All of our comprehensive online courses listed below are approved by the New York State Department of Education. Please review the registration options below.

OPTION 1: CTLE Clock Hours (OPEN ENROLLMENT ) – Teach n’ Kids Learn (TKL) is an approved CTLE clock hour provider in the State of New York.  Select your 45-hour CTLE  option below if you only need to meet your 100 NYS License Re-certification requirement. The CTLE courses are open registration and can be taken at any time. You will have 4 months from the date of registration to complete the course. No ASPDP registration required.

OPTION 2: Salary Differential P – Credits – In New York City we have partnered with the NYC After School Professional Development Program (ASPDP) to provide both 3 P-Credits per each selected course and 36 CTLE Clock Hours. P-Credits can be applied toward the BA+30, BA+60, and MA+30 differentials. You will need to register with ASPDP to receive this service as well as purchasing your selected course from our list below. 

Registration for ASPDP/P-Credits Fall Term: Closed November 13, 2018

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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 $175.00-course fee. With our 3 Course Bundle, you will save $78.75. This 3-course bundle package code will never expire.
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Course Bundled Pricing Packages

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.
21st Century

21st Century Learning and the 4Cs Critical Thinking Collaboration, Communication, and Creativity, 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.

Addressing Attention Deficits in the Classroom, Grades K-12

This course is designed to help teachers learn about the importance and effectiveness of integrating social emotional learning into classroom instruction. Throughout the course, participants will learn practical ways to integrate social emotional learning strategies to increase student well-being, behavior management, and academic achievement in the classroom. These skills help to increase engagement in the classroom, as well as creating a safe environment wherein teachers can build and deliver rigorous instruction.

An Introduction to Social Emotional Learning (SEL), 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.

Anti-Bullying: Guiding Girls Through Relational Aggression, (Grades K-12)

Throughout the course, participants will learn strategies for increasing the amount and quality of academic interactions, as well as ensuring that they focus on content, utilizing the academic language of the content areas. Vocabulary instruction, as well as other key aspects of academic language instruction for English learners, will be integrated into instruction. Participants will build lesson plans that show more formal, academic language and vocabulary instruction and integration based on the course of study..

Building Academic Language Skills and English Language Learners (ELL) through Dialogue, Discussion, and Discourse, Grades K-12

What is one of the most critical indicators of students’ success in school, in life and standardized tests? 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.

Building Academic Vocabulary and Deep 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. In order to be College and Career ready, students must have a rich and varied vocabulary that can help them understand what is being said to them and what they read on a daily basis. 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.

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?

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.

Classroom Management: Keeping it Positive, Grades K-5

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.

Classroom Management: Keeping it Positive, Grades 6-12

The goals and priorities for this course are intended to provide opportunities for teachers to create a learning environment which allows students to thrive as writers. Teachers will master the foundations for student authentic writing using the model and framework of “Writer’s Workshop”. These strategies can be adapted and modified into each teacher’s classroom using these best writing practices, and provides a context for implementation within the classroom.
Engaging Student Writing 250

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.
Engaging Student 6-8 Writing 250

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.​

Creating Learning Classrooms for Today’s Students (Grades 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 such instructional methodologies as Design Thinking, Linked Learning, the art of Making in a Maker Space, and PBL.Teachers will be provided methods which will greatly enhance what may already exist at the classroom level, and determine ways to actively communicate with parents and encourage parents to participate in the educational process in a variety of ways.

