Engaging Students While Fighting Apathy

 

Do you sometimes feel like you students are unmotivated and disengaged?  This online self paced course  will help you identify causes of student apathy and you will learn strategies for increasing engagement both virtually and face to face. This course will be 15 contact hours.

 

 

Main objectives include:

  • identify reasons students lack engagement
  • incorporate strategies which increase engagement for ALL students (including EL EC, and AIG)
  • explore growth mindset and executive functioning and how both relate to apathy.

When you have completed the course, email April Spencer at aspencer@wresa.org to notify April that you have completed the course and are requesting your certificate. After reviewing your assignments and, assuming everything looks good, April will send your certificate of completion for the course “Engaging Students While Fighting Apathy” for 15 contact hours.

Presenter:  Pam Sutton, Instructional Coach for Henderson County Public Schools

Facilitator:  April Spencer – If you have any questions about the course, contact April at aspencer@wresa.org

 

OCDE Project GLAD® 4-session Virtual Training

Welcome!

This  professional development consists of 4 sessions.  These will be synchronous sessions with the last three being recorded for access at a later time (if necessary).

The structure for this PD is linear. Therefore, the sessions will need to be taken in order. Each of the sessions will contain activities and assignments that you need to complete to advance to the next session.

Webinar Schedule 

  • Session 1: November 5 or 7 – Synchronous (one or the other for participants)
  • Session 2: November 12 – Synchronous or recording
  • Session 3: December 3 – Synchronous or recording
  • Session 4: December 10 – Synchronous or recording

Zoom Link Information:

Materials needed for this webinar:

  • Project GLAD Learning Guide
  • A highlighter
  • A pen or pencil
  • An internet connected device with camera and microphone access

 

ACT 3-Year Plan for Educators

Welcome,                                                                                                                                                                         

Our online, 3-year plan was created for your staff to prepare students to have a successful ACT experience. It is set-up to allow students in the 9th, 10th, or 11th grade information and resources in the same order as the ACT test is administered: English, Math, Reading, Science.

Each grade level has topic specific lessons designed as warm-ups that guide the students through the important concepts needed for success.

Good Luck in the upcoming year. If you have questions, please contact us at:    postcardsfromhistory@gmail.com

Online Book Study: Strategies to Support Student Learning in Online and Blended Environments

 

Welcome!  Eric Carbaugh, co-author of the book titled: The Differentiated  Flipped Classroom; A Practical Guide to Digital Learning  will take you through  this course using the book as a guide. Participants will need to purchase the book prior to starting the course.

 

Primarily, participants will learn how to:

  1. Craft a positive learning environment and build relationships with students both at home and at school;
  2. Create or personalize content for students to view when learning at home;
  3. Monitor student progress towards key learning goals;
  4. Differentiate for student readiness, interest, and learning profile needs; and,
  5. Manage a differentiated flipped classroom environment.

 

After each chapter, there are a set of reflection questions to help you process key ideas. In addition, some chapters have “job embedded tasks” which will ask you to apply strategies and tools to your own teaching and then reflect on these experiences. Included in some modules are additional resources such as brief articles, video clips, and tutorials that will help you to successfully complete the job-embedded activities.

To maximize your learning, please complete the reflection questions in each chapter BEFORE working on the job embedded tasks (if included).

Enjoy the course!

For more information about this courses, contact Candie Sellers at csellers@wresa.org. CONTACT HOURS: 20

Social and Emotional Learning

 

As a participant in this 6-hour course, you will explore a five- part model of Social and Emotional Learning (SEL) and the tools needed to integrate the strategies into everyday content and the hows and whys of:

 

*Building students’ sense of identity and how to overcome challenges and influence the world around them.
*Help students identify with critical decision making and problem solving skills.
*Helping students identify, describe and regulate their emotional responses.
*Fostering students’ social skills and ability to establish and repair relationships.
*Equipping students to be informed and involved students.

After completion of the course, your school will have the opportunity for informed discussion and knowledge to develop a school plan for implementation of SEL.

The facilitators for this course are Candie Sellers and April Spencer.  If you have any questions please contact: csellers@wresa.org or aspencer@wresa.org.  After completion of this course, please email either csellers@wresa.org or aspencer@wresa.org to confirm your course work is finished.   After course work is reviewed and checked, a certificate for 20 contact hours will be emailed to you.

Substitute 101

On any given day approximately 274,000 substitute teachers serve in this country’s classrooms. By the time a student graduates from high school, that person will have spent the equivalent of a full year being taught by a substitute. As a result, quality preparation of substitute teachers is critical for student learning.

WRESA would like to thank Henderson, Jackson and Macon Counties; Jan King, Director of School Learning and Leadership Development for Henderson County Schools; and Monica Shepherd, Northwest Regional Educational Facilitator, for sharing their time and resources with us.

The following forms below need to be printed, completed, and included with your certificate  for this course when you apply to be a substitute with a school district. You will take the Blood Borne Pathogen Quiz and the Diabetes Quiz as part of your substitute training and these will be noted on your certificate.

Increasing Rigor with Higher Order Thinking

This session will help participants use higher order thinking to increase rigor. We will improve the quality of questions posed to students.

Target audience:   6-12 teachers

Main objectives include:

  • using Webb’s Depth of Knowledge to scaffold students to think more critically,

  • purposefully planning questions in lesson plans, and

  • building rigor in both face to face and virtual environments.

NC Professional Teaching Standards Addressed in this Course:

  • STANDARD II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS.
  • STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS.
  • STANDARD V: TEACHERS REFLECT ON THEIR PRACTICE.

Presenter: Pam Sutton, Instructional Coach for Henderson County Schools 

Facilitator: April Spencer – If you have any questions, email April at aspencer@wresa.org

Type: Ongoing, Self-Paced
Course Fee:

WRESA Member $45.00

Non-Member: $65.00

You will have topics to review and a quiz/activity for each of the 6 lessons. Please complete each quiz/activity at the conclusion of each lesson.

So, Now You’re a School Employee – Basic Responsibilities and Expectations

This course covers  the basic legal responsibilities for all public school employees in North Carolina. The law firm of Campbell Shatley, PLLC discusses important points of consideration for all public school employees such as supervision, confidentiality, using social media, student-staff relationships, and more.  This course is designed for all new and veteran school employees.

Type: Ongoing, Self-Paced
Course Fee: $25.00