  Each module includes 4 hours of synchronous learning (virtual or in person) and 6 hours of independent learning.

Virtual Special Topics: Cooperative - (EW 51725) - 3 Graduate Credits

This workshop consists of a co-teaching strategies workshop (including pairs training) and mentoring/co-teaching with a teacher candidate in a school setting. It is designed to offer professional development to cooperating teachers as they work collaboratively with their teacher candidates on planning, instruction and assessment in the classroom. Those enrolled will be given the opportunity to demonstrate a thorough understanding of the Lindenwood University Education Division’s tenet: Teaching is both an art and a science. A heavy emphasis will be placed on Standard #9: Professional Collaboration.

K-12 Geospatial Science and Tech Educator Certificate

Description of certificate: Due to the accelerated growth of the GIS industry within the St. Louis region, it is imperative that an education pipeline be established to train the needed workforce. Students must be introduced to Geographic/Spatial thinking and GIS technologies during their K-12 years. Currently, there are only a handful of educators in the State of Missouri with spatial thinking and GIS technology backgrounds. Whether you are a Social Studies, English, Math, or Science teacher, the K-12 Geospatial and Tech Educator certificate provide the skills necessary to integrate spatial thinking and GIS technologies into your classroom. ArcGIS Online technologies are FREE to K-12 institutions. Enroll today!

Course 1 - The Geo-Inquiry Process - Getting Started with GIS TECH - (EW 52066) - 1 Graduate Credit

GIS technologies are only as good as the questions asked them - educators in this class will learn the National Geographic Geo-Inquiry process: Ask, Collect, Visualize, Create, Act. Educators will learn about the administration side of their ArcGIS Online Organization and how to navigate the details involved in getting their class GIS enabled.

Course 2 - Mapping in the Field - (EW 52067) - 1 Graduate Credit

Learn to collect spatial data using mobile apps - Educators will learn how to design a project using Survey123 and ArcGIS Field Maps.

Course 3 - GIS Data Visualization - (EW 52068) - 1 Graduate Credit

Educators will learn how to communicate/report data findings using Story Maps and Configurable Apps with ArcGIS Online.

AOCC Conference 2021 - 1 Credit - (EW 51982) - 1 Graduate Credit

AOCC Conference 2021 - 2 Credits - (EW 51983) - 2 Graduate Credits

Over 1,500 counseling professionals will gather October 27-29, 2021 to participate in sessions covering a variety of relevant and timely topics. The conference is sponsored by the Ohio School Counselor Association and the Ohio Counseling Association.

Power School U - December 2021 - 1 Credit - (EW 52146) - 1 Graduate Credit

Power School U - December 2021 - 2 Credits - (EW 52147) - 2 Graduate Credits

Power School and Lindenwood University offers PowerSchool University attendees the opportunity to earn graduate credit through the participation of professional learning events and the completion of trainer-led sessions, self-paced learning, and activity participation. Conference attendees can participate in one of the options below to earn 1 or 2 credits.

Power School - Digital Learning Leader Academy - Part I - Fall 2021 - (EW 52148) - 3 Graduate Credits

The Schoology Digital Learning Leader Academy is an ongoing PD Program facilitated in a blended model. Educators work in a collaborative cohort to learn, design, implement and refine instructional practices to infuse elements of blended learning into their position. Throughout the professional learning program, participants develop leadership skills and assist their organization with building capacity for the adoption of Schoology as their digital learning hub.

