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Products are filtered by different dates, depending on the combination of live and on-demand components that they contain, and on whether any live components are over or not.
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  • Contains 3 Component(s), Includes Credits Includes a Live Web Event on 02/23/2023 at 6:00 PM (EST)

    Discover the value of self-awareness and how to make the most of your time working with an instructional coach.

    Coaching can support novice teachers and improve their pedagogical practices. By reflecting on their interpretation of the coaching feedback they received and developing action plans to enhance their instruction, new teachers can learn strategies and approaches to get the most out of their coaching experience. Teachers will explore techniques for maximizing the return on investment from coaching at their schools as well as how to ensure that they act on and evaluate progress in light of coaching feedback. Participants will discover the value of self-awareness and how to make the most of their time working with an instructional coach.

    Session Outcomes:
    • Begin to define the meaning of coaching
    • Explore research-based characteristics of effective coaching
    • Understand why emotional intelligence is important to effective coaching

    Prudence Minton, Ed.D.

    WestEd Professional Learning Designer & Leadership Coach

    Dr. Prudence Minton has more than 19 years of experience as a principal supervisor, senior executive, and instructional leader. Her educational career has been defined by a strong dedication to providing students with equitable and progressive opportunities. She was a part of the founding leadership team of a charter school in Newark, New Jersey, which educates students in grades Pre-K through 12. Dr. Minton was also a principal mentor for the state of New Jersey, where she assisted new school leaders in their development through leadership simulations and action research projects. She graduated from Spelman College with a B.A. in Economics, Brooklyn College with an M.A. in Math Education, Columbia University's Teachers College with an M.Ed. in Educational Leadership, and an Ed.D. from the University of Pennsylvania. She is currently part of the WestEd community as a Professional Learning Designer and Coach for the Educational Leadership and Systems Design Department.

  • Contains 3 Component(s), Includes Credits

    Positive relationships with teachers and staff can enhance students' motivation and promote learning.

    Positive relationships with teachers and school staff can dramatically enhance students' level of motivation and therefore promote learning. Students with access to stronger relationships are more academically engaged, have stronger social skills, and experience more positive behavior. This webinar will provide best practices to start your year off right, and assist you in…

    Improving your overall behavior-management skills.

    Helping learners Increase task engagement and improve academic achievement.

    Enabling students to work toward self-management.

    Establishing safety for the risk-taking venture of learning.

    Michelle McCraney, EdD

    Core Faculty

    American College of Education

    Dr. Michelle McCraney has served as a state college administrator, faculty member, principal, assistant principal, program and staffing specialist, and teacher. She is currently employed as a university professor. 

    Emir Gonzalez, EDD

    American College of Education

    Dr. Emir Gonzalez has served as a science educator, intervention specialist, and testing coordinator. He is currently employed as a university professor in the teaching and learning department, teaching curriculum and instruction course.

  • Contains 3 Component(s), Includes Credits

    Learn how to build successful partnerships between local education agencies and community college partners.

    This session will look through the lens of Kannapolis City Schools (KCS) and Rowan-Cabarrus Community College (RCCC) in North Carolina, with attendees learning how to build successful partnerships between local education agencies and community college partners. This successful partnership has culminated in KCS being recognized for the NC Works Award of Distinction as an Outstanding Innovative Partnership, CTE Regional Director of the Year, and Game Changer Award recipient.

    Building on lessons learned through the KCS-RCCC partnership, we will share how each educational entity has worked to ensure that the dynamics of diversity, equity, access, and inclusion are a priority in the partnership. We’ll offer an interactive activity focused on diversity, equity, access, and inclusion to identify the core values and beliefs of the participants and their respective educational agencies. Additionally, we will share how we choose dual enrollment career and technical education pathways that are taught on the high school campus, and how we are continuing to expand our equity and access focus through locally articulated credit. 

    ·        Attendees will learn how to build successful partnerships between public school units and community college partners.

     ·        Presenters will share how they choose dual enrollment career and technical education pathways that are taught on the high school campus and how we are continuing to expand our equity and access focus through locally articulated credit.

     ·        An interactive activity focused on diversity, equity, access and inclusion will be utilized to identify the core values and beliefs of the participants and their respective educational agencies. 

