Filter Articles

New trainings to support educators with distance learning

12/15/2020
Back to Blog

WEA's Inclusionary Practices Project and Special Education Support Center (SESC) is providing professional development via Zoom.

Courses are free and clock hours are available for each session. Courses are available to all; you do not need to be a WEA member. Register early as we only have space for the first 500 participants. Once a course is full, the course will no longer be listed in the dropdown menu.

NOTE: These courses are designed for coaches, mentors and teacher leaders who are collaborating with classroom educators, providing job-embedded professional development.

Autism 101: Understanding, Diagnosis, Characteristics, and Classroom Strategies (6 hours) 
Monday, July 19, and Tuesday, July 20,  4:30-7:30 p.m.

An introductory course defining autism and characteristics of autism. This presentation also introduces teaching strategies, on an introductory level, that can be implemented in a general education classroom as well as special education classroom.

Coaching and Mentoring for Specially Designed Instruction in Inclusive Classrooms (6 Hours)
Tuesday, July 20, and Wednesday, July 21, 1-4 p.m.

This course is designed for coaches, mentors and teacher leaders who support educators in inclusive settings. These leaders will learn how to guide educators through the process to develop and implement Specially Designed Instruction (SDI). Through the use of High Leverage Practices (HLP) and other methods, leaders will be able to support educators through courageous conversations to ensure the success of all students.

RE-Imagining Relationships: Returning and Engaging in the Classroom (1.5 hours)
Thursday, July 22, 4-5:30 p.m.

Student engagement remains a top priority for teachers as we welcome students back into the traditional classroom. Teachers will use this session to develop or improve on SEL and safe space practices. With an emphasis on communication and practices building empathy, participants will work to improve their EQ within themselves and within their instructional practice. Building relationships and making connections is critical in these unprecedented times, and by doing so we can increase student engagement in rigorous curricular lessons.

*This webinar leverages breakout rooms and digital collaboration. This course is provided through a partnership with the National Education Association (NEA).

Behavior Intervention Strategies to Support Students through Inclusive Practices (9 hours) 
Monday, July 26, Tuesday, July 27, and Wednesday, July 28, 1-4 p.m.

Participants will be cultivating a growth mindset when working with students with social, emotional, and behavioral needs. They will learn about the different lens of behavior and high leverage practices for supporting students with social, emotional, and behavioral needs in inclusive classrooms. They will identify the root causes and different functions of behavior. 

Data-Driven Instruction for Coaches and Mentors (6 Hours)
Tuesday, July 27, and Wednesday, July 28, 4:30-7:30 p.m.

This course will provide an in-depth look at instruction that is data-driven incorporating the Data-Based Instruction cycle from the coaching and mentoring lens. Coaches and mentors will learn how to support teachers through all steps of Data-Based Instruction in a data collection cycle, from goal setting and writing to analysis and making instructional decisions based on the data collected. Participants will explore different ways to collect both academic and behavior data in action and will have a chance to practice and discuss the different methods.  Throughout the course, coaches and mentors will discuss different resources to use to support data-driven instruction and data collection with their mentees and during a coaching cycle and will leave the training with tangible artifacts and resources to immediately put into practice.

Rethinking Grading (1.5 hours)
Thursday, July 29, 4-5:30 p.m.

Traditional grading practices often go unexamined despite their potential for harm. This webinar is designed to critically examine assumptions about grading, look at current grading practices, and imagine alternatives to the status quo. This course is provided through a partnership with the National Education Association (NEA).

Why Inclusion? The Parents’ Perspective (4 hours)
Monday, Aug. 2, and Tuesday, Aug. 3, 1-4 p.m.

This course is designed to help give educators and colleagues purposeful and meaningful perspectives on inclusion from the caregiver’s point of view as well as practical applications using parents’ success stories. The course is led by a team of parents of students with disabilities, including some that are professionals in the field of education. The course is designed to help you understand that inclusive classrooms are more than just good practice, but that the concepts and ideas of inclusivity have a large impact on the whole person throughout their lifespan and are part of the evolution of social justice for marginalized populations. It is an invitation for you to become allies in this process of social change.