Creating Student Innovators, 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.
Math Problem Centered Classroom 250

Developing Mathematical Expertise in a Problem-Centered Classroom, (Grades K – 12)

This course has been designed to help teachers in the development of experienced student problem solvers who practice perseverance and automatically employ the mathematical habits of mind. Participants will gain a better understanding of the many facets of problem-solving strategies students might employ, and also provide them with methods of instruction and assessments for use in supporting students in developing their problem-solving habits of mind. Participants will be immersed with resources and strategies which lead to the development of classroom experiences that will promote learning through problem-solving, making and using abstractions in their lessons, and applying mathematical theories with greater opportunities for developing student mathematical habits of mind.
Math Habits of Mind 250

Developing Students’ Mathematical Habits of Mind, 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.
DI Assessment TKL

Differentiated Instruction Driven by Assessments (Foundations)

This course will provide participants with a variety of strategies designed to increase parent involvement at the school and classroom level. The course provides an opportunity for participants to analyze how the school environment welcomes parents, including considering the current effectiveness of activities designed to bring parents into the school environment, and potential barriers to parent involvement, along with ways to strengthen the current opportunities and minimize or eliminate the barriers that keep parents from being involved in the educational process.

Engaging Parents In Support of Student Learning, Grades K-12

Rigorous learning opportunities, conceptual understanding, increased fluency. These are all underlying goals for mathematics teaching and learning in the 21st century and mathematics teachers are challenged daily to meet these goals with all students, regardless of the students’ prior instructional experiences or current mathematical understandings. The focus of this course is intended to provide specific strategies, techniques and resources for teachers to effectively differentiate instruction to equalize the mathematics teaching and learning in their classroom, thus supporting mathematics achievement for all.
DI Math Classroom 250

Equalizing Mathematics through Differentiated Instruction, Grades K-12

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.

Getting Started With Project-Based Learning (PBL), Grades K-12

The goal of this course is to empower educators with everything they need to gain a foundational understanding of STEM principles and pedagogy. The course will also provide information, guidance, and direction on how to introduce students to the 21st-century skills that are inherent in STEM teaching and learning. Participants will be provided with skills to implement STEM learning, including; techniques to foster innovation, engineering design, data-driven design, critical-thinking, and problem-solving. This training also enables teachers to incorporate the STEM elements into any science lesson in their classroom with minor adjustments.

Getting Started with STEM, Grades K-12

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.

Helping Struggling Readers Succeed in Grades 4 – 12

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.

Increasing Student Engagement: Planning Outside the Box, (Grades K-12)

The focus of this course is to help educators understand current research and information about ASD and learn how to help students no matter where they are on the autism spectrum be more productive and successful in the classroom. Participants will learn effective ways of helping students with ASD reduce stress, develop improved social skills that will allow students to be more successful in the classroom, cope with change, and improve classroom behaviors.
Autism TKL

Meeting the Needs of Students with Autism Spectrum Disorders, Grades K-12

We hear this buzzword everywhere in education but what does it really mean for teachers and their students? Not only do we have trouble identifying what this word actually means but educators also have trouble knowing how to put rigor into the classroom without overwhelming their students. In this course, you will review what the word “rigor” really means and how it looks in the classroom. You will learn how to plan lessons with deeper levels of rigor and will reflect on how to stretch student’s thinking and metacognitive processes through questioning and by designing high cognitive engagement activities.
Rigor 250

Raising Rigor In Your Classroom, Grades K-12

This course is intended to provide additional opportunities for teachers to proficiently master implementation of using assessments effectively to differentiate instruction, by focusing specifically on the “ strategies” and “techniques” used to differentiate instruction. Course content will be presented and delivered for teachers in a variety of ways that will result in their specific application of these strategies, based upon the use of data-driven assessments and which will result in the design of individual teacher units designed to effectively differentiate instruction based upon a variety of student assessment data.
DI Strategies2

Strategies for Assessment-Driven Differentiated Instruction, Grades K-12

This research-based course provides guidance on how to examine your math instruction and its impact on student learning. Through the lens of today's more rigorous math content standards, professional teaching standards, you will set instructional learning goals for your math lessons, and define how students will demonstrate evidence of achievement within today's state standards. Participants will explore real instructional challenges that many teachers face in their classrooms, and will identify strategies to address such complex issues. This professional development is teacher-directed and student-centered.
Teaching Math with Rigor

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