    Dr. Angelo Markantonakis

    Associate Vice President, Academic Programs (RCCC) [Adjunct for ACE]

    American College of Education

    Dr. Angelo Markantonakis has presented at national and local conferences relative to retention, curriculum scheduling, Work Based Learning, Career and College Promise Programs, Career and Technical Education Pathways, Perkins Pathway Partnerships, Creative Marketing, Building Community Partnerships, and Early College Success. Angelo is a first generation college graduate who started his journey within education at St. Lawrence University as a HEOP (Higher Education Opportunity Program) student. His Masters degree is in Education with a concentration in Adult Education from Elmira College, and a doctorate in Higher Education Executive Leadership from Wingate University in North Carolina.

    Kelli Antonides

    Director of Career & College Promise Programs Rowan-Cabarrus Community College

    Rowan-Cabarrus Community College

    Kelli plans, assesses,
    and implements initiatives and programs related to North Carolina’s dual
    enrollment program, Career & College Promise. Antonides’ past experience as
    a college advisor, classroom teacher, and research associate have all
    contributed to her passion of working with first-generation students. A born
    and bred Tar Heel, Antonides holds a BA degree in both Political Science and
    Communication Studies from UNC-Chapel Hill, a MAT from the University of
    Southern California, and is currently pursuing a doctoral degree in Community
    College Leadership from North Carolina State University. Kelli and her husband
    welcomed their first child into their family last year and are loving every
    minute watching him grow.

    Daryle Adams

    Director of Secondary Education, CTE, and STEM Kannapolis City Schools

    Kannapolis City Schools, NC

    With over 24 years of educational experience, Daryle currently serves as the Director of Secondary Education and Career and Technical Education for Kannapolis City Schools, Kannapolis, NC. As the CTE Director, he has expanded the number of pathways and program areas available to students while increasing course offerings at the middle school. As an educator, Daryle spent 15 years as a classroom teacher before transitioning to administration first as a high school administrator then Director. Born and raised in the United States Virgin Islands, he is a proud alumnus of Emory University, University of Northern Iowa, and Wingate University. Daryle is a past recipient of the NC Governor’s Award of Distinction for Innovative Programs, selected as the 2020 North Carolina CTE Administrator of the Year, and is now the ACTE Region II CTE Administer of the Year, which covers the Southern states. He has had the honor of presenting at national and local conferences regarding curriculum scheduling, Dual Enrollment, Racial Equity and Diversity, Career and Technical Education Pathways, and Building Community Partnerships.

  • Contains 3 Component(s), Includes Credits

    Burnout feels like a guaranteed side effect of working in education right now, but managing your mental health is the key to living a high-quality life in and out of the classroom.

    Everyone talks about the stress of teaching, but most people aren’t offering real solutions. Are you starting to worry that the stress of your day may be negatively impacting more areas of your life? In this workshop, you’ll learn five simple and practical ways to improve your mental health so you can enjoy your time in and out of the classroom This workshop will help you:

    • Identify key practices to support your own mental health and well-being.
    • Understand how to incorporate these practices into your daily classroom life. 
    • Challenge burnout causing school norms while still being a team player.

    Calvalyn Day

    Calvalyn Day is a nationally published author, coach and speaker. She is highly sought out by mission driven organizational leaders for her approach to trauma-informed and culturally competent personal and professional development. Since founding her business in 2015, she has taught and coached thousands of professionals in the education and mental health worlds. Professionals who are eager to bridge the gap between potential and outcomes are now able to maximize their efforts by partnering with her through the Think & Grow Well Digital Development Program.

  • Contains 3 Component(s), Includes Credits Recorded On: 11/17/2022

    Mandated reporting can be intimidating, but the Green Bear Project is here to help you understand the signs, symptoms, and how to report child abuse.

    Mandated reporting is an integral part of teaching. Ensuring the safety of your students is not only essential but is also mandated by law. However, it can be hard to make that call. The Green Bear Project is here to help! The Green Bear Project’s Mandated Reporter class will instruct future teachers on the 4 types of abuse, signs, and symptoms of abuse, and how to respond to the abuse.

    This class will help you feel more confident in the reporting process, showing you how to

    • Identify signs and symptoms of child abuse,
    • Respond to disclosures,
    • Report suspected child abuse, 
    • And understand the multidisciplinary team approach when working with survivors.

