Ready-To-Go Courses

Description:

As teachers are preparing for a new class year, it’s clear that this year could be another very unique experience for both teachers and students. Due to the pandemic, many students will be returning to the classroom after a long period of remote learning. Managing the classroom my be more challenging than ever as students adjust to this change. This workshop provides strategies that might help teachers as they face this challenge.

This professional development workshop will cover a variety of classroom management strategies accompanied with specific interventions that can used to address student misbehavior. The workshop is comprised of 4 modules including an overview to the Love and Logic concept, theory on the management model presented and specific strategies a teacher can use to effectively manage student behavior.

This workshop is self-paced. Participants will receive a certificate of completion and 1.0 CEU’s. the participant to work at their own pace. Discussion boards are included for participants to correspond with other participants if interested.

What you’ll learn:

• Learn aspects of theory, principles and interventions for a model to either introduce, enhance or replace existing management practices.
• Create low-stress classroom environments.
• Learn to end student arguing and back talk.
• Spend less time disciplining and more time teaching.

Who should attend:

Those in teacher preparation programs, current or past practicing educators, and individuals working in child/adolescent supervision environments.

Description:

This course was designed to help you determine if mentorship of a Student Teacher/Resident Teacher is right for you and to provide you with the best tools for success in your role as a mentor.

Unfortunately, it is also not uncommon to hear horror stories of teachers’ student teaching experience. At UNM, we want to ensure every pairing of Mentor/Cooperating/Associate/Co- Teacher and Student Teacher/Resident Teacher is a positive experience for both parties.

What you’ll learn:

• Do’s and Don’ts for teacher mentorship.
• Welcoming a teacher candidate.
• Helping a teacher candidate learn assessment strategies and classroom management.
• How having a teacher candidate also grows your own PDP.

Who should attend:

Current K-12 Educators considering becoming a mentor teacher.

Description:

There are so many online learning tools for educators now! It can be overwhelming to filter through. Sadly, this course will not narrow the field. However, what it will do is give you a solid foundation for understanding the different types of online tools available (for example gamification), the definitions (what the heck is gamification? And is it different from simulation?), and a few solid examples for the ways in which some key tools might be utilized.

The course will consist of six modules. Each module will focus on a different type of online learning tool and introduce you to (or perhaps refamiliarize yourself with) a couple of tools to play around with.

What you’ll learn:

• After working through the material for each module, participants will decide if the type/tools introduced in that module might meet their needs in their own classroom.
• After working through the course material, participants will utilize one of the tools introduced and customize it for possible use in their own classroom.
• Participants will provide peer feedback to their fellow participants through the use of the discussion board.

Who should attend:

Teachers at all levels who are interested in incorporating more online learning into their curriculum.

Description:

In this micro-course, participants will be introduced to personalized learning and how to apply the Universal Design for Learning (UDL) framework to develop personalized lessons for students using the 5E model.

What you’ll learn:

• Define personalized learning and identify the benefits.
• Identify and discuss the learner characteristics of GenZ and GenAlpha.
• Explore and discuss strategies, tools, and applications for personalizing learning.
• Reflect on and discuss shifts that are essential to personalized learning.

Who should attend:

Current and aspiring K-12 Educators.

Description:

It’s not uncommon to hear educators talk about the “it factor” when teaching. Most teachers will tell you it was a hands-on experience, not their teacher prep program, that provided them with the most useful lessons for successful teaching.

What you’ll learn:

• Help you determine if the mentorship of a student teacher is right for you.
• Provide you with the best tools for success in your role as a mentor to a student teacher.

Who should attend:

Current educators.

Description:

Universal Design for Learning (UDL) is a framework that informs the design of instructional goals, assessments, methods, and materials in a way that is customized and adjusted to meet the individual needs of students. Essentially, it is an instructional approach that is focused on meeting learners where they are (learning styles, preferences, needs, and skill levels) and making learning and content accessible to all students. In this micro-course, participants will be introduced to the UDL Framework and its three principles, which include multiple means of representation, engagement, and action & expression. Additionally, participants will have the opportunity to explore strategies for each of the three principles. The culminating assignment is to develop a lesson that applies the UDL Framework.

What you’ll learn:

• Explore the three principles of UDL.
• Identify the benefits of UDL for students.
• Identify strategies for addressing the three principles of Universal Design for learning to make content and learning accessible to students.
• Develop a lesson plan that incorporates the three principles of Universal Design for Learning.

