PROFESSIONAL LEARNING ON SCHOOLOGY

Quarter 1 Course Offerings
COMING SOON

General Course Catalogue

Quarterly Offerings Vary-- Register for courses on Vector

BACKWARDS DESIGN FOR BUILDING COURSES

Description: Move focus from surface planning to deep design. Write learning outcomes and learning objectives. Evaluate assessment instructions. Reflect on your effectiveness. Design around the scope and sequence documents. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: TBD

BEST PRACTICES IN LIVE INSTRUCTION AND WEBINARS

Description: We know that students become more engaged when they know their teacher. Live online instruction lowers the stress level of travel and opens the doors to meet with students at their location at any time. Discover the best practices for live instruction including engagement techniques, games, activities, checks for understanding, and learning strategies. Note that all participants must have admin access to a course to complete this professional learning course. This is a self-paced course. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 9 PL hours

BLENDED BOOK STUDY: MAKING DIFFERENTIATION A HABIT FOR THE ONLINE CLASSROOM

Description: A guided book study on the chapters of Making Differentiation a Habit that are relevant to the online classroom, Special emphasis on interpreting assessments and using online tools to differentiate. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 10 PL hours

BUILDING A GREAT ONLINE LESSON

Description: Identify the challenges of student learning styles, higher-order thinking, and student engagement while building class materials. Collect a variety of strategies for increasing student engagement and knowledge to immediately be able to use in your classroom. Prepare a lesson that uses new strategies. This is a self-paced course. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 5 PL hours

BUILDING AN ONLINE PRESENCE IN YOUR CLASSROOM

Description: In this module, we will explore ways to make your course unique and build your online teacher persona. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 4 PL hours

COMMUNITY BUILDING IN AN ONLINE COURSE

Description: This course looks at a learning community approach to online learning. We will explore issues involved in teaching and learning when the learning leaves the classroom and moves into the online world. We'll also take a look at the importance of building community including social presents and maintaining that community. Lastly, will look at the link between social presence, learning outcomes, and student satisfaction with online courses. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 9 PL hours

CRAFTING DISCUSSION QUESTIONS FOR INTERACTION AND ENGAGEMENT

Description: In this module, we will learn and practice techniques of writing and designing DQs with intention and to encourage student to student interaction. This is a self-paced course designed for any GOAL teacher. or Academic Coach You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 9 PL hours

CULTURAL CAPACITY AND DIVERSITY

Description: Become a more effective educator in culturally, racially, and linguistically diverse classrooms and schools. This is a self-paced course designed for any GOAL staff member. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 10 PL

DATA AND ASSESSMENT

Description: Determine the purpose of interim assessments. Explore how interim assessments build meaningful rigor into curriculum and instruction. Review best practices for how to use data to drive instruction. Explore strategies for leading effective data analysis meetings. Create an assessment as the final project. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 9 PL hours

DIFFERENTIATION STRATEGIES FOR ONLINE CLASSROOMS

Description: You already know that differentiation is a crucial element for student success. In this unit, we will not focus on the WHY, but the HOW. Explore and evaluate strategies to differentiate through content, process, product, environment, assessment and technology. Develop a differentiation plan for your online classroom. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

ENGAGEMENT IN THE ONLINE CLASSROOM

Description: Identify challenges and concerns of student engagement. Collect a variety of strategies for increasing student engagement to immediately be able to use in your classroom. Prepare a lesson plan that uses two new engagement strategies. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 10 PL hours

GAMIFICATION

Description: Investigate best practices for implementing gamification in their blended or online classroom. Topics for include game theory, game elements, and gaming. Participants will learn basic game theory, explore elements of gaming that can be added to existing courses, and apply the characteristics of a successful gamified course. This is a self-paced course designed for licensed teachers. You can do work when convenient, but all work must be submitted by the course end date to be considered. Participants must have admin access to a course to practice and apply strategies.

Credit: 9 PL hours

GOAL SHELTERED INSTRUCTION: BUILDING BACKGROUND

Description: In this course, teachers will explore the Building Background component of SIOP which focuses on linking concepts explicitly to students' background and previous learning as well as key vocabulary. Teachers will prepare lesson plans that support students learning key academic vocabulary and select materials to aid in the connection of past learning to new learning.

Credit: 6 PL hours

GOAL SHELTERED INSTRUCTION: COMPREHENSIBLE INPUT

In this course, teachers will explore the Comprehensible Input SIOP component which focuses on the appropriate rate of speech, clear explanations, and using a variety of techniques to make content concepts clear for students in the areas of reading, writing, listening, and speaking. Teachers will prepare lessons that show knowledge in theories related to literacy and fluency for EL students.

Credit: 6 PL hours

GOAL SHELTERED INSTRUCTION: INTERACTION

Description: In this course, teachers will explore the Interaction component of SIOP which focuses on opportunities for oral language between teacher/student and student/student, grouping configurations, wait time, and opportunities for clarify in a student's L1. Teachers will prepare lesson plans and reflect on their practices to support equity and opportunity interaction for students.

