Marygrove College | Detroit, Michigan

> Teacher as Leader, K-12

This course introduces participants to current research related to teacher leadership. A growing body of evidence shows that teacher leaders can initiate positive school reform and actually sustain it. This course focuses on teacher leaders and examines the specific characteristics of successful teachers. Participants become reflective practitioners as they study the current state of education and leading reform efforts. They learn leadership strategies, and then apply them in classrooms, schools, and communities. Participants set personal goals outlining ways they can strengthen their commitment to student learning and achievement.

> Instructional Design, K-12

This course establishes a comprehensive way for teachers to engage in unit planning and instructional design. Based on the intensive backwards-design model (Understanding by Design) of Wiggins & McTighe, teachers learn to "create" curriculum rather than "cover" it. Participants integrate assessment into their planning and create a sequence of learning experiences that logically and meaningfully help students meet required learning goals. In addition, participants learn how to align their instructional design to state and local standards.

> Understanding Teaching & Learning, grades K-12

This course focuses on the intricacies of how people learn. It establishes the firm foundation necessary for instructional leaders to make intelligent decisions about the types of teaching strategies and instructional plans they utilize in their classrooms. The course covers recent research related to theories of learning and cognition. Participants are asked to apply these theories in their classrooms so that they will use their knowledge of learning theory to strengthen their instructional practices and commitment to student learning and achievement.

> Research-Based Instructional Strategies to Improve Student Achievement, grades K-12

Robert Marzano and his colleagues at Mid-continent Research for Education and Learning (McREL) examined 30 years of research about the effectiveness of specific instructional practices in terms of student achievement and have identified nine strategies that have been proven to increase student success. Research-Based Instructional Strategies to Improve Student Achievement explores the classroom implications of that research by helping participants identify how and when to use these nine strategies in instruction-at any grade level or in any content area.

> Research-Based Strategies for Improving Reading Success, grades K-6

Based on research from the National Reading Panel and consultation with internationally recognized reading specialists, Research-Based Strategies for Improving Reading Success uses best-practices video case studies, specialist commentaries, student work, and collegial collaboration to enable participants to identify sound theories and principles for teaching reading and apply the most effective instructional plans and methods to their practice to improve student learning.

> Fundamentals of Mathematics: Teaching for Conceptual Understanding, grades 2-6

In Fundamentals of Mathematics, participants build content knowledge by moving from procedural to conceptual strategies in the areas of number and operations, measurement, geometry, and algebra. Through analysis of research, specialist commentaries, video-based classroom examples, and student work, teachers examine ways to develop mathematical fluency that lead to continued student improvement.

> Proportional Reasoning in the Middle Grades, grades 6-8

This course examines mathematical content and pedagogy related to proportional reasoning, including the concepts of ratio and proportion, geometric properties, and measurement. Teachers' decision making before, during, and after instruction is also covered.

> Meeting the Needs of All Students, grades K-12

This course provides teachers with proven strategies and classroom management techniques to help them reach all of their students regardless of ability, language development, race, socioeconomic status, gender, and/or learning challenges.

> Effective Assessment, grades K-12

This course grounds teachers in effective ways to assess their students, and how to use this information to modify their instructional practices.

> Measurement and Geometry for Elementary Students, grades K-5

This course allows teachers to develop a profound understanding of key mathematical concepts as outlined in the NCTM Principles and Standards for School Mathematics. Participants engage in hands-on problem-solving activities that allow them to apply new understanding to their instructional planning and decision making.

Apply effective problem-solving strategies to real-world problems.
Deepen understanding of mathematical concepts such as length,
area, volume, angles, and coordinate geometry.
Apply instructional strategies that help develop geometric thinking.

> Problem Solving and Number & Operations for Elementary Students, grades K-5

Based on the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics, this course establishes a foundation of mathematical content knowledge and problem-solving skills. Participants develop deeper understanding of mathematical concepts they are required to teach, and engage in mathematical discourse as a means to explain their thinking and share strategies.

Deepen personal understanding of mathematical content found in elementary grades, such as
place value, the operations, fractions, decimals, and percents.
Develop strategies to teach in a problem-based classroom.
Engage in and learn to lead mathematical discourse.
Integrate formative assessment techniques into mathematics instruction.