    Mia Ponder


    Mia Ponder joined SEMO-NASV in August 2021. She graduated in 2019 from the University of Missouri with a Bachelor of Science degree in Human Development and Family Science and received her Master of Arts in Family and Community Services in 2022. Since joining SEMO-NASV, Mia has been presenting sexual assault prevention programs to local children and adults. 

    Leasa Stone


    Leasa Stone has been with SEMO-NASV since 2002. As a former foster parent and pediatric registered nurse, Leasa has worked primarily with children since graduating from Southeast Missouri State University in 1989 with an Associates Degree in nursing. In addition to working for SEMO NASV, Leasa has been a pediatric staff nurse at Saint Francis Medical Center since 1990. Leasa travels to schools and other organizations in southeast Missouri discussing child abuse prevention.

  • Contains 3 Component(s), Includes Credits

    A discussion of the premise and promising practices of using strategic integration of student services and classroom instruction to support under-represented and under-prepared students.

    It would be easier if education was just a matter of teaching students things they don’t know, but, in reality, students at all levels often need advice, support, and skills training that goes beyond what they receive in the classroom. Counseling and support services exist, but too often there’s too little connection and communication between these services and the academic instruction students receive. We want to offer strategies that bring these areas together to put students on a continuum of personal growth and classroom education.

    Join us for a discussion focused on the premise and practices of supporting under-represented and under-prepared students using this strategic integration. The conversation will feature themes for putting this into action, as well as information on how to design, implement, and execute strategies for integrating student services in any educational setting.

    • Basic approaches to identifying needs and bringing student services and classroom instruction together.
    • Creating spaces and opportunities for collaboration between support staff and academic faculty.
    • Bringing together students with similar needs to work together on their coursework.
    • Taking a holistic approach to teaching the skills of lifelong learning.

    Dr. Wes Anthony

    Assistant Professor

    American College of Education

    Dr. Wes Anthony is a former director of the National Center for Developmental Education. He is certified in learning assistance and developmental education through the Kellogg Institute. He has worked in the LEAD and doctoral programs at ACE since 2020.

  • Contains 1 Component(s)

    Learn how to land a teaching position in a school environment where you can thrive.

    With qualified teachers in such high demand across the country, you may be wondering how hard you even have to try to get hired. The truth is, however, searching for the right teaching position can be overwhelming. How can you make sure you’ll thrive in your new school environment before classes even begin? This virtual workshop will help you prepare your résumé, cover letter, and recommendations; research districts and schools for the best fit; and prepare for a successful interview.

    Participants will learn:

    • How to write a résumé and cover letter
    • How to ask for a letter of recommendation
    • How to conduct a successful job search, including job fairs
    • How to research a school for a good fit How to prepare for a teaching interview

    Samantha Fecich

    Dr. Samantha Fecich is a professor, author, speaker, and educational consultant and can be found on Twitter and Instagram @SFecich. An Associate Professor of education for 8 years, she is the author of EduMagic: A Guide for Preservice Teachers and EduMagic Shine On: A Guide for New Teachers. She holds a PhD. in learning, design, and technology from Penn State University and a master's degree in special education and instructional technology from Penn State University. You can find more of Dr. Fecich's work, including her blog and podcast at https://www.sfecich.com.

  • Contains 3 Component(s), Includes Credits

    A webinar focused on strategies for making mathematics relevant, social, verbal, and accessible for families.

    Circumstances outside school walls matter. For example, family members can influence mathematics attitudes, achievement, and self-confidence. This webinar supports teachers in their important role of cultivating meaningful and purposeful mathematics collaboration within and among homes and schools. Specifically, this webinar will focus on strategies for making mathematics relevant, social, verbal, and accessible for families. Participants will acquire:

    • a research-based rationale for promoting family engagement with mathematics
    • family member perspectives on doing mathematics
    • web-based family resources 
    • positive growth mindset messages
    • strategies for supporting mathematics collaboration, including family math nights
    • interactive newsletters, practitioner inquiry, and storybook math chats

    Dr. Regina Mistretta


    Dr. Regina Mistretta is a Professor in the Department of Curriculum and Instruction at St. John’s University’s School of Education. She has 35 years of experience inclusive of teaching at elementary, middle, and high school levels, as well as at institutions of higher education. Her efforts to help bridge home and school learning environments are exemplified in her three authored books as well as her collaborations with PreK–12 school communities encompassing teachers, administrators, school children, and their caregivers in the five boroughs of the metropolitan area of New York, and on Long Island.

