All of our comprehensive online courses listed below are approved for educators by the New York State Department of Education. In the state of New York, Clock Hour courses or Graduate Credits may apply towards the 100 Professional Development Hour NYS License Re-certification requirement.  Ask your district for prior approval prior to registration.

CTLE Approved Clock Hours & Salary Differential Credits – In New York City we have partnered with the NYC After School Professional Development Program (ASPDP) to provide Professional Development Clock Hours and 3 P-Credits per each selected course. P-Credits can be applied toward the BA+30, BA+60, and MA+30 differentials and are approved for NYS PD requirements. You will need to register with ASPDP to receive this service as well as purchasing your select course from below.

ASPDP Spring Term 2017 Registration Period EndsApril 17, 2017 

Spring Term ends on June 23.

Refund policy:
While we are confident that you will love our courses, unfortunately, tuition is non-refundable once a course registration period has open. Please make sure that a course is approved by your governing body for salary advancement and/or re-certification before purchasing.

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

Our flex-time bundled course program is an affordable way to purchase multiple courses which can be used whenever you decide you are ready to complete the coursework. By purchasing our 3-course bundle you will save 15% off of our regularly priced $170.00-course fee. With our 3 Course Bundle, you will save $76.50. This 3-course bundle package code will never expire.
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3 Course Bundled Pricing Program

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. While there are some unknowns about what tomorrow’s work will require, we know that significant shifts from past educational practices will be critical.
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21st Century Learning and the 4Cs (Gr K-12)

This course has been designed with the goal of providing a comprehensive framework which operationally defines and demonstrates how to effectively engage students through the use of the common core standards. Provide research-based principals in which teachers can anchor their practices and determine effective practice which will leverage the efforts of both teacher-students.​

ABCs of the Common Core for Elementary English Language Arts

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. This interactive course will help facilitate the process for teachers to think through how to better incorporate the instructional practices necessary for ELLs.
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Academic Achievement for English Language Learners (ELLs)

This course will explore ways to increase student use of academic language and vocabulary in today’s secondary classrooms.
Throughout the course, participants will learn strategies for increasing student interaction, as well as increasing the quality of student interactions to be sure that they focus on content, utilizing the language of the content areas. Vocabulary instruction, as well as other key aspects of academic language instruction, will be integrated into instruction. Participants will build lesson plans that show more formal, academic language and vocabulary use based on the course of study.
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Academic Discourse at the Secondary Level (Grades 6-12)

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.

Addressing Close Reading CCSS (Grades 2-5)

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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Addressing Complex Textual Reading CCSS (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. Without understanding the dynamics of relational aggression, many girls don’t realize their ways of relating might actually be bullying. Some girls know exactly what they’re doing. Without intervention, relational aggression can persist.
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Anti-Bullying: Guiding Girls Through Relational Aggression, (Grades K-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. Without understanding the dynamics of relational aggression, many girls don’t realize their ways of relating might actually be bullying. Some girls know exactly what they’re doing. Without intervention, relational aggression can persist.
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Blended Learning: Fostering College and Career Readiness, (Grades K-12)

It is a student's expansive vocabulary coupled with their ability to leverage which will enhance their reading, speaking, listening and writing.
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Building Academic Vocabulary and Deep Comprehension: (Grades K – 5)

This comprehensive instructional course provides educators and administrators proven methods for integrating Academic Vocabulary instruction into daily classroom practices, easily and efficiently. In addition we will be focusing on proven Academic Vocabulary instructional practices for dramatic improvement in achievement of student academic performance in advance of the Common Core assessments.
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Building Academic Vocabulary and Deep 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?
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Challenging Gifted Students in the Regular Classroom, (Grades K-12)

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.
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Classroom Management: Keeping it Positive (Elem.)

