Showing 44 Results

  • Python is comprised of simple syntax and has an association with a powerful set of ever-growing libraries. Because Python is an interpreted language, coupled with a robust debugger and profiler, it provides a rich programming environment from which to build basic logic and programming skills. This course provides an introduction to the Python programming language for students without prior programming experience. The course explores data types, control flow, object-oriented programming, and graphical user interface-driven applications. Time will also be spent discussing the concept of software development and its importance.  

    Karen Carter

  • This course discusses innovative, engaging approaches for teaching writing in the middle or high school ELA classroom that go beyond the basic 5-paragraph essay.  Supported by research-based pedagogy connecting student inquiry to project-based learning, the course will explore “real world” writing experiences that exemplify the 5 C’s of Virginia’s profile of a Graduate –  Critical Thinking, Collaboration, Communication, Creative Thinking, and Citizenship – and align with the direction of Virginia SOL and PBA writing assessment.  You will leave with a collection of effective strategies, fun lesson plans, and ready-to-go resources to take back to your students.

    Stephanie Cassell

  • This course explores innovative strategies for teaching grammar in the middle or high school ELA classroom that go beyond boring worksheets and repetitive activities. Participants will examine common grammatical errors that young learners make and will consider ways to improve writing conventions by designing more engaging differentiated lessons. Participants will discuss and evaluate teaching techniques and collect ready-to-use resources to take back to their students.

    Hope Cloud Lyons

  • Trauma has a severe, lasting, and pernicious effect on the brains and learning of students, from young children to adolescents. The educational community is awakening to the realization that they must address the underlying effects on learning readiness in students impacted by trauma. In many cases, this must happen BEFORE the student can effectively learn. In effect, we have to go back before “square one” to SQUARE ZERO, the thing that happened to the student before he or she ever entered the classroom, and that must be understood and treated before making erroneous assumptions about behavior or study habits. This course is designed to introduce educators to those effects, give them tools to recognize students who may be impacted, offer suggestions for connecting with professionals and resources who can help, and help them to better understand the needs of impacted students.

    William Allison

  • The course will focus on developing an understanding of social and emotional learning by focusing on the five core competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. We will learn why social and emotional learning is important and how it impacts student success both inside and outside of the classroom. Finally, we will learn approaches to incorporate social and emotional learning into our classroom practices.

    Rick Bolling

  • Access to and the effective use of current and emerging technologies are essential elements for contributing to a deeper learning experience for students. This class is designed to guide educators through the Virginia Standards of Learning for Digital Learning Integration.  This guided exploration of the standards also includes the curation and creation of resources, strategies, and lesson activities to help educators create learning experiences that empower student learners.

    Daniel Vanover

  • Every student has his/her way of learning, and when teachers incorporate that style in their teaching, they have their students’ undivided attention. The focus of this class will be to help teachers use strategies that will help students move “the concrete to the abstract” and improve achievement (Payne, 2011).

    Fay Garrison

  • This class will study and examine various positive discipline strategies for effective discipline and productive classroom environment in the elementary grades.

    Chad Hood

  • This course will allow participants the opportunity to have an understanding of current legislative action, the influence of past laws, and to develop an awareness of legal decisions. The results will yield a new-found knowledge of our “teaching parameters.”

  • Providing 21st-century learners with engaging, meaningful learning experiences can be challenging. By providing digital learners with opportunities to use technology, instructional content can be reinforced and retained. The Google Apps for Education course provides teachers with opportunities to learn about and use Google Apps in an educational setting. Teachers will begin the course with an introduction to Google Apps followed by an in-depth look at each specific Google App. Included in the course are helpful ideas and strategies for utilizing Google Apps in the classroom. Finally, an exploration into the Chrome Web Apps, followed by helpful guides for following copyright laws and policies is provided.

    Daniel Vanover

  • Conflict is a very real part of every workplace. Left unresolved, conflict can eventually destroy an organization. Deal with it properly, and conflict can produce positive change and encourage personal and professional growth among colleagues. This course is designed to help individuals at any level in any organization identify, face, and resolve conflict.

    James Garrison

  • This course is designed to help educators target struggling readers in their classrooms and examine the different areas that could be causing their individual weaknesses. The course content will include exploring techniques and strategies that target the five main components of reading: phonological/phonemic awareness, phonics, vocabulary, fluency, and comprehension. The course will provide an online community where educators can explore these areas together and begin to formulate new and exciting ways to target specific areas of reading difficulty in their classrooms.


    Heather Short

  • This course focuses on using social media within the classroom setting. It will include a brief history of social media and its current role in society. Portions of the course will concentrate on how to use social media with students and parents for communication and learning. The course will also address using social media for professional development and the advancement of instructional skills for the educator. Digital citizenship and best practices for using social media in the classroom setting will also be discussed.

