Teach n’ Kids Learn (TKL) is an approved and registered CPE Provider by the State Board of Education and the Texas Education Agency for educators Grades K-12. You can download a List of CPE providers approved by TEA (Excel) For more information, please see the Frequently Asked Questions.

We are pleased to provide the following comprehensive online courses listed below for educators within the state of Texas. Each course is directly aligned to the Texas Essential Knowledge and Skills. All courses in our catalog are approved for 45 CPE Clock Hours.

Completion of each comprehensive online courses will earn educators 45 Clock Hours toward your 150 hours of professional development requirement for re-certification renewal purposes.

Ashland University Graduate Credits – We also offer Graduate Credits through our partnership with Ashland University which can be applied towards your State License Renewal, Salary Advancement or Continuing Education needs. 

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

In the course, 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 Learning

21st Century Learning and the 4Cs  Critical Thinking Collaboration, Communication, and Creativity, Grades K – 12

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. Participants will be introduced to a seven-step process including; organizing a classroom where all children are involved in the learning process, how to plan focused learning objectives tied to standards, strategies for developing academic vocabulary and structures that students can use to practice and apply content and language in meaningful ways.

Academic Achievement for English Language Learners (ELLs), Grades K – 12

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 area. 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..
Student Discourse

Academic Discourse for All Students (Grades 6-12)

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. 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.

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

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.

Blended Learning: Fostering College and Career Readiness, Grades K – 12

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.

Classroom Management: Keeping it Positive (Elementary)

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.

Classroom Management: Keeping it Positive (Secondary)

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. To be successful in the 21st Century students need to be engaged in learning classrooms, where the actions and learning are focused on student outcomes and classroom practices that strengthen and deepen not only students’ content knowledge but their overall ability to think deeply, communicate, analyze, problem solve, and take responsibility for their learning.
Creating a Learning Classroom

Creating Learning Classrooms for Today’s Students, Grades K-12

When information is ubiquitous and free, and when basic education is available to billions of people worldwide, only one set of skills can ensure this generation’s economic future – the capacity for innovation. What must teachers, parents, mentors, and employers do to develop the capacities of many more young people to be the innovators that they want to be—and that we need them to become? What do the best schools and colleges do to teach the skills of innovation? This comprehensive instructional course provides educators and administrators with proven methods to create instructional units that will foster innovation and entrepreneurialism in students.

Creating Student Innovators, 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.
Neurons in the Brain

Developing Students’ Mathematical Habits of Mind, Grades K-12

Assessments and differentiation of instruction are inseparable. The goals and priorities for this course are intended to provide opportunities for teachers to proficiently master implementation of the foundations for using assessments effectively to differentiate instruction. 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.

Differentiated Instruction Driven by Assessments (Foundations), Grades K-12

This course provides teachers with an understanding of what project-based learning is and what research says about the effectiveness of PBL on student achievement. During this course, participants will learn how to create an effective PBL unit based on their grade level or key content standards and objectives. 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.

Engage Your Students With Project-Based Learning (PBL)

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.
Parent Engagement TKL

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

Science, Technology, Engineering, and Math (STEM) education is believed by many to be the conduit between the learning of the past and learning of the future. How will our students succeed in the future workforce when it is dominated by highly skilled positions which will focus on math, science, engineering, and technology? 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.

Getting Started with a STEM Classroom, Grades K-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. This comprehensive course provides educators with the strategies and tools for understanding how to increases the level of student engagement within every lesson, every day. We will also focus on instructional methods for helping students to meet the learning expectations for their state content standards and to be College and Career ready..

Increasing Student Engagement: Planning Outside the Box

Children with Attention Deficit Hyperactive Disorder (ADHD) and/or learning disabilities can be a challenge for any classroom teacher. This professional development course provides proven methods that can be used in the regular classroom as well as the special education classroom. Participants will form a deeper level of understanding Attention Deficit Hyperactive Disorder (ADHD) and the impact that having this disability has on students in their personal lives and at school.

Meeting the Needs of Students with ADHD in the Regular Classroom, Grades K-12

Nationally, an average of 10 percent of students in public schools are English Language Learners (ELL), with the percentages higher in primary grades where students often first enter school systems with little or no English proficiency. The teacher is charged with what can often seem to be a daunting task; that of teaching content and language simultaneously. 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 (ELL) in mainstream classrooms.

Meeting ELL Students’ Needs in Today’s Classroom, Grades K-12

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. This interactive course is designed for job-embedded learning and practical classroom application of state assessment practices and instructional strategies which will prepare your students.

Preparing Students for More Rigorous Math Assessments, Grades 3-10

n 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. This comprehensive course will help educators design rigorous lessons to use within the classroom, learn to ask comprehensive questions at higher levels of rigor and engage students in activities with high levels of mental cognition and reflection..
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

With the implementation of more rigorous state standards, teachers are expected to combine reading and writing in the ELA block to encompass all components of literacy. Over the past decade, reading and writing were taught in isolation in many classrooms. Writing was taught through Writer’s Workshop, and instruction was often prompt-based, while reading was taught separately through Reader’s Workshop. Although the Workshop model was often used to provide instruction in both reading and writing, the two were seldom connected to one another. This course is intended to provide opportunities for teachers to master implementation of the Standards for English Language Arts with, using various components of Reader’s and Writer’s Workshop in conjunction with writing in response to reading and one-on-one student conferences.

Texas Essential Knowledge and Skills for English Language Arts Made Easy, Grades K-5