Effective Co-teaching Strategies for Inclusion (6 hours) 
Wednesday, Aug. 4, and Thursday, Aug. 5, 1-4 p.m.

This course focuses on implementation of co-teaching as a component of high leverage inclusionary practices. Participants will learn and develop high quality co-teaching practices from foundational aspects through implementation, including an understanding of how the six models of co-teaching and Universal Design for Learning can benefit students and educators alike. Co-teachers are highly encouraged to attend together. 

Supporting English Learners (1.5 hours)
Thursday, Aug. 5, 4-5:30 p.m.

Provide a variety of tips, tricks and resources that support English learners and their families. These ideas which include sentence stems, picture dictionaries, academic content, online picture files, Colorín Colorado and WIDA Can Dos support low level learners as well. This course is provided through a partnership with the National Education Association (NEA). 

Coaching and Mentoring High Leverage Practices (6 Hours)
Monday, Aug. 9, and Tuesday, Aug. 10, 9 a.m.-Noon

High Leverage Practices consist of four pillars (collaboration, assessment, social/emotional/behavioral, and instructional practices), when implemented, accelerate learning for all students.  HLPs have significant potential for improving academic and behavior outcomes especially for those students that struggle in an inclusive setting. School leaders will learn how to support educators to identify their abilities and address areas of growth.  We will discuss barriers with distance learning and how HLPs can support overcoming them. Universal Design for Learning is the framework of the presentation and the course foundation.

Coaching and Mentoring High Leverage Practices (6 Hours)
Monday, Aug. 9, and Tuesday, Aug. 10, 9 a.m.-Noon

High Leverage Practices consist of four pillars (collaboration, assessment, social/emotional/behavioral, and instructional practices), when implemented, accelerate learning for all students.  HLPs have significant potential for improving academic and behavior outcomes especially for those students that struggle in an inclusive setting. School leaders will learn how to support educators to identify their abilities and address areas of growth.  We will discuss barriers with distance learning and how HLPs can support overcoming them. Universal Design for Learning is the framework of the presentation and the course foundation.

Accommodations and Modifications: Strategies for Educators (3 hours) 
Wednesday, Aug. 11, 9 a.m.-Noon

This course provides participants with practical strategies to use in the classroom to support all students, including those with disabilities. The course covers a variety of possible accommodations, categorized by presentation, setting, response, and timing/scheduling. Modifications to curriculum will be discussed and examples will be provided. Additionally, a small portion of the course will address how staff can advocate for student accommodations and modifications during an IEP.

Racing Up!: Talking About Race in the Classroom (1.5 hours)
Thursday, Aug. 12, 4-:30 p.m.

Talking about racial justice in public education—constructively, honestly, and openly—is difficult. We as educators must continually challenge and dismantle, piece by piece, the structures, policies and implicit biases we all have that prop up white privilege at the expense of students and families of color. To do anything less is to deny the world in which our students live, to concede that some students deserve less. This course is provided through a partnership with the National Education Association (NEA).

STEM in Sports: Using Sports for STEM Learning in Your Classroom (15 Hours - STEM)
Part I: Thursday, Aug. 12, 9-11 a.m.
Part II: Thursday, Aug. 12, Noon-2 p.m.
Part III: Friday, Aug. 13, 9-11 a.m.
Part IV: Friday, Aug. 13, Noon-2 p.m.
Part V: Monday, Aug. 16, 9-11 a.m.

This course includes 10 hours of synchronous training via Zoom and 5 hours of independent, asynchronous training (homework).

This course is designed to help you to take the practice of a sport (any sport) and show and enhance STEM through the lens of sports. The course will shine a light on students who are motivated by sports and show how STEM can be incorporated into sports activities.

This course includes inclusionary practices so that all kids can learn. Universal Design for Learning will also be a part of this course.

This course includes a brief overview of STEM Standards, a few examples then asks participants to address their own standards:

1.    NGSS (Science and Engineering)
2.    CCSS (Math)
3.    Computer Science
4.    Technology

Objectives:

  • Participants will learn how to build a unit in their content area that features Sports and STEM
  • Participants will learn how to incorporate inclusionary practices into their content area
  • Participants will learn how to incorporate Computer Science and science into their content areas
  • Participants will learn how to incorporate student voice and UDL practices

This training meets the professional and continuing elementary and secondary certificate renewal requirements for STEM (RCW 28A.10.2212).

