Category Archives for Accredited By CSUP

Ennegram of Parenting

- 1 Graduate Credit -

Course Objectives

1. Teachers will study the historical background of the Enneagram and how it describes children in K-8 classrooms.
2. Participants will read and analyze the perfectionist, helper, and achiever personality styles in order to understanding those personality types.
3. Students will review the personality quizzes on the achiever, romantic, and observer's styles. They will study the questioner, asserter and peacemaker and their 10 common behavior problems and approaches to working with them.
4. Educators taking this course will find their own Enneagram personality style and participate in peer and teacher colleague discussions to share perspectives.
5. Teachers will develop a written paper that utilizes the content of the book as it applies to their classroom settings, students, and how to share the Enneagram styles with parents.

Educating Oppositional and Defiant Children

- 1 Graduate Credit -

Course Objectives

1. Educators will learn about the various characteristics of oppositional children and how having a better understanding of their disposition will assist teachers.
2. Teachers will review the historical philosophy and commonly used approaches to oppositional children and why they often fail along with alternative solutions.
3. Learners will explore the classroom environments impact on student behavior and how a variety of modifications can reduce conflict and enhance learning.

Getting Results with Curriculum Mapping

- 1 Graduate Credit -

Course Objectives

1. Teachers will have a working knowledge of the concepts and theories of curriculum mapping for developing school and district curriculum.
2. Educators taking this course will learn how to use curriculum mapping to learn how to build a learning community and develop curriculum consistency and flexibility.
3. Students will examine long range mapping for the district and analysis and assessment of data for achievement of school and district goals.
4. Educators will apply mapping to alternative education settings and benchmark objectives to align curriculum with state standards.
5. Teachers will be able to use curriculum mapping as a hub to integrate new forms of data decision-making structures and school year instructional planning.

Bullying and Harassment: A Legal Guide for Educators

- 1 Graduate Credit -

Course Objectives

1. Educators will learn about the legal background associated with school bullying or harassment and their responsibility and authority to address these issues.
2. Teachers will explore other areas of concern, such as sexual or gender-based bullying and other forms that may considered as student harassment in schools.
3. Participants will evaluate how their school and district policies address these problems and what procedures they should and must follow in the reporting process.
4. Participants will examine student threats and violence in schools, and analyze ways to address those issues. They will also look at harassment by adult staff personnel in schools.
5. Educators will learn about the new internet forms of bullying, harassment, and threats that have developed with the use of "Face Book" and other internet forums.

Using Technology with Classroom Instruction that Works

- 3 Graduate Credits -

Course Objectives

1. Educators will learn how to effectively use researched-based instructional strategies that work with educational technologies, such as computer and internet applications.
2. Participants will learn which strategies work best for what students will be learning. They will also be presented with ideas of how to provide evidence of student learning when using technology.
3. Educators will be presented with word processing applications, spreadsheet software organizing tools and multimedia for lesson planning in classroom applications.
4. Participants will be exposed to web and data collection resources as well as Identifying communication software for educator or student homework practice.
5. Educators will learn how to best use and integrate technology into their instruction and write a research review or develop unit and lessons applying the course content in their classroom instruction.

School Law: What Every Educator Should Know

- 2 Graduate Credits -

Course Objectives

1. Educators will have a working knowledge of basic legal issues that affect the teachers and the public schools system.
2. Teachers will examine collective bargaining contracts, tenure and freedom of expression, association representation for educators and school environments.
3. Educators will be able to discern the legal dynamics related to religion, prayer, and expression issues in schools as well as free of the press and speech.
4. Teachers will study the legal issues related to due process, personnel management decisions as well as the legal concept of governmental immunity.
5. Educators will write about legal issues relating to students, teachers, parents and administrators as they may apply to their school and personal experience.

Resilience Revolution: Discovering Strengths in Challenging Kids

- 2 Graduate Credits -

Course Objectives

1. Educators will explore the topic of resiliency in students and how or why some students are able keep moving through adversity and persevere regardless of difficult personal circumstances.
2. Teachers will examine how to build trust in students who have difficulty with personal trust issues. They will develop ways to identify and use the student strengths, gifts and talents of each student.
3. Educators will be presented with ways of instilling purpose in young people as well self- empowerment regarding students with low self worth so they will behave in a positive manner.
4. Teachers will have the skills and knowledge to utilize the book information to improve their understanding and relationships with students to assist them with personal and educational success.

Multiple Intelligences in the Classroom

- 2 Graduate Credits -

Course Objectives

1. Educators will review the basic theory of multiple intelligences by Howard Gardner and its relationship to learning theory as applied to students in classroom settings and school environments.
2. Teachers will read and learn about MI in curriculum development, classroom management and student assessments for classroom applications.
3. Students will examine the practical applications of multiple intelligences for the elementary, middle school, and high school levels.
4. Multiple Intelligence strategies will be explored for cognitive skill development, special education and other subject area applications.
5. Teachers will analyze existential intelligence and other examples of MI lessons in elective classes and vocational programs for career development.

Literacy Strategies to Improving Mathematics Instruction

- 2 Graduate Credits -

Course Objectives

1. Educators will learn about the use the application of language and writing as it applies to mathematical concepts and situational examples that translate to numerical applications.
2. Teachers will examine reading problems that hinder student comprehension of worded problems and to simplify or reword questions so students understand the math involved.
3. Educators will learn about applying writing to the mathematics classroom and how that helps students comprehend the mathematical computations involved within language and literacy development.
4. The wording for describing graphic representations from a visual format and then expressing the concepts to create meaning are also presented.
5. Teachers will develop lesson or unit plans that apply literacy strategies for addressing learning deficiencies and how this can help students improve their mathematical skills.

Curriculum and Instruction for the Thinking Classroom

- 3 Graduate Credits -

Course Objectives

1. Educators will learn how the thinking classroom uses brain science for synergistic thinking to develop the intellect as disciplinary ways of thinking and doing.
2. Teachers will examine how a concept-based journey in the inherent structure of knowledge helps educators develop a paradigm shift for conceptual understanding.
3. Educators will review academic standards and contextualize them into the curriculum to bring district level coherence to standards for understanding and implementation.
4. Students will be introduced to best practices techniques concept-based lessons while adapting instructional materials for supportive methods of teaching.
5. Teachers will develop writings, lessons and activities that utilize concept-based curriculum and instruction thinking strategies for classroom implementation.