Professional Development /Continuing Education

Each module can be purchased for $900 and is worth 3 continuing education units for license renewal. An official transcript will be issued.

Module 1 Learning Objectives

  1. Teacher candidates will understand typical and atypical human growth and development for children and youth.
  2. Teacher candidates will understand how language, culture, and family background influence the learning of individuals with exceptionalities.
  3. Teacher candidates will understand and identify the etiologies, prevalence, and learning characteristics/effects for individuals with emotional and behavioral disorders, learning disabilities, and developmental disabilities/autism spectrum disorder.
  4. Teacher candidates use the understanding of development and individual differences/cultures to respond to the needs of individuals with exceptionalities.
  5. Teacher candidates will understand and identify family systems and the role of families in the development and advocacy for individuals with exceptionalities.

Module 2 Learning Objectives

  1. Teacher candidates will understand the history of special education and the landmark legislation/case law that have shaped it in the past and in the present.
  2. Teacher candidates will understand federal education and disability laws: Individuals with Disabilities Education Act, Every Student Succeeds Act, Section 504 of the Rehabilitation Act, and Americans with Disabilities Act.
  3. Teacher candidate will understand the evaluation and identification process with the use of nonbiased practices.
  4. Teacher candidates will apply special education eligibility criteria as it relates to emotional and behavioral disorders, learning disabilities, and developmental disabilities/autism spectrum disorder.
  5. Teacher candidates will understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the identification and delivery of special education services.
  6. Teacher candidates will identify and use ethical principles and professional practice standards

 

Module 3 Learning Objectives

  1. Teacher candidates will understand the central concepts, structures of the discipline, and tools inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.
  2. Teacher candidates will understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.
  3. Teacher candidates will modify general and specialized curricula to make them accessible to individuals with exceptionalities.
  4. Teacher candidates will develop effective individual education plans (IEPs) for individual with the following exceptionalities: emotional and behavioral disorders, learning disabilities, and developmental disabilities/autism spectrum disorder.  IEPs will be based on data, include all required components, and incorporate assistive technology (if applicable).
  5. Teacher candidates will facilitate IEP meetings while demonstrating effective collaboration and communication skills toward all multidisciplinary team members.

Module 4 Learning Objectives

  1. Teacher candidates will comply with all laws and policies relative to evaluating individuals with exceptional learning needs, in addition to being knowledgeable about the issues in defining and identifying these exceptional needs.
  2. Teacher candidates will conduct fair and nonbiased assessment practices by collecting data pertaining to cultural and linguistic diversity, as well as for effects of cultural and linguistic differences on growth development. This will be achieved through the collection of background information using record reviews and multiple informants. 
  3. Teacher candidates will judiciously select reliable and valid instruments that will ensure nonbiased results, with an emphasis on individuals with English Language Needs.
  4. Teacher candidates will demonstrate accuracy in administering, scoring, and interpreting both formal and informal assessments that are individualized, as well as constructing assessments based on curricula standards.
  5. Teacher candidates will ascertain how an individual’s culture and use of language differ, which may lead to ways of behaving and communicating that are misinterpreted and/or misunderstood.

Module 5 Learning Objectives

  1. Teacher candidates will accurately administer, score, and analyze behavior and social/emotional screening tools.
  2. Teacher candidates will understand the concepts and principles of behavior modification, recognize that behavior communicates an unfulfilled need which can lead to misinterpretation, and will accurately demonstrate application of these concepts in real classroom situations.  
  3. Teacher candidates will comply with legal and ethical behavior management procedures.
  4. Teacher candidates will design and conduct practical and comprehensive functional behavior assessments that includes: defining a target behavior, collecting data using both direct and indirect methods, developing a functional hypothesis, conducting a functional analysis to test the hypothesis, and summarizing findings.
  5. Teacher candidates will design and implement a behavior intervention plan that includes: desired and replacement behaviors, behavioral objectives, antecedent interventions, educative interventions, consequent interventions, progress monitoring plan, evaluation for fidelity, and a crisis protocol.
  6. Teacher candidates will demonstrate respect for the diversity of ethnic, cultural, and gender norms of beliefs and behavior.

Module 6 Learning Objectives

  1. Teacher candidates will consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.
  2. Teacher candidates will use technologies to support instructional assessment, planning, and, delivery for individuals with exceptionalities
  3. Teacher candidates will become familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
  4. Teacher candidates will use strategies to enhance language development and communication skills of individuals with exceptionalities.
  5. Teacher candidates will develop and implement a variety of education and transition plans for individuals with exceptionalities cross a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
  6. Teacher candidates will teach to mastery and promote generalization of learning.

Module 7 Learning Objectives

  1. Teacher candidates will use the theory and elements of effective collaboration.
  2. Teacher candidates will serve as collaborative resources to colleagues.
  3. Teacher candidates will use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.
  4. Teacher candidates will provide training and supervision to paraeducators, tutors, and volunteers.

Module 8 Learning Objectives

  1. Teacher candidates will, through collaboration with general educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaning learning activities and social interactions acceptance.
  2. Teacher candidates will use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
  3. Teacher candidates will apply principles of universal design for learning and differentiated instruction to fully include and engage individuals with exceptionalities in the general education environment and curriculum.
  4. Teacher candidates will use strategies to build relationships and to effectively manage a classroom to produce a positive, safe, and meaningful learning environment for individuals with exceptionalities.
  5. Teacher candidates will incorporate cooperative learning strategies to engage individuals with exceptionalities in the general education environment and curriculum.

Module 9 Learning Objectives

  1. Teacher candidates will identify defining characteristics of effective teaching and learning with a focus on dispositions of effective teachers.
  2. Teacher candidates will identify research-based characteristics of effective relationships between teachers and students.
  3. Teacher candidates will understand lesson design through the development and implementation of lesson plans.
  4. Teacher candidates will understand and select assessment strategies that will assist both teachers and students: a) to understand where they are in the learning process, b) to provide ways in which teachers can interact with assessment data to better restructure their learning environments to address students’ learning needs, and c) to provide strategies for creating assessments that allow students to “show what they know.”
  5. Teacher candidates will understand personalized learning for the 21st Century learner using differentiated instruction, and apply this educational strategy to the unique learning needs of the 21st century learner.

Module 10 Learning Objectives

  1. Teacher candidates will become knowledgeable about the International Literacy Association’s standards for teachers of reading.
  2. Teacher candidates will understand the components of reading and critical elements of strategy instruction.
  3. Teacher candidates will understand typical and atypical development in reading and reasons students may struggle.
  4. Teacher candidates will identify strategies and accommodations for teaching and remediating reading.
  5. Teacher candidates will conduct readings assessments to identify strengths and needs for programming.
  6. Teacher candidates will create readings lessons that will meet the diverse needs of all students in a classroom.

Module 11 Learning Objectives

  1. Teacher candidates will become knowledgeable about the National Council of Teachers of Mathematics’ standards, principles, and expectations.
  2. Teacher candidates will understand typical and atypical development in mathematics and reasons students may struggle.
  3. Teacher candidates will identify strategies and accommodations for teaching and remediating mathematics.
  4. Teacher candidates will create mathematics lessons that will meet the diverse needs of all students in a classroom.

When purchasing a module for professional development make sure to accurately fill out your personal information. You will receive an email invite into the course you have purchased in approximately 24 hours so be looking in your inbox, junk, or spam folder for an email invite from mark.reinhart@certificationcentral.education or certificationcentral.instructure.com