All of our comprehensive online courses are approved by the Michigan Department of Education. Approved SCECH courses are offered in partnership with our local partner Midwest Educational Consulting Services (MECS).

Earn 50 State Continuing Education Clock Hours (SCECHs) toward the 150 needed for the renewal of your MI Teaching Certificate. We also offer Graduate Credits which can be applied towards your State License Renewal, Salary Advancement or Continuing Education needs.

Seasonal and Expedited Course Terms – We offer two types, of course, timetables to choose from for registration. Seasonal (Spring, Summer, and Fall) terms are offered during specific time periods throughout the year. Credits will be at the awarded at the end of the term period. Registration for Expedited Courses is available at any time throughout the year and credits will be awarded immediately after course completion.

Spring Term 2017 Registration Period: December 5, 2017 – March 24, 2017

Courses are listed in alphabetic order. Please make your selection below.

This course will explore practical teaching strategies to integrate 21st Century skills, and more specifically Critical Thinking & Problem Solving, Collaboration, Communication, and Creativity & Innovation into classroom units and lessons.Teachers will gain insight into the 21st Century skills and their relevance to education today. Shifts in the world including the proliferation of technological resources and information will be highlighted, as well as the skills students today will be expected to have in the workforce will be explored.
21st Century

21st Century Learning: Addressing the 4Cs, Grades K-12

This comprehensive course provides all of the needed resources, strategies, and materials to be successful with the English Language Arts State Standards. The course is professionally facilitated by an experienced content specialist and incorporates lively discussions to enable shared experiences and thoughtful dialogue, coupled with proven research-based techniques to be applied in the classroom.
LS ABC Elem Course

ABCs of Higher Expectations for Elementary English Language Arts (Grades K-5)

This comprehensive instructional course provides educators and administrators with research-based methods to effectively address the needs of English Language Learners in daily classroom practices in order to meet state English Language Proficiency across all content areas. The focus of this course is to support educators in identifying the needs of their English Language Learners and learning how to plan and facilitate a classroom where all learners can engage in structured interactions to develop and practice Academic English tied to content concepts.
ELL Student

Academic Achievement For English Language Learners (ELLs)

As a result of this course, participants will increase the amount of discourse in the classroom, thereby also deepening students’ reading and writing skills. Research shows that as students increase academic discourse, their reading and writing skills are also enhanced as they more deeply learn the academic vocabulary and text structures of the content areas. This course will explore ways to increase student use of academic language and vocabulary in today’s secondary classrooms.
Student Discourse

Academic Discourse for ALL Students, Grades K-12

This course is a unique comprehensive course which is rich in resources that succinctly summarizes the extensive key components in the ELA CCSS, uncovers the deep connections between the four literacy strands, explains the base of research, and provides immediately transferable instructional strategies. This course is a unique comprehensive course which is rich in resources that succinctly summarizes the extensive key components in the ELA State Standards, uncovers the deep connections between the four literacy strands, explains the base of research, and provides immediately transferable instructional strategies.
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Addressing Higher Expectations for Secondary English Language Arts (Grades 6-12)

Relational aggression is the predominant method of bullying used by females. Starting as early as 2.5 years, this dynamic can interfere with relationships and academic progress in grade school girls, tweens, and teens. This course provides an overview of relational aggression, female bullying, and the dynamics that lead to the causes and effects of this phenomenon. Each succeeding module enriches and leads to in-depth knowledge of the types of relational aggression, what feeds and diminishes the bullying, and how to help girls learn to make positive choices to solve their own friendship problems.
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Anti-Bullying: Guiding Girls Through Relational Aggression, Grades K – 12

A blended learning environment requires that teachers transform teaching and learning experiences to engage students by utilizing available technology resources, local and global resources, and relevant curriculum content. This course provides participants with practical strategies, resources, and ideas to effectively facilitate a “Blended Learning” experience for learners with technology rich lessons and activities where students explore; practice and apply; create, communicate and collaborate using 21st century skills in a blended learning environment.
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Blended Learning: Fostering College and Career Readiness, Grades K – 12

What is one of the most critical indicators of students’ success in school, in life and standardized tests? A student’s expansiveness of vocabulary, coupled with their ability to leverage it in enhancing their reading, speaking, listening, and writing abilities. The focus of this course is to support teachers by helping them to identify ways to expand student vocabulary knowledge and usage within the content area classroom in grades K-5. This interactive course is designed for job-embedded learning and practical classroom application using our virtual lesson study process.
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Building Academic Vocabulary and Comprehension (Grades K-5)

What is one of the most critical indicators of students’ success in school, in life and standardized tests? A student’s expansiveness of vocabulary, coupled with their ability to leverage it in enhancing their reading, speaking, listening, and writing abilities. The focus of this course is to support teachers by helping teachers identify ways to expand student vocabulary knowledge and usage within the content area classroom in grades 6-12.
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Building Academic Vocabulary and Comprehension (Grades 6-12)

This comprehensive instructional course provides educators proven ways to help classroom teachers challenge and enrich the education of academically talented or “gifted” students in the regular classroom. The course will help educators answer such questions as: What is the difference between a truly gifted student and a hard-working, highly-motivated student? How can I best help my gifted students stretch and grow in a heterogeneous or clustered classroom? What are disabled gifted students and how can I help these students experience the success they deserve? How do I differentiate my lessons so that I challenge my gifted students yet do not overwhelm my struggling students? How can I answer parent questions and help them best support the needs of their gifted children at home and at school?.
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Challenging Gifted Students in the Regular Classroom

This course will explore practical teaching strategies to integrate positive classroom management into the classroom. Various areas of classroom management will be explored, including classroom set-up and arrangement, teaching social skills, teaching cooperative learning strategies, power dynamics and struggles, rewards and punishments, rules and expectations, student buy-in, consistency, and other topics. Participants will learn about the “public praise/private conversations” philosophy and how it can change the dynamic of the classroom.
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Classroom Management: Keeping it Positive (Elem.)