Who should attend:

K-12 teachers.

Description:

This course is designed to help educators with the “now what” part of teaching mathematics by asking questions to discover what students know and what they don’t understand so the teacher can effectively intervene in students' understanding of content and procedures. The course will challenge educators to THINK and practice some new skills focused on the Common Core State Standards for Mathematics. The course will model a learner-centered approach to instruction by demonstrating how engaging lesson design might look.

What you’ll learn:

• Discover and practice new skills in order to become a power user of questions in K-12 math classes.
• Learn about “hands on” and “minds on” skill building in effective techniques on the art and practice of “questioning” tied directly to the Algebraic Thinking Standards.
• Each participant will engage in the construction of their own questions that can be used for powerful learning design and delivery.
• Blend technology into lesson design, and models how a viable curriculum can look in the written, the taught, and the assessed paradigm.

Who should attend:

The course meets the needs of PreK-12 teachers and administrators, the higher education community preparing teachers and administrators, as well as non-licensed individuals whose interests are in adult education, professional learning, or non-traditional education settings

Description:

Collaborative practice is the self-reflective process involved in developing authentic partnerships. This interdisciplinary course is designed to support students to become responsive family and community leaders within their communities and organizations. Within this course we will explore the question: how can we strengthen family and community wellness through intentional participatory leadership? We will examine underlying ways of thinking and supportive approaches for creating cultures of collaboration within organizations and communities.

This course will provide students hands-on exploration of research in leadership development; community and family engagement; individual, organization, and community wellness; and strength-based facilitation skills and practices.

What you’ll learn:

• Understand the implications of collaborative leadership for community and organizational wellness.
• Understand the implications of collaborative leadership for relational learning.
• Design a personal leadership philosophy statement.
• Learn the concept of: Listening=learning =leading.
• Identify the qualities of a relational leader.

Who should attend:

Early Childhood Educators, Early Childhood Professionals, Family and Child Studies Professionals.

Description:

Collaborative practice is the self-reflective process involved in developing authentic partnerships. This interdisciplinary course is designed to support students to become responsive family and community leaders within their communities and organizations. Within this course we will explore the question: how can we strengthen family and community wellness through intentional participatory leadership? We will examine underlying ways of thinking and supportive approaches for creating cultures of collaboration within organizations and communities.

This course will provide students with hands-on exploration of research in leadership development; community and family engagement; individual, organization, and community wellness; and strength-based facilitation skills and practices.

What you’ll learn:

• Recognize and identify leadership strengths in oneself and in others.
• Explore the research, along with your own community and cultural understandings in the area of collaborative leadership.
• Identify general leadership strengths, personal leadership strengths, and community and cultural strengths of collaborative leadership.
• Discuss the benefits of collaborative leadership.

Who should attend:

Early Childhood Educators, Early Childhood Professionals, Family and Child Studies Professionals.

Description:

The course will focus on how cultural values and beliefs, immigration and adjustment experiences, and socioeconomic conditions shape the current family compositions and functioning patterns of ethnic minority families in the U.S. Students will discuss issues that have an impact on child development and learning in the context of family, school and community, and will examine political factors that influence all such contexts. Students will continue to gain knowledge of various theoretical perspectives (e.g., cultural ecology model, developmental niche, and other ethno-theories), recent empirical research findings, and future trends in their individual and family functions.

What you’ll learn:

• Analyze theoretical foundations and research methods that help us better understand cultural diversity in family functioning.
• Explore the role of social contexts in the various stages of human growth and family functioning.
• Identify social and psychological forces that influence cultural beliefs and practices in family functioning patterns.

Who should attend:

Early childhood professionals seeking additional knowledge related to equity processes that might impact children and families.

Description:

This course is designed to prepare providers and stakeholders with early childhood knowledge, skills, and intervention strategies related to family empowerment and shared decision making in the early intervention process. Both proactive and preventative measures for evaluating development will be addressed within the context of adopting a relational approach to family collaboration. This includes working with families during initial conversations that occur in the early intervention referral process and throughout planning and intervention. A shared decision-making process will be emphasized, which includes defining and explaining early intervention decisions, presenting multiple options, and assessing values and preferences in partnership with families.

