BP-01 Creating and
Using Meaningful Rubrics that Assess Student Work
As defined by
rubric guru Heidi Goodrich, a rubric as "a
scoring tool that lists the criteria for a piece of work or 'what
counts.'" This course will give teachers the tools
to clearly identify the goals and objectives of a student product
and to assess various aspects of those student products.
Participants will investigate various theories for creating
rubrics, visit websites with online rubric creators and develop
their skills for creating meaningful rubrics that can enhance
the quality of their student work. Participants will engage
in readings, discussion, exploratory activities and create rubrics
that assess student products for learning while focusing students
on the goals and objectives of their assignments.
BP-02 Utilizing a Mentoring Program Effectively
Mentoring is an
effective way of keeping new teachers in the profession. Coaching
is an essential tool the mentor uses to help new teachers develop.
Coaching involves being non-judgmental, helping teachers to solve
their own challenges, and using data collected during observations
to help new teachers solve problems that they’ve
identified. This course will provide the trained mentor with
additional practice in coaching techniques so they can be more
effective at guiding new teachers.
BP-03 Data Driven Teaching
No Child Left Behind and high-stake
testing have changed the way teachers conduct and apply assessments
in their classroom. This course will prepare you to make data driven
decisions in your teaching. This course is intended to introduce
participants to various types of assessments used in the classroom,
focusing primarily on the use of formative and summative assessments.
During the course, participants will develop their understanding
of formative and summative assessments and be able to determine
how assessments can guide teaching decisions. This class is designed
for both Regular and Special Educators.
BP-04 Using Differentiated Instruction Effectively in the Classroom
"Using Differentiated Instruction Effectively in the Classroom" is a seven-unit online course offered through OPEN NH. This course has been designed to provide as a model of DI and to provide educators with the tools to assist them in the development of a lesson plan, meeting standards for all students. Kindergarten through grade 8 classroom teachers will be attracted to this online course and it is well suited to both novice and intermediate level teachers in DI. Each year teachers are challenged to successfully and capably teach students in a heterogeneous classroom. Today's classrooms are rich with diversity; providing a range in abilities, learning styles, and educational needs as teachers strive to teach everyone and at the same time. Differentiated instruction (DI) moves the teacher away from the "one-size-fits-all" philosophy of teaching and toward the understanding that there are differences in all students.
BP-05 Understanding the
Follow the Child Philosophy
Participants will study the critical attributes of the Follow the
Child Initiative in New Hampshire, analyzing the 8 Conditions
that Make a Difference and reflecting on the presence of those
conditions in their schools and educational experiences. Participants
will understand the relationship between No Child Left Behind
and Follow the Child and work together to identify best practices
for the complementary implementation of both initiatives. Throughout
the course, action plans will be developed that address the 8
Conditions that Make a Difference that can be used in your schools
to ensure the success of all students.
BP-06 School Policies for 21st Century Learning
This course provides an opportunity for teachers, technology coordinators, and other school leaders to learn about school legal and policy issues involved in creating safe 21st century learning environments. Participants will gain a better understanding of legal issues related to Internet access and effective Acceptable Use Policies for Internet use, including use of new Web 2.0 tools used for social networking and collaborative learning.
BP-07 Using an Online Professional Learning Community to Support Teacher Leadership Development
This seven week course is designed to introduce the power of collaborative leadership through a professional online community. Participants will define key leadership qualities that produce effective teacher leaders. Practical tools and resources will be explored which enable teacher leaders to work for school improvement and change, content and curriculum development, and enhancing digital citizenship using 21 century skills. National Staff Development Council standards highlighting the importance of leadership, learning communities, and collaborative work provide the framework for participants’ learning. Each participant will work on a "Building a learning Community" project.
BP-08 Using Reflective Writing to Develop Metacognition in the Classroom
This course will provide NH Teachers K-12, Administrators, and others instrumental in the creation/management of ICT digital portfolios the opportunity to collaborate with other professionals while learning how reflective writing and metacognition can better prepare their students for 21st Century learning. During the course the participants will explore ways to use reflective writing to help the child develop metacognition. At the end of the course they will have developed a lesson plan which will integrate reflective writing with their existing curriculum.
BP-09 Learning and Teaching with Web 2.0 Tools
The Internet as we know it has been constantly changing and improving over the past several years and these changes have been so numerous and so dramatic as to inspire people to refer to this "new" internet as Web 2.0 or the Read/Write Web. The content of the Read/Write Web, as we will call it, is characterized by open communication, freedom to share and re-use content, and dynamic interactivity among users of varying technical abilities around the globe. There are now a multitude of web-based tools available that can allow people to organize their favorite bookmarks, write online documents, and share information with others through social software like blogs and wikis. These tools can positively impact teaching and learning and the implications are significant. Students can be empowered to see how their ideas can be shared easily with the world and students around the globe can easily collaborate and communicate with each other to build knowledge communities that are not dependent on time and space. A few dedicated educators are sharing their ideas and blogging about these new tools so that they can be used effectively in classrooms. In this course, participants will be exposed to many of the tools of the Read/Write Web and will get the chance to experiment with new tools each week. The final unit will focus on how educators can help students to use these new tools safely. Discussions will help participants focus on how these tools can be integrated into the classroom to make the most of their potential to enhance student learning.
