Online Professional Learning Courses

This module addresses Rule 6A-6-53,F.A.C. requiring 40 hours of scientifically based reading instruction.

*Check with your district to ensure that this course meets the 40 hour reading requirement for certification renewal.

Participants will focus on research highlighting the importance of providing students with foundational reading instruction. They will explore the six components of reading: oral language, phonological awareness, phonics, vocabulary, fluency, and comprehension. Participants will be immersed in the complex process of reading, which involves both learning to decode texts and deriving meaning from them.  Strategies for serving students with dyslexia are a focal point.

Upon completion of the professional learning activities delivered in accordance with the delivery method, participants will: 

• Understand the six components of reading, including comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.
• Apply the principles of research-based reading instruction and integrate the six components of reading to scaffold student learning.
• Determine instructional practices that develop higher-order thinking skills and facilitate text-reading skills in appropriate content areas.
• Select appropriate resources and materials for the subject matter and student literacy levels.

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Participants will learn the instructional pedagogy to support English language learners and develop cultural competencies to ensure students of various backgrounds are provided equitable learning environments.  

Upon completion of the professional learning activities delivered in accordance with the delivery method, participants will:

• Understand the legal obligations and Consent Decree to ensure that English language learners have equal access to education.
• Eligibility processes, requirements, and services provided for students that qualify for ESOL services.
• Create learning opportunities using a variety of strategies for students in relation to the five stages of second language acquisition.
• Maintain a culturally responsive classroom environment that embraces cultural differences and encourages a home-school connection.

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Participants will learn about the research behind developing teaching strategies to integrate comprehension strategies to support content-area learning. Additionally, participants will explore mathematical concepts and practices to enhance student knowledge and understanding.

Upon completion of the professional learning activities delivered in accordance with the delivery method, participants will:

• Demonstrate an understanding of a wide repertoire of comprehension, writing, and thinking strategies across all disciplines including science, history, social studies, mathematics, and other content areas, to build knowledge and understanding of concepts.
• Demonstrate an understanding of content literacy strategies that support content area instruction to provide targeted lessons and differentiation to individuals at various academic achievement levels.
• Apply knowledge of mathematics concepts and standards to engage in purposeful, collaborative planning while implementing the curriculum within the classroom with fidelity.

Effective teaching practice requires fully developed, engaging, and rigorous planning. In this course, participants will be guided through the development of a curriculum map, unit plan, and daily lesson plans.

Upon completion of the professional learning activities delivered in accordance with the delivery method, participants will:

• Plan units to cover all grade-level standards within the timeframe of one school year, ensuring standards are logically scaffolded to support student learning throughout the school year.
• Ensure lessons are scaffolded within the scope of a single unit of instruction. 
• Learn how to create opportunities within a single unit of instruction for students to: process, elaborate, record, and reflect when presented new information; practice and deepen understanding of previously taught content; extend learning beyond the context of the classroom.
• Plan effective activities to meet the lesson objectives.
• Learn to create opportunities for students to be formatively assessed on unit content within each unit of instruction.

This course will present the pedagogy that the basis for participants understanding of effective assessment utilization and how to use data to drive instruction and improve student outcomes. Participants will engage in scenarios that demonstrate the effective use of assessments. Data analysis will be taught in context as participants learn how to use data to inform instructional decisions as part of a reflective practice.

Upon completion of the professional learning activities delivered in accordance with the delivery method, participants will:

• Explore types of assessments that are utilized for varying purposes, including assessment for learning, assessment as learning, and assessment of learning. 
• Learn how to use formative assessments to make instructional decisions during learning opportunities and effectively adjust instruction.
• Discover how summative assessments are used to help teachers assess overall student learning.
• Use recent and relevant data to ensure students are receiving actionable feedback to foster instruction for growth.

In this course, the participants will learn the research behind creating a well-managed learning environment for students. They will be introduced to four important aspects of a well-managed learning environment.

• Respectful student-student and student-teacher interactions
• Well established classroom routines, procedures, and behavior expectations
• Fostering a safe and inclusive learning environment
• Establishing and maintaining effective communication with all stakeholders

Upon completion of the professional learning activities delivered in accordance with the delivery method, participants will:

• Gain an understanding that all children are unique and have varying needs and learning styles.
• Understand the influence of family at various levels of development.
• Learn how to maximize student involvement, cooperation, and collegiality with classmates.
• Discern the difference between management and discipline.

Participants explore the principles of professional conduct and the code of ethics for educators. The components of the Plan, Do, Check, Act (PDCA) continuous improvement model will be explored through various learning outcomes and social situations. Strategies to identify and service students in crisis will be examined in tandem with Ontological frameworks of educational philosophy.

Upon completion of the professional learning activities delivered in accordance with the delivery method, participants will:

• Apply the continuous improvement model, PDCA, to various situations.
• Identify the early signs of a child in crisis and employ best actions.
• Understand an educator’s responsibilities through the lens of the professional code of conduct and the code of ethics.

Participants will learn how to create a student-centered learning environment focused on student growth and high expectations. This environment will foster critical thinking and problem-solving. Participants will explore how positive attitudes, engagement, communication, and collaboration contribute to a dynamic student-centered learning environment.

Upon completion of the professional learning activities delivered in accordance with the delivery method, participants will:

• Identify elements of a student-centered environment.
• Understand outcomes produced in a student-centered environment.
• Learn how to individualize instruction through small groups, technology, and engaging peer-to-peer discussions.

*Check with your district to ensure this course meets the Educational Leadership renewal requirement.

Explore the Florida Educational Leadership Standards (FELS) to comprehend their essence. Delve into the delineated expectations and prerequisites for principals and assistant principals across the eight FELS. Investigate the way these standards construct a scaffold for school administrators to foster both the academic achievements and overall welfare of every student.​

• Distinguish the eight Florida Educational Leadership Standards (FELS).​
• dentify the distinct duties assigned to Principals within the FELS framework.​
• Recognize the specific roles allocated to Assistant Principals within the FELS.​
• Analyze the ways in which adherence to FELS enhances student learning outcomes.

This module addresses Florida's professional learning requirements from SB 1108 - Students with Disabilities (SWD).

*Check with your district to ensure this course meets the SWD certificate renewal requirement.

Participants will learn how to differentiate instruction based on the diverse needs of students with disabilities. The Response to Intervention (RTI) process and the laws that govern educator responsibility to support students with exceptionalities/special needs will be explained throughout the course. Students with Disabilities will be referred to as Exceptional Student Education (ESE). Some states refer to these same students as SPED, which stands for Special Education.

Upon completion of the professional learning activities delivered in accordance with the delivery method, participants will:

• Comprehend the science behind how the brain learns.
• Explore ways to differentiate the needs of ESE students.
• Be immersed in the Response to Intervention Process (RTI).
• Learn about laws protecting ESE students, such as the Disabilities Education Act.  
• Understand The rights and responsibilities of teachers, parents, and students to meet the needs ESE students will be presented.