What you’ll learn:

• Evaluate initial assumptions they hold about how families make decisions about their child(ren).
• Discuss how a family’s cultural affiliations influence their access to and interactions in early intervention.
• Identify and explain how families are included in the early intervention planning process.

Who should attend:

Early childhood educators, Early childhood education stakeholders, Early intervention providers, Home visiting providers, Family service coordinators.

Description:

This course is designed to prepare providers and stakeholders with early childhood knowledge, skills, and intervention strategies related to family gathering and observing developmental information about young children during the early intervention process. Both proactive and preventative measures for evaluating development will be addressed within the context of adopting a relational approach to family collaboration. This includes learning about developmental deviation, culture, normative misbehavior, and developmental milestones. Ways to collect observable and meaningful data will be emphasized using various methods (e.g., ABC chart, duration, frequency, pattern detection).

What you’ll learn:

• Evaluate initial observations of young children’s development.
• Develop skills for documenting and gathering developmental information about young children.
• Understand the importance of linking observations to assessment and goal development in early intervention.

Who should attend:

Early childhood educators, Early childhood education stakeholders, Early intervention providers, Home visiting providers, Family service coordinators.

Description:

Collaborative practice is the self-reflective process involved in developing authentic partnerships. This interdisciplinary course is designed to support students to become responsive family and community leaders within their communities and organizations. Within this course we will explore the question: how can we strengthen family and community wellness through intentional participatory leadership? We will examine underlying ways of thinking and supportive approaches for creating cultures of collaboration within organizations and communities.

This course will provide students hands-on exploration of research in leadership development; community and family engagement; individual, organization, and community wellness; and strength-based facilitation skills and practices.

What you’ll learn:

• Apply research on collaborative leadership benefits and personal strengths.
• Discover strategies/approaches for integrating leadership strengths of others that are different than you.
• Identify through different media and resources leadership mentors and models.
• Cultivate the habit of discovering leadership texts that shape you as a life long learner.

Who should attend:

Early Childhood Educators, Early Childhood Professionals, Family and Child Studies Professionals.

Description:

The course will focus on how cultural values and beliefs, immigration and adjustment experiences, and socioeconomic conditions shape the identity development of children. Students will continue to gain knowledge of various theoretical perspectives (e.g., cultural ecology model, developmental niche, and other ethno-theories), recent empirical research findings, and future trends in their individual and family functions.

What you’ll learn:

• Analyze theoretical foundations and research methods that help us better understand cultural diversity in family functioning.
• Explore the role of social contexts in the various stages of human growth and family functioning.
• Summarize the effects of school characteristics and classroom content on youth and families.

Who should attend:

Early childhood professionals seeking additional knowledge related to equity processes that might impact children and families

Description:

Collaborative practice is the self-reflective process involved in developing authentic partnerships. This interdisciplinary course is designed to support students to become responsive family and community leaders within their communities and organizations. Within this course we will explore the question: how can we strengthen family and community wellness through intentional participatory leadership? We will examine underlying ways of thinking and supportive approaches for creating cultures of collaboration within organizations and communities. This course will provide students hands-on exploration of research in leadership development; community and family engagement; individual, organization, and community wellness; and strength-based facilitation skills and practices.

What you’ll learn:

• Cultivate and implement collaborative leadership skills such as deep listening, dialogue, facilitation, engaging in reflective practice, and engaging in culturally responsive practice.
• Students will summarize the benefits of collaborative leadership, design appropriate active, interactive, or collaborative leadership.

Who should attend:

Early Childhood Educators, Early Childhood Professionals, Family and Child Studies Professionals

Description:

This course will introduce students to the concept of Social Emotional Learning (SEL) using the CASEL SEL Framework. Students will learn about two of the five components of SEL (Self-management and Relationship Skills) and will explore how to apply these constructs in their own lives. Students will also explore the integration of SEL into early childhood programs (school, home visiting, early intervention, and infant mental health programs) and how these concepts can be applied to support children and their families.

What you’ll learn:

• Identify at least two components of the CASEL SEL Framework.
• Evaluate and explain the power of pause and its use in professional settings.
• Compare and contrast the components of administrative and reflective supervision.

Who should attend:

Individuals interested in learning more about the CASEL Social Emotional Learning Framework, Professionals, or those with an interest in Early Childhood, Professionals in Infant Mental Health

Description:

This micro-course will focus on using assessment planning to improve student learning in your course. Through this course, you will create your own process to document student learning and gather evidence to inform your instructional decisions through learning about best practices and reflecting on your classroom.