Empowering Educators - Using Explicit Instruction in the Inclusive Classroom (6 hours)  
Monday, Aug. 16, and Tuesday, Aug. 17, 4:30-7:30 p.m.

Explicit instruction is systematic, direct, engaging, and success oriented — and has been shown to promote achievement for all students. Explicit instruction is a way to deliver direct, structured instruction to students — from kindergartners to high-schoolers. It is a well-researched, highly effective instructional strategy. In this course participants will be introduced to the 16 elements of Explicit Instruction. Participants will learn how to design different types of lessons using Explicit Instruction and different strategies for delivering instruction. Participants will be able to apply their knowledge and understanding of the elements in designing a lesson plan that maximizes student engagement and learning.

UDL 101 (6 hours)
Wednesday, Aug. 18, and Wednesday, Aug. 25, 4:30-7:30 p.m.

Participants will learn about Universal Design for Learning, a framework for inclusive education that aims to reduce barriers to learning and optimize each individual student’s opportunity to learn in the general education setting. The course will be organized into 4 core areas: equity and inclusionary practices, UDL Principles, overcoming barriers to implementation, and practical tips for implementing UDL principles in the classroom. To fully participate, attendees should plan on bringing a laptop. Some of the course materials and resources will be accessed online.

Culturally Responsive Literature in the Elementary Classroom (1.5 hours)
Thursday, Aug. 19, 4-5:30 p.m.

Ideas for implementation of culture into all literature and standards for reading/writing in the elementary classroom. Learning your classroom cultures and backgrounds to connect students to the literature. This course is provided through a partnership with the National Education Association (NEA).

Culturally Responsive Literature in the Elementary Classroom (1.5 hours)
Thursday, Aug. 19, 4-5:30 p.m.

Ideas for implementation of culture into all literature and standards for reading/writing in the elementary classroom. Learning your classroom cultures and backgrounds to connect students to the literature. This course is provided through a partnership with the National Education Association (NEA). 

Curriculum Inclusivity in Action (1.5 hours)
Thursday, Aug. 26, 4-5:30 p.m.

Educators will engage in practical and immediate steps to assess the manner in which their curriculum is providing equitable representation to all students. This course is provided through a partnership with the National Education Association (NEA).

Multi-Tiered System of Supports (MTSS): Foundations and Tier I (6 hours)
Wednesday, Sept. 1, and Thursday, Sept. 2, 4:30-7:30 p.m.

Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention are delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency. In this course, the foundations and Tier I of MTSS will be covered.

Building and Maintaining a Humanized Classroom (1.5 hours)
Thursday, Sept. 2, 4-5:30 p.m.

While educators know the enduring value of trusting relationships with students, building and maintaining a humanized classroom requires us to rethink our purposes, practices, and pedagogies to ensure our classrooms exist at the intersection of equity and care. This webinar will help teachers foster imagination and purposeful action around community, hospitality, and justice. This course is provided through a partnership with the National Education Association (NEA). 

IMPORTANT: Registration is a TWO-step process.

1. Register for each course using this link: https://forms.washingtonea.org/Forms/pdonline

2. Use the registration link in your confirmation email to complete the Zoom registration

You will immediately be directed to the course Zoom information page, including the link to access the course. SAVE this information. You can also add the event information to your calendar from this page.

If you have questions, please contact Annie Lamberto, alamberto@washingtonea.org, or Rosy Wokabi, rwokabi@washingtonea.org.

At the end of each course, you will receive a course evaluation via email. Once you've completed and submitted the course evaluation, you will receive a clock hour verification form (also via email). Please look for these emails. Use the clock hour verification form to process your clock hours and/or attendance according to your district policies.


 

Back to Blog

Subscribe to our Blog

Subscribe to stay informed.

Filter Blog Posts

Apply Filter

Archives

Related Posts