Summer Recertification Classes

Online Course Offerings

Online Course Offerings

Summer Session I:  May 18-June 26
Summer Session II:
June 29-August 7
Format:  All courses are online via Moodle
Credit:  Each course is 3 hours undergraduate credit (90 Recertification Points)
Grading: A-F grade scale
Cost: $297 per online course for fully licensed VA teachers who live in-state

Summer I Session (May 18-June 26)

Happy Students Excel: Building Social and Emotional Intelligence Lucas Shortt
Principles of Online Learning Heather Askea
Enhancing Instructional Practices Grades 6-12 Danny Dixon
Enhancing Instructional Practices PK-6 Selena Kiser
Conflict Resolution Strategies for Educators James Garrison
Empowering Student Achievement with a Growth Mindset Chelsea Lee
The Timely Teacher: Strategies for Classroom Organization Gequetta Laney
Learning with Seuss: Higher Level Reading Strategies for the Classroom Ashley Boggs

Summer II Session (June 29-August 7)

Registration closes June 22nd!


EDU C409 Boosting Motivation and Resilience in At-Risk Students Lucas Shortt
EDU C411 Understanding Poverty Fay Garrison
Square Zero: The Effects of Trauma on Students William Allison
Principles of Online Learning Heather Askea
Supporting Students with Autism Cindy Bates
Diversity in the Classroom: Culturally Responsive Teaching Part 1 Nicci Dowd
Amy Stewart
Living VA/US History: Using Technology in K12 Classrooms  Kevin Johnson
Google Apps for Education Christi Collins
Trends in Gifted Education Sarah Medukas
Rethinking Instruction with Project-Based Learning Dennis Carter
Kim Williams
Targeting Struggling Readers Heather Short
Social Media for Educators David Ellena
Threat Assessment for Educators Scott Addison
Thinking Algebraically Ann-Delyse Hopkins

Course Descriptions:

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 C410: Happy Students Excel: Building Social & Emotional Intelligence

This course discusses the types of social and emotional intelligence and provides exercises to build EQ for students of all ages. We will touch on character education and ways to instill morals in students.  Research shows that we can build EQ and that in turn promotes a positive school climate and motivates students academically. Happy students excel in school.  Each week will involve an application and journal response.

EDU C411: Understanding Poverty

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 a multitude of flashy web resources. This course is designed to help you build online learning environments in Moodle, Google Classroom, or other learning management systems 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. The principles shared in this course could be applied to any standard LMS.

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 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 also be challenged to learn to put aside their perceptions while identifying the facts. At the end of this course, educators will have developed the tools they need to implement culturally responsive teaching.

EDU C471: Living VA/US History: Using Technology in K12 Classrooms

We know that students learn history best when they have the opportunity to see artifacts from an event, examine primary and secondary sources, and present their findings to an authentic audience. With the use of technology, history teachers and their students are now able to bring history to life through pictures, video, and the easy accessibility of primary and secondary sources. Each module of this course will explore a period of Virginia/United States History through multimedia tours, online collections of primary and secondary sources, and discussions to allow a new generation of historians to explore and curate the information needed to understand the period. The course will then suggest a method each week to help the teacher use these resources effectively with students in their classroom. Finally, each module will conclude with the teacher preparing a presentation about the period using an assigned technology tool. Each of these modules will provide material that will allow the teacher to easily implement meaningful project-based learning projects into their classroom.

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

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 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 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 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?”

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.

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.