What you’ll learn:

• Facilitate and assist you as you reflect on and plan for your classroom assessments in the upcoming school year.
• Provide you with strategies and practices which can be implemented in your classroom the next day.
• Build your theoretical understanding for equitable decision making when reflecting upon and considering aspects of classroom assessments in your classroom.

Who should attend:

Teachers or soon-to-be teachers in K-12 classrooms.

Description:

Even veteran teachers are saying the previous year felt like “first-year teaching.” Now that we’ve survived it, it’s time to process and think intentionally about what aspects of distance learning we want to hold onto moving forward. Educators taking this course will be led through a series of self-paced activities toward intentional decision making for enhancing existing and/or new material with an eye toward equitable integration of technology. Emphasis will be on theories of best practices for meeting the needs of all learners.

Participants will leave the course with a differentiated unit plan integrating digital tools that adhere to theories of best practices for meeting the needs of culturally and linguistically diverse learners.

What you’ll learn:

• Confidently articulate your experiences with distance learning.
• Analyze your experience with distance learning and identify key tools and strategies for integration of educational technology that further advances access and inclusion of all learners.
• Plan and design a differentiated unit plan integrating digital tools that adhere to theories of best practices for meeting the needs of culturally and linguistically diverse learners.
• Reflect upon best practices for educational technology integration.

Who should attend:

Teachers, School Administrators, University Faculty

Description:

The course will focus on how family relationships shape the current functioning patterns of ethnic minority youth and families in the U.S. Students will discuss issues that have an impact on child development and learning in the context of family relationships. Students will continue to gain knowledge of various theoretical perspectives (e.g., cultural ecology model, developmental niche, and other ethno-theories), recent empirical research findings, and future trends in their individual and family functions.

What you’ll learn:

• Identify how family systems theory affects adolescents’ relationships with family members.
• Recognize changes in friendships and romantic relationships during adolescence.

Who should attend:

Early childhood professionals seeking additional knowledge related to equity processes that might impact children and families

Description:

The course will focus on how cultural values and beliefs, immigration and adjustment experiences, and risky conditions shape the current family compositions and functioning patterns of ethnic minority families in the U.S. Students will discuss issues that have an impact on child development and learning in the context of family, school and community, and will examine political factors that influence all such contexts. Students will continue to gain knowledge of various theoretical perspectives (e.g., cultural ecology model, developmental niche, and other ethno-theories), recent empirical research findings, and future trends in their individual and family functions.

What you’ll learn:

• Discuss emerging issues and views of cultural differences and similarities in the U.S. through a risk and resilience framework.
• Examine racial biases and the impact on child development.

Who should attend:

Early childhood professionals seeking additional knowledge related to equity processes that impact early childhood development.

Description:

Participants in this course will learn about the values of fostering healthy relationships, utilizing our unique discovery process that builds positive relationships between families, schools, and communities. New strategies for when and how to foster those healthy leader-learner relationships will be shared and resources for leaders to use in the future will be provided.

What you’ll learn:

• Understand the value of fostering healthy relationships with those you lead (why do we do it?).
• Identify and utilize many practices, processes, and tools to increase their impact through building better relationships.
• Implement their new knowledge to become a more present and co-creative leader.

Who should attend:

Administrators, educators, and leaders

Description:

Participants in this course will immerse themselves in readings, discussions, as well as hands-on assignments that will start them down a new pathway. Utilizing relational strategies in everyday life is sure to produce positive change in the lives of anyone who gives it an honest try!

What you’ll learn:

• Explain and interpret what a relational mindset is and what it means to you.
• Understand that the quality of your relationships will determine the quality of your life.
• Identify ways to improve the quality of their relationships.

Who should attend:

Administrators, educators, and leaders

Description:

Participants will engage in an in-depth analysis of their personal relational mindset, as they gain knowledge on how to practice and maintain this. A relational mindset will help any educator increase the engagement of learners, families, and everyone within a school’s orbit.

What you’ll learn:

• Understand the transformative power of putting the relationship first in teaching and learning.
• Better value the connections and relationships they have with students, fellow teachers, and families.
• Co-Create positive relationships with students, schools and within their community.

Who should attend:

Teachers, anyone who works in education.