Register for Summer Classes
The Center for Teaching Excellence offers a wide array of courses to meet your professional learning needs.
Summer I Deadline: May 10, 2021
Summer II Deadline: June 21, 2021
Summer Session Details
- Summer I Session Dates: May 17-June 25, 2021
- Summer I Registration Deadline: May 10, 2021
- Summer II Session Dates: June 28-August 6, 2021
- Summer II Registration Deadline: June 21, 2021
- Format: All courses are completely online via Moodle
- Credit: All courses are 3 undergraduate credit hours
- Grading: A-F grade scale
Tuition rates for 2021-2022 are currently under review.
Summer I Online Recertification Classes
EDU C410: Building Emotional Intelligence for Academic Success
Emotional intelligence is the ability to understand and control your emotions. Having emotional intelligence not only increases academic success but personal success. This course will focus on the five domains of emotional intelligence: personal (self-awareness, self-regulation, and self-motivation) and social (social awareness and social skills) competences. We will reflect on ways to build our own emotional intelligence and ways to include EI into classroom lessons.
EDU C413: Be the “Wild Card”: Shifting from Passive to Active Learning
Students in this course will investigate research-based findings and classroom instructional strategies to assist in enhancing student engagement by delivering curriculum content in a creative, meaningful way that elicits higher-level thinking. The emphasis is on developing and utilizing instructional techniques that encourage
students to make personal connections to classroom material and increase student motivation to learn. The overall premise is to focus less on memorization strategies and more on application by allowing the students in our charge to utilize skills and concepts through hands-on, higher-level thinking activities.
EDU C414: No Tech, Low Tech, and High Tech Strategies for Teaching Reading and Writing
This course will guide students through several teaching strategies for the English classroom. The content will include strategies implemented using no technology, low technology, and high technology. “No Technology” strategies involve activities and approaches that are hands-on and involve little to no technology available to students and teachers. “Low Technology” strategies will consist of activities for classrooms with access to only one or two devices. “High Technology” will involve strategies in which access to classroom sets of devices is more readily available.
EDU C425: Digital Learning Integration for the Classroom
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.
EDU C445: Enhancing Instructional Practices 6-12
In this course, we will look at a number of important Curriculum and Instructional Topics and learn about the principles and strategies that successful teachers understand and skillfully employ to achieve consistently outstanding results in their classrooms.
EDU C446: Enhancing Instructional Practices PK-6
This course is designed to provide a myriad of best practices to enhance the classroom experience. The course content will include exploring techniques and strategies that improve teacher efficacy, teacher affect, and increase satisfaction in education. Implications for instructional improvement efforts are discussed.
EDU C479: Conflict Resolution Strategies for Educators
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 in the workplace.
EDU C493: Empowering Student Achievement with a Growth Mindset
The class is designed to study and examine how a growth mindset can increase engagement, improve results, and inspire students in the classroom.
EDU C494: Leadership Development for Teachers
This course focuses on identifying and enhancing leadership skills and knowledge for teachers. The course is designed to help teachers develop leadership skills that can be used in the general educational setting and as a means to prepare a teacher for entry into school administration.
EDU C498: The Timely Teacher: Strategies for Classroom Organization
The purpose of this course will be to examine and discuss elements of a well-organized classroom. Participants will discuss what works in their own classrooms as well as what does not. Assignments will address strategies for overcoming areas of weakness and setting short and long-term improvement goals. The instructor will adjust the syllabus based on the needs of the class participants.
EDU C499: Learning with Seuss: Higher Level Reading Strategies for the Classroom
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.
Summer II Online Recertification Classes
EDU C409: Boosting Motivation and Resilience in At-Risk Students
This course is meant to promote motivation and boost resilience in all students but especially students who come from poverty through the application of positive psychology lessons. Throughout the course, participants will deliver and apply lessons that increase positive class-climate and build a foundation of trust in their classroom. Students will then compare their experiences and adapt instruction accordingly.
EDU C411: Understanding Poverty in Education
Research proves that understanding poverty and its relationship to education can help open up a world of achievement for students and adults. In order for that to occur, one must first have a clear understanding of the definition of poverty and the elements that divide the social classes. Students in this course will learn statistics, the role of language, and the hidden rules related to poverty in order to understand what resources are missing and which ones are needed to make a change in the lives of the impoverished. The challenge this course brings is not only to learn the information but also to utilize this knowledge both in the classroom and in the workplace.