    David Ellena

  • The class is designed to study and examine how a growth mindset can increase engagement, improve results, and inspire students in the classroom.

    Scott Addison

  • The majority of the nation’s students will complete their education without ever being touched by peer violence. Nevertheless, televised images of frightened and injured students fleeing school grounds have imprinted themselves on the American consciousness. Compared to the other types of violence and crime children face both in and outside of school, school-based attacks are rare. Statistics indicate that few students will fall prey to serious violence in school settings.

    However, highly publicized school shootings have created uncertainty about the safety and security of this country’s schools and generated fear that an attack might occur in any school, in any community. Increased national attention to the problem of school violence has prompted educators, law enforcement officials, mental health professionals, and parents to press for answers to two central questions: "Could we have known that these attacks were being planned?" and, if so, "What could we have done to prevent these attacks from occurring?"

    Scott Addison

  • This course is designed to help educators teach higher-level reading concepts at a lower readability level. We will use texts by Dr. Seuss to address higher-level reading vocabulary and reading strategies.

    Ashley Boggs

  • This course will focus on the study of the foundations of education and the teaching profession as a whole. It will include reviewing the historical, philosophical, and sociological foundations underlying the role, development, and organization of public education in the United States. Participants will review the legal status of teachers and students, including federal and state laws and regulations; school as an organization and culture; and contemporary issues and current trends in education, including the impact of technology on education. Local, state, and federal governance of schools, including the roles of teachers and schools in communities will be reviewed. Professionalism and ethical standards, as well as personal integrity,  will be addressed. Students will be required to exhibit knowledge and understanding of Virginia’s guidelines for uniform performance standards and evaluation criteria for teachers.

    Dante Lee

    Deandra Jones

  • This course is designed to provide information on balanced reading instruction in grades PreK-6. Specific topics addressed will include theories/models of the reading process, language acquisition, phonemic awareness, word identification strategies (sight vocabulary, phonics knowledge, structural analysis, and contextual analysis), vocabulary development strategies, comprehension strategies, reading-writing connections, and assessments (formal and informal). 

    LeAnn Gunther

  • Instruction in this course focuses on the techniques, methods, and materials that can be used to effectively diagnose reading difficulties/deficiencies and strengths in students in grades K through 8. Course content will include a study of both formal and informal assessment measures with emphasis placed on the procedures for administering and interpreting an Informal Reading Inventory (IRI) and how to use results from this inventory to prescribe and then deliver appropriate reading instruction to students in grades K-8. 

    Sharon Moore

    Kimberly Williams

  • Skills in this area shall be designed to impart a thorough understanding of the complex nature of language acquisition and reading, including phonemic and other phonological awareness, phonics, fluency, vocabulary development, and comprehension strategies for adolescent learners. Additional skills shall include proficiency in writing strategies, as well as the ability to foster an appreciation of a variety of fiction and nonfiction texts and independent reading for adolescent learners.

    Kimberly Williams

  • The content of this course is designed to help special education teachers develop an understanding and application of service delivery, curriculum, and instruction of students with disabilities in reading and writing. Students will develop knowledge of the general curriculum, English requirements and expectations, and how to provide access to the curriculum based on student characteristics and needs. Students will assess, interpret data, and implement instructional practices to address the identified reading needs of the students. Skills in this area include the ability to identify, understand, and implement a range of specialized instructional strategies and research-based interventions that reflect best practices in reading and writing instruction for students with disabilities. Students will align instructional practices and intervention with the Virginia Standards of Learning and state assessments. Students will be guided to build knowledge and the ability to utilize current assistive and instructional reading and writing technologies to promote learning and independence for students with disabilities in the general curriculum and the ability to evaluate the effectiveness of the use of the technologies. Students will develop and use curriculum-based and standardized reading and writing assessments to conduct ongoing evaluations of instructional materials and practices to determine effectiveness and assess student needs as they relate to the curriculum design and delivery. Students will model and directly teach reading and writing instructional strategies in a variety of settings, collaborate and co-teach with general educators to develop and implement instructional practices that meet the needs of students with disabilities in the general curriculum, and monitor student progress.

    Sundy Adams

  • The content of this course is designed to provide information on various approaches and techniques for utilizing and teaching reading/writing strategies within grades 6-12 content areas (i.e. literature, history/social science, mathematics, science, etc.). Emphasis is placed on procedures for evaluating textbooks, strategies to help students develop comprehension and study skills, and methods for teaching vocabulary and concepts. The student will learn, practice, and internalize strategies that are essential life–long learning skills for reading, writing, understanding, and interpreting content-specific materials. 