Assessment for Learning

• Assessment for Learning I - (EWS 96600) - 1 Graduate Credit
• Assessment for Learning II - (ESW 68200) - 2 Graduate Credits
• Assessment for Learning III - (EW 50149) - 3 Graduate Credits

Classroom Management

• Classroom Management - Elementary - (EWW 79500) - 1 Graduate Credit
• Classroom Management - Secondary - (EWW 79600) - 1 Graduate Credit
• Elementary School Classroom Management - (ESW 98500) - 2 Graduate Credits
• Secondary School Classroom Management - (ESW 98600) - 2 Graduate Credits
• Classroom Management II - (EW 50420) - 3 Graduate Credits

Book Clubs Institute & Implementation - (EW 52075) - 3 Graduate Credits

This course will be part of a 4-day Book Club Institute, followed by one day of collaboration, and implementation of a book club in a classroom this fall. Participants will work independently and with peers to experience minilessons, partnerships, and book clubs. This course will START in July 2021 but will not END until December 2021. This will be a fall enrollment for transcript purposes. The work for this class will consist of online work through Canvas, a four-day Book Club Homegrown Institute and implementation of lessons in the classroom. Instructional methods will include discussion posts, reading and virtual discussion/collaboration. The format of the course will be flexible and as the course progresses, we will adapt as needed to meet the needs of those enrolled. Participants will work independently and with peers to experience, plan and implement minilessons, small group lessons, and clubs.

Daring Classrooms - RSD - (EW 52123) - 2 Graduate Credits

“Teachers are some of our most important leaders. We can’t always ask our students to take off the armor at home, or even on their way to school, because their emotional and physical safety may require self-protection. But what we can do, and what we are ethically called to do, is create a space in our schools and classrooms where all students can walk in and, for that day or hour, take off the crushing weight of their armor, hang it on a rack, and open their heart to truly being seen. This book study, which meets twice a month for the first semester only, will help you create a Daring Classroom by providing you with free courage-building resources to help you develop your own skills and to deepen connection and trust with your students and teams.

Reading Workshop Institute & Implementation - (EW 52074) - 3 Graduate Credits

This course will be part of a 4-day institute of the reading workshop, followed by two days of collaboration, and implementation of a unit of study in a classroom this fall. Participants will work independently and with peers to experience minilessons, partnerships, and book clubs. This course will START in July 2021 but will not END until December 2021. This will be a fall enrollment for transcript purposes. Participants will submit a reflection of learning after the institute, then they will plan/submit a lesson for implementation in the fall, record the teaching of the lesson, and write a written reflection of that lesson.

Project Based Learning

• Project Based Learning I - (EW 51052) - 1 Graduate Credit
• Project Based Learning II - (EW 51053) - 2 Graduate Credits
• Project Based Learning III - (EW 51054) - 3 Graduate Credits

Units of Study in Phonics: Principles and Practices - (EW 51937) - 3 Graduate Credits

This course will be part of a book study, one-day institute of the study of phonics, collaboration day, and implementation of a phonics unit of study in a classroom this fall. The work for this class will consist of online work through Canvas, a one-day Units of Study Institute and implementation of lessons in the classroom. Participants will independently read the book and post online to chapter discussions. Following the one-day Units of Study in Phonics Institute, participants will share insights and reflect on new learning. Participants will take information and activities from the Institute and book study and implement in classrooms with students. A written reflection will also be submitted at the end of the course.

SMCAA - 2021 Fall Conference - (EW 51978) - 1 Graduate Credit

One thing that this past year has taught us is that equity and access should be a top priority in our work in teaching and learning. So, what does “equity of access” and “differentiation” look like when it comes to curriculum and instruction? How can we increase the likelihood of all of our students having the same opportunity to engage in learning that will allow them to reach their personal best? Join SMCAA and your colleagues across the state as we explore proven processes related to equity, access, and differentiation through our own instructional processes.

During the Equity and Access: Moving Students Towards Their Personal Best Conference, our Keynote speaker, Dedra Stafford, is a passionate educator and international speaker and author with a belief in the power of positive purposeful teaching. Her goal is to play a small part in helping educators find (and keep) their joy for education while gaining new strategies and skills to reach today’s learners. Known for her practical, easy to use implementation ideas, Dedra gets teachers engaged and ready to try new ideas in differentiation at any grade or content level. Let the SMCAA Fall Conference be your ticket to assist you and your district in the search of new and inventive ideas to address the vast learning needs of our students this school year and beyond.