EDU C412: Square Zero: The Effects of Trauma on Students
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.
EDU C417: Principles of Online Learning
With the rising tide of online learning options, it is easy to lose the solid instructional foundation to flashy web resources. This course is designed to help you build online learning environments in Moodle based on research frameworks and essential elements that will increase participation, improve instructor/student and student/student relationships, and provide a user-friendly and effective online learning experience for all learners.
EDU C463: School Improvement/Classroom Success Strategies
A practical course designed to help educators create a nurturing classroom environment that is conducive to student learning. Ideas and take-away concepts often come from frequent discussions in the class. All participants learn from one another. The assignments are designed to be practical. All assignments are either intended to be reflective or are typical job requirements. For instance, the school improvement plan is required in most school divisions. In this class, we will learn to make these documents stronger and a guide for daily instruction. There are two key assignments in the class: a school improvement plan and a choice of either a 2-3 page opinion paper or creating a school public relations campaign framework. The remaining assignments are weekly discussions and participation. Teachers, administrators, and counselors will benefit from this course. The course will focus on assessment, instruction, branding, and tracking student progress effectively. Remediation and intervention strategies will be explored. As a result, participants will learn to work smarter rather than harder while helping ensure test results are not surprises. Participants will also explore the importance of building rapport and positive relationships. Tracking student growth will focus on the core content areas with particular emphasis on reading and mathematics.
A few optional live sessions are made available in the course. These voluntary sessions can make learning more relevant and authentic. Topics can include brainstorming ideas from your current classroom or school as well as discussing class content.
EDU C466: Supporting Students with Autism
If you are working in the field of education it is likely that you will encounter a student with autism sometime during your career. This course is designed to help educators understand autism and how it impacts students educationally and socially in the school setting. The course will also introduce you to some basic strategies and interventions that have been proven effective in teaching and supporting students with autism. The focus will be on practical information that can be applied immediately. This is an introductory level course. The information provided would be beneficial to special education teachers (with limited knowledge of the subject), general education teachers, administrators, paraprofessionals, and parents.
EDU C469: Diversity in the Classroom: Culturally Responsive Teaching Part 1
Educators will be guided through steps on how to create a culturally responsive classroom. Educators will examine Critical Race Theory in Education and look at ways to work against racism in education. Educators will learn how their unconscious bias can influence their attitudes towards others (their students, fellow teachers, and supervisors). By recognizing and questioning their perceptions of students, educators will participate in courageous interactions to identify their own unconscious bias. Educators will be given the tools they need to become authentic allies for marginalized groups. Additionally, educators will learn how to effectively incorporate EdTech for meaningful learning experiences. By the end of this course, educators will be able to critically and creatively provide diverse and inclusive spaces for their students.
EDU C475: Google Apps for Education
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.
EDU C478: Trends in Gifted Education
This course addresses identifying a gifted learner (this will be a brief intro, you cannot discuss the issues facing a gifted learner unless you understand truly gifted vs high achieving students), current problems (legislation and policy changes), the impact of technology on the gifted learner, and the social and economic needs of gifted learners.
EDU C484: Rethinking Instruction with Project-Based Learning
Student success for many years has been determined by their performance on state standardized tests. Therefore, many teachers have found themselves helping students with the regurgitation of facts instead of a true application of knowledge through practice. This course will help teachers understand what Performance Assessments are and how they can assure mastery and application of knowledge using Project Based Learning.
EDU C486: Targeting Struggling Readers
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.
EDU C488: Social Media for Educators
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 advancement of instructional skills for the educator. Digital citizenship and best practices for using social media in the classroom setting will also be discussed.
EDU C491: Google Apps for the Math Classroom
To provide the student with the skills necessary to effectively utilize the web-based applications found in the Google Suite (G Suite) such as Gmail, Google Drive, Google Docs, Google Sheets, Google Slides, Google Forms, Google Sites, and Google Drawing in addition to other Google services such as Hangouts, YouTube, Maps, and Google Calendar in the Mathematics classroom.
EDU C497: Threat Assessment for Educators
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?”
MTH C406: Thinking Algebraically
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.