    Brenda Baker

    Todd Bennett

  • The principles and processes of human development from birth to adolescence are presented. Emphasis is placed on the development of the whole child.

    Kimberly Austin

    Tonya Deel

  • In this course, students will learn about the characteristics of students with learning disabilities and intellectual disabilities, their specific learning disorder related issues(E.G. medical aspects, physical aspects; assessment; early identification; learning and teaching theories; reading, oral language, writing, math, social-emotional behavior, and study skills) and the related teaching methods. The course also provides a study of the characteristics of intellectual disabilities, related teaching and training approaches, service programs for children with such disabilities.

    Lara Kennedy

  • A survey of the field of special education. Emphasis is on techniques for integrating students with intellectual, emotional, social, and physical handicaps into the least restrictive educational environment. Students will review legal aspects that include an understanding/application of regulatory requirements and expectations associated with the identification, education, and evaluation of students with disabilities. 

    Priscilla Brame

    Lara Kennedy

  • This course is designed to help students identify the definition and characteristics associated with specific disabilities and the learning and behavioral needs of students with those disabilities as they access the general education curriculum at the elementary, middle, and high school levels. The disabilities discussed in this course are: learning disabilities, emotional disabilities, intellectual disabilities, developmental delay, autism, other health impairments, traumatic brain injury, and multiple disabilities.

    Stacey Sturgill

  • In this course, we will be examining various aspects of student assessment including test construction, administration, scoring, and interpretation of results. We will focus on the use of test data to make educational decisions for students, with an emphasis on developing programs for students with special needs. Attention will be given to both norm-referenced tests and curriculum-based assessments.

    William Allison

  • This course is designed to provide special education candidates an extensive study of the components of effective transition education curriculum and service models, service guidelines, parents’ involvement, transition assessment, job placement, training and supervision, the transition to adult life, instructional strategies and community resources. Candidates will also learn to develop skills as case managers, develop an individualized transitional curriculum relevant to vocational training, life skills, and functional skills domain. 

    The course emphasizes techniques for fostering motivation to acquire basic academic and social/personal skills as well as meeting the long term goals of transition education in the special education collaboration and consultation procedures. Fundamentals of collaboration, applications of collaboration (i.e., consultation, and teamwork, co-teaching, working with paraprofessionals, staff development, interpersonal problem solving, pragmatic issues of collaboration, techniques in interpersonal communication, etc.) and issues in collaboration are also studied.

    Cindy Bates

  • The goal of this course is to prepare special education teacher candidates to develop high-quality IEPs, and design and implement services that accurately reflect those IEPs. One of the most important and challenging duties of a Special Educator is the development of Individualized Education Plans. Designed to ensure that a student with a disability receives a free and appropriate education, an IEP is a legally binding document that outlines exactly what services and accommodations a school system will provide for a student with a disability. This course will take students through the process of eligibility determination and IEP development, with an emphasis on the associated state guidelines and legal responsibilities. Students completing this course will learn about and practice the steps to developing an IEP for students participating in a general education curriculum and the Virginia K-12 Standards of Learning. How to organize and implement services, as well as how to objectively measure and monitor progress will also be addressed. Students will be required to develop a sample IEP and create a plan for implementation. There will be ample opportunities for participants to exchange feedback, ideas, and suggestions.

    Cindy Bates

  • In this course, participants will examine a research-based trajectory for the development of calculations, reasoning, and problem-solving skills needed for students to have an in-depth understanding of mathematical concepts required by the Virginia Standards of Learning for Mathematics. Participants will create and implement lessons to reach students with disabilities in a variety of settings while balancing concepts and procedures for effective learning. Participants will acquire the ability to assess, interpret data, and implement instructional practices to address the needs of students.

    Tara Piper

  • The purpose of this course will be to examine and discuss elements of teaching history and social sciences in the elementary and middle school grades. Participants will discuss methods of instruction based upon the knowledge, skills, and processes of history and the social sciences that are necessary for teaching content in the classroom. Assignments will address a variety of strategies of instruction, observation of the history and social science classroom at the elementary and/or middle-level grades, construction of lesson plans for daily, unit and semester planning, and completion of a textbook critique.

    Gequetta Bright

  • The purpose of this course will be to examine and discuss elements of teaching science in the elementary and middle school grades. Participants will discuss methods of instruction based upon the knowledge, skills, and processes of sciences that are necessary for teaching content in the classroom. Assignments will address a variety of strategies of instruction, construction of lesson plans for daily, unit and semester planning.

    Angela Turley

  • A study of the mathematical topics for those seeking licensure for teaching PK-8. Methods of teaching mathematics for elementary and middle school math will be investigated. Topics to include: number sense, operations, fractions, decimals, ratios, and proportions.