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.
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Classroom Management: Keeping it Positive (Secondary)

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 and improved student performance.
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Creating Enthusiastic Student Writers (Grades 3-5)

The goals and priorities for this course is intended to provide opportunities for teachers to proficiently implement engaging writing instructional strategies for English Language Arts, using Writer’s Workshop as a vehicle to provide tangible connections between the 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.
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.
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Creating Enthusiastic Student Writers (Grades 6-8)

Many of today’s classrooms are designed and practiced as teaching classrooms, where the actions and learning are focused on and driven by the teacher. Teaching classrooms, however, do not match the needs and expectations for 21st Century learning. 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 for Today’s Students (Grades K-12)

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. One way of developing this mathematical expertise is through the use of cognitively demanding tasks as a central lesson focus.
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Developing Mathematical Expertise in a Problem-Centered Classroom, (Grades K – 12)

This course provides participants a structured means for addressing the diverse individual needs of students using effective assessment methods in setting differentiated instructional learning paths. Connections between the standards and the Danielson’s Framework will be integrated throughout the course with real-life, hands-on application of how to use assessment tools and data effectively (i.e. pre-assessments, diagnostic, formative assessments), within the classroom to address diverse student needs and to design respectful tasks by product, process and/or by content.
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Differentiated Instruction Driven by Assessments (Foundations)

Participants will focus on how to create a student-centered environment which fosters student independence and collaboration within the classroom to deepen critical thinking and problem solving. Participants will use both formative and summative assessment to determine the depth of student learning. They will help student reach higher levels of performance through focused self-analysis and feedback, peer feedback and teacher feedback. This comprehensive instructional course provides educators and administrators proven methods to implement rigorous state standard requirements into daily classroom practices, easily and efficiently using Project-based Learning (PBL) instructional strategies.
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Engage Your Students With Project-Based Learning (PBL)

The major focus of this course is to identify what causes some readers to struggle and what can be done to help them to be more successful. Using practical instructional strategies, we will help these struggling readers develop fluent reading patterns, expand their vocabulary and learn to self-monitor their own reading comprehension.
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Helping Struggling Readers Succeed in (Grades 4 – 12)

This course is for ELA teachers who wish to deepen their own understanding of how to help their students become more effective and efficient writers, listeners, speakers and deep thinkers. This course will explore how teachers can help their students excel with the types of writing genres found in typical State ELA Standards.
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Highly Effective Writing Instruction for Secondary ELA Classrooms 

This comprehensive course provides educators with the strategies and tools for understanding and increasing the level of student engagement within every lesson, every day. To meet the learning expectations of course standards and to be College and Career ready, students must engage in lessons at a deeper level than ever before.
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Increasing Student Engagement: Planning Outside the Box, (Grades K-12)

This course is for content area teachers in grades 6-12 who wish to deepen their own understanding of how to help their students become more effective and efficient readers, writers, listeners, speakers and deep thinkers. Participants will explore how content teachers can support the ELA standards within the subjects of History, Social Studies, Science and/or Technical subjects.
Content Writing

Me? Teach Reading and Writing? Teaching Literacy Across Content Areas (Gr 6-12)

Participants will learn how to access resources to learn about students’ cultural and linguistic backgrounds. Lesson planning template(s) will be suggested to ensure effective planning for ELLs. Participants will be able to differentiate between effective and ineffective teaching methods and understand and implement research-based instructional approaches to language and content area instruction. In addition, participants will explore a language diagnostic tool that is easy to use in informal settings and they then will be able to evaluate the results in order to guide instruction in listening, speaking, reading and writing. Teachers will be able to make informed choices when selecting instructional materials, strategies, and assessments for screening and testing ELLs.
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Meeting ELL Students’ Needs in Today’s Classroom, 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 comprehensive instructional course provides educators and administrators proven methods of Math instruction and assessment. These methods are aligned with Common Core and can be woven into daily classroom practices easily and efficiently.
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Preparing Students for More Rigorous Math Assessments (Gr. 3-10)

This course is intended to provide opportunities for teachers to master implementation of the Common Core 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: You Can’t Address One Without the Other (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.
Teaching Math with Rigor

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