  • Contains 3 Component(s), Includes Credits

    Understanding the emotional dynamics that underpin change can position all educators to have a successful and productive career in an ever-changing field.

    “Nothing is permanent except change,” say the ancient Greeks. Today’s educators would agree. Change can be an emotional experience, often leaving new and veteran teachers confused and frustrated. New educators entering the field are bound to experience a range of initiatives and changes throughout their careers. Understanding the emotional dynamics that underpin change can position all educators to have a successful and productive career in an ever-changing field.  

    This session will introduce attendees to:
    • technical and adaptive change
    • systems thinking
    • emotional differentiation
    Participants will gain a clearer understanding of the change dynamic in their own systems as well as practical tools to influence a positive outcome for themselves and their colleagues.

    Jeffrey Hartmann, EdD

    Adjunct Faculty, Department of Leadership and Administration, American College of Education

    Dr. Jeffrey Hartmann is a passionate advocate for children and believes everyone can grow and learn. He has presented at regional and state levels while working with nationally recognized secondary and post-secondary schools in Maryland, Pennsylvania, and Ohio. His scholarly pursuits include critical analyses of educational systems and policies. Specifically, Hartmann focuses on applying change management, strategy-as-practice in education, organizational coherence, strategic management, and associated areas. As a practitioner, he has worked with many public and nonprofit organizations in leadership and supporting capacities. Hartmann received his graduate and postgraduate degrees from the University of Pittsburgh. He has received certificates from the U.S. Air Force’s Air University and Harvard University’s Instructional Round Institute. He is the founder and Chief Upstreamist for Upstream Leaders, a change management consulting firm.

  • Contains 3 Component(s), Includes Credits

    Learn practical suggestions for how educators can support students in the aftermath of a school shooting or similar crisis.

    How can educators help children cope in the aftermath of a school shooting or similar school crisis? Join this webinar to get practical suggestions and an overview of reactions and adjustment difficulties commonly seen, as well as recommendations on how to address them, helpful academic accommodations and learning supports, and clarification of the distinction between trauma and loss. Get the information you need about talking to and supporting grieving students and learn about free resources on the topic from the Coalition to Support Grieving Students. Time will be allowed for questions and discussion.
    Webinar attendees can expect:
    • Constructive ideas about helping students cope after a school or community crisis or act of violence
    • Recommendations about addressing student reactions and adjustment difficulties
    • Discussion and definitions of trauma and loss and how they are different
    • Methods to support students academically in the face of tragedy

    David Schonfeld

    David J Schonfeld, MD, FAAP, established and directs the National Center for School Crisis and Bereavement (www.schoolcrisiscenter.org), located at Children’s Hospital Los Angeles. He is Professor of Clinical Pediatrics at Keck School of Medicine. Prior faculty positions have been in the Department of Pediatrics at Yale University School of Medicine; Head of the Section of Developmental and Behavioral Pediatrics at Cincinnati Children’s Hospital Medical Center; and Pediatrician-in-Chief at St. Christopher’s Hospital for Children and Chair of Pediatrics at Drexel University School of Medicine. 

    For more than 30 years, he has provided consultation and training to schools on supporting students and staff at times of crisis and loss in the aftermath of numerous school crisis events and disasters within the United States and abroad. He coordinated the training for school crisis response teams for the NYC DOE after the events of September 11, 2001.

    Dr. Schonfeld frequently speaks on the topics of crisis and loss and has authored more than 150 scholarly articles, book chapters, and books. He has conducted school-based research involving children’s understanding of and adjustment to serious illness and death and school-based interventions to promote adjustment and risk prevention. Dr. Schonfeld is a member of the Executive Committee of the American Academy of Pediatrics Council on Disaster Preparedness and Recovery (formerly Disaster Preparedness Advisory Council) and the National Biodefense Science Board. He served as a Commissioner for both the National Commission on Children and Disasters and the Sandy Hook (CT) Advisory Commission. He served as President of the Society for Developmental and Behavioral Pediatrics from 2006-2007.