Credit: 6 PL hours

GOAL SHELTERED INSTRUCTION: LESSON DELIVERY

Description: In this course, teachers will explore the Lesson Delivery component of SIOP which focuses on in-class delivery regarding content objectives, language objectives, engagement, pacing, progress monitoring to create "in-the-moment" adjustments. Teachers will use prepared lessons and deliver content with a reflection on if the lesson supported student learning.

Credit: 6 PL hours

GOAL SHELTERED INSTRUCTION: LESSON PREPARATION

Description: In this course, teachers will explore the Lesson Preparation component of SIOP which focuses on content and language objectives, content concepts, supplementary materials, the adaptation of content, and meaningful activities. Teachers will prepare lessons showing an understanding of major theories and concepts related to CLD.

Credit: 6 PL hours

GOAL SHELTERED INSTRUCTION: REVIEW AND ASSESSMENT

Description: In this course, teachers will explore the Review and Assessment component of SIOP which focuses on creating a comprehensive review of key vocabulary and key content concepts, providing regular feedback, and assessment of student comprehension and overall learning. Teachers will prepare lesson plans to show understanding and use of progress monitoring assessments as well as formative and summative assessments.

Credit: 6 PL hours

GOAL SHELTERED INSTRUCTION: PRACTICE AND APPLICATION

Description: In this course, teachers will explore the Practice/Application component of SIOP which focuses on hands-on materials, activities to support content and language knowledge in the classroom, and integration of language skills (reading, writing, speaking, listening). Teachers will prepare lesson plans and reflect on their abilities to aid students in English language and content learning.

Credit: 6 PL hours

GOAL SHELTERED INSTRUCTION: STRATEGIES

Description: In this course, teachers will explore the Strategies component of SIOP which focuses on ample opportunities for students to use learning strategies, scaffolding techniques, and higher-order questioning or tasks. Teachers will prepare lesson plans that show understanding of language acquisition and development through appropriate CLD Strategies.

Credit: 6 PL hours

HIGHER ORDER THINKING

Description: In this module, we will practice giving students higher-order thinking opportunities in every lesson. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 2.5 PL hours

HOW TO GIVE FEEDBACK TO YOUR STUDENTS: BOOK STUDY

Description: Uplift and encourage students to persevere in their work with specific strategies. Formulate and deliver feedback that both assesses learning and extends instruction. Explore when and how to use oral, written, and visual as well as individual, group, or whole-class feedback. Apply research findings on feedback and how they apply to today's classrooms. The book is available in digital format in the course. You may also check out a paper copy from your AA. Note that the chapter titles in this course follow the first edition of the book. If you are using the second edition, the discussions are still relevant but may not line up exactly to the chapter titles. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 10 PL hours

INTERACTION AND ENGAGEMENT

Description: In this module we will identify the difference between participation and engagement and we will discuss why student interaction increases engagement. Then we will consider ways to intentionally give students opportunities to interact with their teachers, other students, and with the outside world. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 4.5 PL hours

INTRODUCTION TO DIFFERENTIATION

Description: In this course you will explore the basics of differentiation. Understand students’ varied needs. List the characteristics of differentiated instruction. Evaluate strategies to differentiate through content, process, product, environment and assessment. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 6 PL hours

LEARNING THEORY

Description: Review three different learning styles and discover what your own style is. Explore the modes of learning and how to use scaffolding in your lessons. Write scaffolding into your lesson plans and participate in a live discussion! This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 3 PL hours

LEVEL UP! IMPROVE YOUR ONLINE COURSE

Description: Improve your online classroom using researched best practices. Explore how we teach our students to be successful with online work and how we create a safe, collaborative online culture. Look at how you can infuse your personality into your digital space. Learn how to promote interaction in the online classroom. Use multimedia to engage learners. Organize your Course Information and Session folders. Choose and use digital curriculum resources. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 9 PL hours

MANAGING THE ONLINE CLASSROOM

Description: Reflect on the many roles and responsibilities of an online teacher. Participate in a peer course review process. Provide advice about proactive and reactive course management. Set goals to use strategies to improve attendance, communication, engagement, and course completion. Create a social contract for your live sessions. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 5 PL hours

MATHEMATICAL MINDSETS

Description: This course is intended to provide you with tools, collegial relationships, and enriching experiences that will increase your ability to develop a growth mindset culture in mathematics in your classroom. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 1 PL hour

MEETING THE NEEDS OF DIVERSE LEARNERS

Description: Build skills in recognizing, respecting and responding to the needs of the wide range of diverse students in our classes. Explore strategies that work with various students. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 9 PL hours

MINDSET

Description: Compare and contrast a fixed and growth mindset, explore your own mindset, and commit to a plan to use Mindset strategies in your courses.This course has a required live discussion. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher or Academic Coach. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 3 PL hours

