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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 11/17/2022 at 6:00 PM (EST)

    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 1 Component(s) Includes a Live Web Event on 10/11/2022 at 7:00 PM (EDT)

    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 Includes a Live Web Event on 10/06/2022 at 6:00 PM (EDT)

    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

    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.

  • Contains 3 Component(s), Includes Credits

    What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved?

    What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? 

    By highlighting the voices of teachers who are pushing beyond their concerns and fears about teaching for equity and justice, participants will see how educators can address negative reactions from parents and administrators, welcome all student viewpoints, and negotiate their own feelings. These inspiring stories come from diverse areas such as urban New York, rural Georgia, and suburban Michigan, from both public and private schools, and from classrooms with both novice and veteran teachers. This workshop can support current classroom teachers and help preservice teachers think ahead to their future classrooms.
    In this timely discussion, Dr. Dunn highlights teacher and student narratives that reveal what classrooms do and can look like in the wake of these critical moments. Participants will learn: 
    • The importance of “Days After” pedagogy
    • How to respond across grade levels and content areas
    • How to push back against calls for “neutrality” and “apolitical” classrooms

    Dr. Alyssa Hadley Dunn

    Associate Professor of Teacher Education

    Dr. Alyssa Hadley Dunn is an Associate Professor of Teacher Education at Michigan State University. She has been at MSU for 8 years and, before that, was an Assistant Professor of Urban Education at Georgia State University. A former high school teacher, Dr. Dunn now focuses her teaching, research, and service on urban education for social and racial justice. She studies how to best prepare and support teachers to work in urban schools and how to teach for justice and equity amidst school policies and reforms that negatively impact teachers’ working conditions and students’ learning conditions. She has written two award-winning books and dozens of journal articles, and her third book is the focus of this talk: Teaching on Days After: Educating for Equity in the Wake of Injustice (Teachers College Press, December 2021). A committed public scholar, she has been a contributor to the Huffington Post and National Public Radio. Among other awards, Dr. Dunn most recently is the winner of the Critical Educators for Social Justice Revolutionary Mentor Award from the American Educational Research Association as well as Michigan State University’s Teacher–Scholar of the Year Award.

  • Contains 3 Component(s), Includes Credits

    Join this session and come away with five tips to help this next school year be the BEST it can be!

    The month of August feels like limbo sometimes. It's a balance of unplugging and reflecting on the prior school year while also revving up for the new school year. A new year allows for an opportunity to have new beginnings with students, with your colleagues, and in your instruction. So, how do you best start off the next academic year on the right foot? Join this session and walk away with five tips to help guide those decisions and make this next year be the BEST it can be!

    Attend this webinar to explore ideas for:
    • Creating the best first impressions with students and parents
    • Establishing routines for building a classroom culture of learning
    • Making the best use of your time

    Amy MacCrindle

    Amy MacCrindle, EdD, began her career teaching middle school language arts and social studies and serving as a literacy coach. She transitioned to administration as an assistant principal at a middle school, an elementary principal, and a director of K–12 literacy. She now serves as a Director of Curriculum working with elementary education. Amy's expertise lies in the fields of change management, curriculum and instruction, literacy, culture, coaching, personalized learning, and professional learning. She currently teaches as an adjunct professor in the fields of leadership and literacy and is a 2016 ASCD Emerging Leader.

  • Contains 3 Component(s), Includes Credits

    Student teachers can become leaders in the school, helping to inspire educators to use many different applications in the classroom.

    More than ever before, student teachers can both learn from their cooperating teachers and be outstanding resources for technology integration. Student teachers now navigate through their experiences as students, adopting online education pedagogy established through their own online learning. With many schools using one-to-one technology initiatives, student teachers can become “reverse mentors” by using their specialized knowledge of learning through online technology to become leaders in the school and inspire teachers to use different applications in their classrooms. 

    In this webinar, hear more about how to harness information from the cooperating teacher and apply it to develop online education practices that facilitate better learning outcomes for students. In addition, the frameworks of SAMR and TPACK will be mentioned as possible integration evaluation methods. Attendees will explore different online applications and how they can be used in daily classroom instruction. 
    Join this webinar to:
    • Learn about roles of reverse mentoring.
    • Explore different categories of online technology that can be used in the classroom.
    • Learn how to analyze practices of cooperating teachers and apply appropriate technologies to facilitate learning.

    Dr. Stephanie Schaefer

    Adjunct Faculty at American College of Education

    American College of Education

    Dr. Steph Schaefer is a current Adjunct Instructor at the American College of Education, where she teaches STEM education classes, along with digital learning technologies. As a previous student teacher, Schaefer was able to help her cooperating teacher with newly installed technology, and she navigated that role of learning about teaching while helping to facilitate learning through technology. She went on to teach courses using blended learning strategies for a decade and now focuses on preparing educators for technology integration in classroom settings.

  • Contains 3 Component(s), Includes Credits Recorded On: 06/06/2022

    As a new teacher, how will you reach your students in classrooms and online, and, more importantly, how will you develop relationships with them in all settings?

    What a roller coaster teachers have been on for the past 3 years! From having to move to a completely virtual learning environment to navigating hybrid settings and the need to engage students both in the classroom and at home - not to mention working with quarantined students-  teachers have had to learn how to reach and teach our students in a multitude of different settings. As a new teacher, how will you reach your students in such environments and, more importantly, how will you develop relationships with them? Our students need us more than ever, and we need to help them with their social-emotional needs first so that we can help them adjust and be able to learn. 

    In this session, new teachers will learn:
    • How to make the most of a 1:1 environment setting
    • Strategies that reach students and support social–emotional needs in any setting
    • Resources that can be used in both virtual and face-to-face settings

    Debbie Huffine

    Debbie Huffine has taught for more than 30 years at the elementary and middle school levels, was a district instructional coach for Grades K–12, and is now an Engineering teacher for Grades 7–8 and Chair of the Science Department. In 2018 Huffine earned an EdS from the American College of Education, where she is now the Core Professor for STEM Education.