BP-13 Homeless Children and Youth: Ensuring School Access and Academic Success for Our Most At Risk Students
This course engages local homeless education liaisons, Title I managers, special educators, and other interested individuals (i.e., school nurses, teachers, guidance counselors, administrators) in acquiring knowledge, skills, and perspectives of the educational needs and challenges of homeless children and youth, from the perspective of the federal McKinney-Vento Homeless Education Assistance Act. An explicit goal of this course is to assist districts in the identification and immediate enrollment of children and youth in homeless situations. Participants will work to identify the specific challenges and needs of unaccompanied youth - including youth in their school service area that may have already disengaged (dropped out) from school. Youth outreach strategies to identify and re-connect youth to education for completion of high school, and in some cases, preparation for post secondary education will be covered. Activities in this course include readings, video resources, and postings to the online discussion area. The final project for this course involves developing local strategies, policies, and practices to identify and remove educational barriers and develop community collaboration strategies to assist homeless families, children, and youth.
CE-01 Designing a Virtual Field Trip for the Elementary Classroom
Are there places you’d like to take your classroom to enrich
your curriculum, but can’t due to budget, time constraints
and distance? You can still visit those places with a virtual
field trip! This course will enable teachers in grades 1-6
to use Internet resources to design a virtual field trip to extend
and enrich their curriculum. Participants will become familiar
with strategies and resources, and tips and tricks that will allow
you and your students to “visit” any place in the world. By
the end of the course participants will design effective and engaging
virtual field trips that are aligned to state and national standards.
CE-02 Engaging K-12 Students with Digital Portfolios
This course
is for teachers interested in helping their students develop a
reflective digital portfolio that meets New Hampshire's ICT Literacy
Program standards and that engages and motivates students. Participants
will learn about characteristics of reflective portfolios, be introduced
to tools and process steps for creating digital portfolios, and
review examples of portfolio contents and organization. As a final
product, each course participant will work with a cohort of K-12
students to create their own samples of student digital portfolios.
CE-03 Aligning Curriculum with Grade Level Expectations
This course
will guide kindergarten through eighth grade teachers through the
process of aligning curricula to the Grade Level Expectations/Grade
Span Expectations. Teachers will learn how read the GLEs/GSEs,
how to identify GLEs not currently addressed and adjust lesson
plans to incorporate them. The importance of the GLEs in the NECAP
assessments will be addressed. Participants will choose 1
Cluster/Strand of the GLEs and align their existing curricula to
it. Participants will use the Backward Design Process to set new
learning goals and create or modify curriculum. This course is
meant to be the first step in an ongoing process for teachers in
aligning curriculum to the GLEs.
CE-04 Meeting the New Standards for School Approval
This course
is designed for school administrators and leaders who want to understand
the changes in the minimum standards for school approval. Every
public school up for school approval will have to meet the new
minimum standards of Ed 306, which were adopted in July of 2005. There
are many changes and new requirements in the standards that might
be challenging for some districts to meet. There are resources,
such as technical advisories and comparison charts, issued by the
DOE that will be used to help participants understand the changes
and what they mean to schools and districts. A timeline for
implementation of the new standards will be created for use by
a school-reform committee.
CE-05 Developing Competencies for High School Courses
This course has
been designed to provide educators with a tool kit to translate
New Hampshire Grade Level/Span Expectations (GLEs/GSEs) into competencies
to guide instruction. Throughout
this seven-week course, exemplary practices and research will be
analyzed to encourage a deep understanding of competency-based
instruction. Participants will gain practical knowledge about design
strategies and will be skilled in writing quality competencies
that can define their course content.
CE-06 Recognizing and Developing Extended Learning Opportunities
This course provides knowledge and background to teachers or school administrators who seek to provide quality Extended Learning Opportunities for their students. Extended Learning Opportunities are a New Hampshire that allows students to achieve competency for their educational experiences outside the traditional classroom setting. Schools are required to have policies in place and a means of assessment by a highly qualified teacher. ELOs are intended to be individualized, relevant and rigorous; however, the guidelines for their design are intentionally flexible. This course will help you design or recognize an extended learning opportunity that allows students to work toward a clear set of measurable outcomes that align with their course competencies. Both school teachers and school policy makers will understand how to recognize potential out of class opportunities for students and develop them into rich Extended Learning Opportunities that meet the demands of your curriculum.
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