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e4e fall registration is now closed. e4e fall classes begin Monday, October 13.

Look for us again in spring 2015!


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    The Common Core State Standards (CCSS) for Mathematics are broken into two parts: the Standards for Mathematical Content and the Standards for Mathematical Practice, with the content standards detailing both procedural skills and conceptual understandings for students. With these standards, the U.S. is moving away from an approach to math education that is focused on covering a lot of topics—an approach characterized as “a mile wide and an inch deep”—to one of uncoverage, narrowing the scope of content so that students explore fewer topics, but go deeper in their study. In this course, participants will explore the content standards for the grades they teach as well as the progressions of topics across grades to understand why the standards are sequenced the way they are and how they relate to the current curriculum. Participants will read articles and watch videos to deepen their understanding of the rationale behind the CCSS, as well as examine model mathematics tasks that illustrate the meaning of various standards and the connections among them. Participants will unpack what is meant when people talk about the “focus, coherence, and rigor” present in the new standards, and connect their current practice with what is needed to implement the Common Core, leaving the course with instructional strategies, resources, and concrete practice planning instruction to implement the standards.

    In this course, participants will learn how mobile devices enhance teaching and learning in and out of the classroom.  Ongoing instructional challenges, such as sustaining student engagement inside the classroom and extending student learning beyond the school day, can be powerfully addressed through the use of mobile devices.  Apps that feature real-time images, augmented reality, interactive activities, and collaborative capabilities can enhance student understanding and help to personalize instruction. Students must learn how to use these technologies ethically and responsibly and teachers need to know how to maximize the potential of these devices.  This course will highlight meaningful ways that teaching and learning can be enhanced in and out of the classroom, while also addressing the challenges that many educators face when trying to integrate mobile devices into learning activities.

    This course is designed to strengthen participants’ understanding of how literacy has evolved in the 21st century and explore in depth the definition of digital literacy.  The NCTE definition of 21st Century Literacies states- “As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies.”  In addition, the ELA CCSS state that students should use digital media strategically and capably- “students must be familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.”

    This course will delve specifically into the demands, abilities, and competencies required for digital literacy, focusing on digital reading and writing and the technology tools that enhance student digital reading and writing experiences.  21st century digital literacy skills of evaluating information and ethical use will also be explored.  This course will share strategies for publishing work with authentic audiences in ways that support connected, meaningful learning. Participants will showcase what they have learned by compiling a portfolio of resources and reflections. 

    The way in which teachers engage their students has changed over the past decade. Students and even teachers are using social media tools of some kind on a regular basis. By learning more about how social media tools can be used personally and professionally, participants will see a benefit to using social media tools for possible student engagement and learning potential. The social media tools to be addressed in this course include Twitter, Edmodo, Edublogs, Kidblog, Skype in the Classroom, Facebook, SchoolTube, and TeacherTube.

    This course is the first in a series of four classes that the WCSD ELL Cohort will take in conjunction with Sierra Nevada College.  This course covers content that includes how students acquire a second language and the role that educators play in that process.  There are 24 face to face hours and 21 hours of work that are completed in an online format.

    Course Description

    Curriculum is the content, activities, and materials employed in the attainment of educational outcomes.  We will explore how curriculum for ELLs is developed and how it looks from different perspectives. Participants in this course will review, analyze and select quality content appropriate for English Learners within and to supplement a proscribed curriculum.  We will also investigate critical components of curricula that facilitate the acquisition of academic English, and design thematic content curricula across subject areas and/or the four language domains to address a range of English proficiency levels. 

    This course is a culmination of all learning in the previous three TESL cohort courses.  You are expected to draw upon and refer to (and cite) this learning throughout the Curriculum & Instruction course activities, with particular attention to the application of language acquisition and assessment theory, as well as methods and strategies for instruction and assessment of ELLs.

    This course focuses in the 6 instructional shifts in ELA instruction that will occur with the implementation of the Common Core State Standards. Participants will engage in reading, watching videos and discussion around these 6 Shifts and will share different ways they are using the 6 Shifts in their classroom.

    This course is open to all WCSD Education Technology Specialists (ETS) in their first two years of employment. This course will count toward ETS Academy Certification. Topics covered include professionalism, i-SAFE curriculum, Windows environment, Microsoft K-6 curriculum, SkillPort training, student management in the computer lab, 21st Century Learning dimensions, Web 2.0, and MAP tests.

    This course is designed to provide intermediate level instruction in conversational Spanish for WCSD employees. As our demographics continue to change, instruction for effective communication and language acquisition is necessary to strengthen family/ school partnerships. This course is designed for individuals who are interested in improving their ability to converse with Spanish-speaking parents/families, students, and colleagues in the workplace. This is an on-line course. The instructor will provide video lessons and integrate fun exercises in speaking Spanish in a webinar setting. Participants will work on-line on the Duolingo platform to complete language exercises. Coursework will cover present tense verb conjugations, extended school-related vocabulary, and customer service vocabulary.

    This course is designed to provide instruction in Conversational Spanish for individuals who have little or no Spanish-speaking skills and are interested in learning basic Spanish communication skills. This is an on-line course. The instructor will provide video lessons and integrate fun exercises in speaking Spanish in a webinar setting. Participants will work on-line on the Duolingo platform to complete language exercises. Coursework will cover the alphabet and vowels, greetings, numbers, calendar-related words, places and things at the school site, and key question words.

    Class website for general chemistry course held at Damonte Ranch High School in Reno, NV

    Online AP Chemistry course for Mrs. Crowley at Damonte Ranch High School.

    Honor's Chemistry course at Damonte Ranch HS with Mrs. Crowley.

    I would like to create an online course to supplement my classroom teaching.