In this course, participants will gain insight into classroom management and ways to keep a positive focus in the classroom. Shifts in common classroom practices will be highlighted, including setting up a positive classroom culture, explicitly teaching expectations and reinforcing positive behaviors in the classroom, and building positive relationships with students. Research shows that teacher’s actions, including classroom management, have a high impact on student achievement. Numerous studies conducted over the past few decades have outlined the importance of having a classroom where students and teachers are clear on behavioral expectations as well as consequences for inappropriate behavior.
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Classroom Management: Keeping it Positive (Secondary)

To ensure that students learn to read increasingly complex texts, teachers have to understand not only what makes a text hard but also fun and engaging. This course focuses on the quantitative and qualitative factors of identifying texts that are neither too difficult nor too easy for students but rather, helps them stretch and grow as readers. We also examine how close reading of complex texts scaffolds student understanding of what they are reading at deeper levels and allows them to develop the skills necessary to read informational text like a detective.
Close Reading

Close Reading Made Easy (Grades 2-5)

To ensure that students learn to read increasingly complex texts, teachers have to understand what makes a text hard but also engaging. This course focuses on the quantitative and qualitative factors of text complexity as well as the ways to engage students in this process. We also examine how close readings of complex texts scaffold students understanding and allow them to develop the skills necessary to read like a detective.
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Complex Textual Reading Made Easy (Grades 6-12)

One of the challenges facing today’s teachers is the fact that today’s students need to acquire skills habits of mind that were not the focus of classrooms in the past when the focus was on learning content. Participants will re-imagine their classroom learning space by creating rituals, routines, and communication plans for uninterrupted learning time, develop assignments for collaborative learning, and engage students in rich learning discourse through the use of effective questioning strategies.​
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Creating Learning Classrooms: Supporting the Danielson Framework, Grades K – 12

Current State Standards for Mathematical Practice require teachers to help their students to develop the mathematical expertise or ‘habits of mind’ that will allow them to work with challenging tasks across mathematics domains. One way of developing this mathematical expertise is through the use of cognitively demanding tasks as a central lesson focus. Cognitively demanding tasks require students to think deeply, make sense of problems, productively struggle to create a solution, and then communicate their thinking and understanding in a public way.
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Developing Mathematical Expertise in a Problem Centered Classroom, Grades K – 12

The goals and priorities for this course is intended to provide opportunities for teachers to proficiently master engaging strategies for using Writer’s Workshop as a vehicle to provide tangible connections between the state standards and real-life, hands-on application of literacy instruction within the classroom through student choice, building confidence as writers and through frequent, ongoing collaboration and dialogue.
Engaging Students With Writers Workshops for the CCSS Elem

Engaging Students with Writer’s Workshops (Grades 3 – 5)

This course will provide teachers with specific strategies aligned to the Writer’s Workshop model to seamlessly align instruction with innovative techniques to build students’ confidence as writers. Writer’s Workshop is based upon the premise of three components to encourage such dialogue, through short, concise mini-lessons, leading into independent writing/conferencing and concluding with share time, known as Author’s Chair.
Engaging Students with Writers Workshops for the CCSS (Gr 6-8)

Engaging Students with Writer’s Workshops (Grades 6 – 8)

This course provides an understanding of why students struggle with reading, what barriers prevent students from becoming more fluent and efficient readers and what teachers can do to help struggling students become more effective readers and writers. The focus of this course will be to support teachers by helping identify what causes readers to struggle and what they can do to help struggling readers be more successful in their classroom.
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Helping the Struggling Reader Succeed in Grades 4-12

What does deep engagement look like, how can you increase the level of student engagement within your classroom, and how can you do this in a way that is easy to manage, timely, and, most of all, meaningful to students. This course will help educators answer those questions, and also to support them in their initial efforts of applying strategies to increase student engagement in their classroom.
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Increasing Student Engagement Planning Outside the Box. Grades K-12

The course will not only help teachers understand the nature and needs of the student with an ADHD disability, it will also provide them with concrete skills to design engaging lessons that will help students with ADHD work more effectively, develop organizational skills and support them in becoming a more successful student within the general education classroom.
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Meeting the Needs of Students with ADHD in the Regular Classroom

This course is designed to help prepare educators and schools for how students will be assessed under the current more rigorous state mathematics assessments. As well as provide instructional strategies which will focus on key areas in helping students to better understand math at a conceptual level.
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Preparing Students for More Rigorous Math Assessments (Grades 3 – 10)

This course is intended to provide opportunities for teachers to master implementation of their more rigorous state standards for English Language Arts, using various components of Reader’s and Writer’s Workshop in conjunction with writing in response to reading and one-on-one student conferences.
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Reading and Writing Like Bread and Butter, Grades K-5

This comprehensive instructional course provides educators and administrators proven methods to implement a rigorous mathematics culture which will help students to achieve better results and mastery. This course takes a deeper look into how the current more rigorous mathematics state standards can easily be integrated into today's classroom lessons. Through the use of a lesson study process, teachers will address the question of what should instruction look like with rigor in mind?
Teaching Math with Rigor

Teaching Mathematics With Rigor and Results (Grades 3-10)

This course is designed to provide teachers with a practical understanding of comprehensible instructional practices for the linguistic and literacy needs of minority/heritage language students. Participants will become informed in methods of ESOL education for English Language Learners in mainstream classrooms.
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Tradition Meets Technology: ELLs Today, Grades K-12