    Ann-Delyse Hopkins

  • This course will address students’ understanding and application of classroom and behavior management techniques, classroom community building, and individual interventions. It will include techniques that promote emotional well-being, teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of the educational environment. Content will address diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice that support professionally appropriate practices and promote positive redirection of behavior, development of social skills, and of self-discipline. In addition, students will explore the relationship between age and behavior management as well as appropriate classroom management techniques and behavioral intervention when working with students who have disabilities.

    Heather Askea

    David Lee

  • In this course, we will be examining various aspects of student assessment including classroom and state assessment. It will examine the relationship between assessment and effective instruction at all stages of instruction: before, during, and after. The course will focus on the collection and evaluation of data that inform instructional planning, assessment tools for gathering data prior to instruction, design, and implementation of effective formative assessments, and development of summative assessments appropriately aligned to learning targets. The course will emphasize the importance of the integration of assessment before, during, and after instruction as essential to student learning success.

    James Wardell

  • Organizational and Instructional Procedures for Pre-Kindergarten-6th Grade: Principles and techniques of planning and teaching at the Pre-6 levels are presented. 

    Selena Kiser

  • This course is designed to provide future special education teachers extensive study in preparing students with disabilities to make transitions throughout their educational experience and into adulthood.  Course participants will study strategies that will enable them to prepare students and work with families to provide successful student transitions throughout the educational experience to include post-secondary training, employment, and independent living which addresses an understanding of long-term planning, career development, life skills, community experiences and resources, self-advocacy, and self-determination, guardianship and legal considerations. Participants will identify strategies that are essential in teaching life skills to students and are necessary to achieve the greatest level of personal independence.  This course will prepare students to work with families, students with disabilities, and related agencies to plan and prepare for transitional needs that will enhance each student’s capacity for personal independence.

    Lara Kennedy

  • This course is designed to provide future special education teachers extensive practice in developing skills necessary to collaborate or consult effectively with school professionals, students and their families, and outside agencies in order to provide the most beneficial educational services for students with disabilities. Students will also develop necessary case management strategies.

    Stacey Sturgill

  • This course is designed to prepare students to teach at the middle and high school level by developing the necessary knowledge & skills to design, implement, & evaluate instruction. In this course, the student will learn about a number of critical issues and topics that teachers must understand and be able to skillfully apply in order to successfully overcome the challenges of today’s classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day. 

    Danny Dixon

    Fay Garrison

  • This course will prepare students to teach Career and Technical courses effectively by developing the necessary knowledge and skills to design, implement, and evaluate instruction. This course will provide prospective CTE teachers with resources and curricula for teaching CTE courses in the field they have chosen. Prospective teachers in this class will learn the process for planning, developing, and evaluating curricula that will prepare their students in today’s classroom for future careers and/or higher education. 

    Russell Street

  • This course is designed to prepare future teachers who are planning to teach in PK-12 endorsement areas such as music, art, health, and P. E, etc, by developing the necessary knowledge and skills to design, implement, and evaluate instruction. In this course, the student will be introduced to the concepts of curriculum and instruction with a focus on the interaction of the two. The class will consider a number of issues and topics that teachers must understand and skillfully apply in addressing the day-to-day adventures and challenges inherent in modern classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day.

  • This course is designed to prepare students to teach a foreign language by developing the necessary knowledge & skills to design, implement, & evaluate instruction. In this course, the student will learn about a number of critical issues and topics that teachers must understand and be able to skillfully apply in order to successfully overcome the challenges of today’s classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day.

    Joseph Kern

  • Math C406 is designed to refresh your conceptual knowledge of algebra while gaining a greater understanding of algebraic thinking skills. We will explore algebra concepts through real-world applications and problem-solving. This course will cover topics including linear equations, inequalities, polynomials, quadratic equations, rational expressions, and rational equations. Throughout the course, we will also discuss various methods of teaching these algebraic topics. This class is designed to be a truly supportive learning community where students can learn and work together in an online format. Since there are no face-to-face meetings, students are required to post on a teaching tip forum each week to share activities and ideas. Students are also required to submit homework every week.

    Ann-Delyse Hopkins

  • Join CTE's Instructional Technology Coordinator, Heather Askea as she discusses considerations for supporting students in virtual learning environments.  Topics will focus on building your support network and resources for students, teachers, and parents.  Heather has over a decade of experience in designing and teaching online courses, supporting students and educators, and over two decades of teaching and supporting teachers with educational technology.  She would be happy to help answer any questions that you may have to improve your online support plans! 

    Date: April 7, 2022, at 7 PM

    Register for this workshop.



    Heather Askea