OFFERING CHOICE

Description: In this module, we will brainstorm and practice ways to offer students choices in how they learn and demonstrate learning, using our Schoology platform. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 6.5 PL hours

PLANNING AN ONLINE COURSE

Description: Explore the Colorado Teacher Standards and Elements. Discover how to find those standards on CDE website. Plan lessons with the end in mind. Explain your philosophy of rigor using the Goldilocks Principle. Create a lesson using scaffolding. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: __ PL hours

SAFE LEARNING ENVIRONMENT

Description: The focus of this module will be on 2.1, 2.2, and 2.3 of the teacher observation tool – maintaining procedures and routines in the classroom; honoring diversity and creating community; giving students opportunities to self-reflect and self-regulate. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 9 PL hours

SETTING APPROPRIATE GRADE LEVEL EXPECTATIONS

Description: In this module, we will consider what are reasonable expectations of learning for students at each grade level. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 3 PL hours

SPICE UP YOUR COURSE WITH DIGITAL TOOLS

Description: Explore options for delivering digital content. Find resources for existing interactive content. Look at how to add interaction and engagement to our courses. Investigate how to design content with higher levels of Bloom & DOK in mind. Practice applying digital tools to our existing courses. The final project is a screencast of a digital tool. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 9 PL hours

STRESS AND TIME MANAGEMENT WORKSHOP

Description: Identify your sources of stress, work with a partner to find resources to combat stress, and reflect on your stress reduction week. The same strategic flow will be used for time management. Why help another person with stress and time management? Doing "good works" is a proven way to reduce your own stress. We also know that teaching others leads us to a deeper understanding of the topic. Along the way, you will explore a series of resources, ideas, and strategies that you can put to use for yourself. Participants must have admin access to a course to practice and apply strategies. This course designed for any GOAL staff member. You can do work when convenient for you and the partner of your choice, but all work must be submitted by the course end date to be considered.

Credit: 10 PL hours

TEACHING NORMS

Description: Write your initial philosophy of education. Develop your own teacher-student boundaries based on norms in the education field. Explain how you will use your boundaries to communicate with students. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 3 PL Hours

TED TALKS

Description: This course explores several popular educational TED Talks and applies their teachings to GOAL Academy. This course was designed to provide a dose of inspiration to anyone, not just teachers! This is a self-paced course. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 5 PL Hours

TIME MANAGEMENT: BOOK STUDY

Description: In this module, we will work with the book Manage Your Time or Time Will Manage You to identify our time management style and learn the best methods for us, as online educators, to manage time. The book is available in digital format in the course. You may also check out a paper copy from GOAL. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 10 PL hours

THE MOTIVATED STUDENT: BOOK STUDY

Description: Cultivate students’ inner drive to learn by addressing their essential psychological needs. Apply the ideas, concepts and information in the book to your practice as an online teacher. The book is available in digital format in the course. You may also check out a paper copy from GOAL. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 9 PL hours

TRAUMA AND THE BRAIN

Description: In this module, we will explore how trauma impacts brain development, and how this impacts students behaviors and reactions. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 4 PL hours

USING FORMATIVE ASSESSMENT TO GUIDE INSTRUCTION

Description: In this module, we will explore ways to identify patterns in our formative assessment data and use that data to make informed decisions in our teaching. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 3 PL hours

USING RUBRICS IN YOUR CLASSROOM

Description: In this module, we will consider what makes a good rubric, what good are they, and how to use them effectively. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 9 PL hours

USING TECHNOLOGY TO ENHANCE YOUR ONLINE INSTRUCTION

Description: In this module, we will explore ways to use technology in creative ways that enhances student learning. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 3 PL hours

UNIVERSAL DESIGN FOR LEARNING

Description: Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom. It can be helpful for all kids, including kids with learning and attention issues. UDL takes careful planning by teachers. Learn the ins and outs of UDL and practice applying it to your course. Participants must have admin access to a course to practice and apply strategies. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 9 PL hours

WORKING WITH AT-RISK STUDENTS THROUGH MOTIVATION AND ENGAGEMENT

Description: In this module, we will analyze what motivates at-risk students, and then we will look at ways to motivate and engage the at-risk students. This is a self-paced course designed for any GOAL teacher. You can do work when convenient, but all work must be submitted by the course end date to be considered.

Credit: 4 PL hours

YEAR 1 TEACHER COURSE

Description: This year-long professional learning series will consist of most aspects of a GOAL teacher's Year 1 plan. This course contains 9 professional learning modules, monthly cohort meetings, and other asynchronous trainings designed to support a teacher new to GOAL. Topics include Rigor and Relevance, learning theory, course design and function, self-care, building an online presence, tech systems like Schoology and Microsoft, professionalism, working with at-risk students, and best practices of teaching and learning online. All PL coursework will take place in Schoology and be credit will in Vector by the L&D department at the end of the school year.

Credit: 45 PL hours