Students who can read effectively and efficiently have a door-opening skill: an ability to decode, understand and successfully interact with information in a host of subject areas, and an opportunity to be a successful learner. Because the focus of this course is to learn and apply specific coaching strategies in the teaching of reading, the course will not address every aspect of reading instruction, nor is it intended as a course on a particular methodology of reading instruction. However, when you are referencing a particular methodology of reading instruction, you will be asked to tie it to your state standards for the grade you are teaching. Effective coaching strategies are paired with intentional best practice in reading in an effort to grow both kinds of skills. The methods of coaching intentional best practice in reading will help every teacher to be more effective and intentional in the teaching of reading and will provide a methodology to support any and all specific reading programs.
Please read the course syllabus to fully understand the content and purpose for this course. Participants will have a maximum of 105 days to complete the course.
Syllabus Link - Opens to a new window.
CPE Credit: 45 hoursCourse content was created by CE Credits Online. This course may be purchased for the Region 10 ESC discount price of:
What does proficient writing look like, according to the STAAR rubric? What are the grade-level expectations for students taking the writing portion of the STAAR? How can teachers use the rubric accurately to evaluate and guide student writing beyond the “basic” level? In this session we will explore the answers to these questions in hopes of increasing student achievement.
1. Review the data and what it’s telling us about our students’ writing.
2. Define “basic” writing according to the STAAR Expository Writing Rubric.
3. Deconstruct the Rubric by carefully analyzing each domain.
4. Calibrate our scoring and learn how to identify and provide evidence.
5. Practice scoring essays.
CPE CREDIT: 2
The ELAR TEKS require students to …“write expository texts to communicate ideas and information to specific audiences for specific purposes.” State data suggests that students’ writing is “basic” at best. Why? Are instructional practices to blame? In this session, participants will:
- Identify 7 common mistakes teachers make when teaching expository writing.
- Identity characteristics of effective writing classroom environments.
- Discuss some possible solutions.
- Reflect on what we personally need to Stop, Continue, and Start doing.
In this course, you will learn how to choose the best expository texts for read alouds and for engaging young learners with nonfiction texts.
teaching and learning cannot take place in a poorly managed classroom.
If students are disorderly and disrespectful, and no apparent rules and
procedures guide behavior, chaos becomes the norm. In these situations,
both teachers and students suffer. Teachers struggle to teach, and
students learn much less than they should. In contrast, well-managed
classrooms provide an environment in which teaching and learning can
flourish. But well-managed classrooms don't just appear by magic, nor do
they only occur in classes with "certain" students. Effective classroom
management takes a great deal of effort to create, and the person who
is most responsible for creating it is the teacher. In this session, you
will see how an experienced secondary teacher begins his school year by
explicitly teaching his high expectations for behavior & learning.
According to TEC §21.044(c)(2), all university candidates completing an educator preparation program must receive instruction in detection and education of students with dyslexia. This legislation ensures that newly certified teachers will have knowledge of dyslexia prior to entering the classroom. Completion of this online course meets this requirement. The online course includes the history of dyslexia, district requirements, procedures, statistics, recognizing the signs of dyslexia, intervention strategies as well as options for parents of students with dyslexia.
CPE CREDIT: 3
What should be guiding teachers’ instruction? Many teachers BELIEVE they understand their standards… …but the truth is that most teachers have not had the opportunity to TRULY deconstruct, unpack, and understand the TEKS. In order to implement a curriculum that is TRULY aligned to our state standards, teachers must have the tools to truly UNDERSTAND them. In this session, participants will:
- Understand the parts and functions of the TEKS.
- Understand the importance of unpacking the TEKS.
- Learn how to unpack the TEKS to facilitate intentional planning.
This Train the Trainers course is free to Region 10 Co-op participants. To request an enrollment key, please contact Chandra Shaw at firstname.lastname@example.org.
**This audience for this course is Campus Instructional Coaches and Administrators.**
According to the ELAR TEKS, the overall goal for our students is to “compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail.” This goal is accomplished by teaching students to write in a variety of genres (e.g., expository, literary texts, personal narrative and persuasive). In this workshop, participants will experience different lesson strategies that can be used to engage students in writing a variety of texts.
note that this course requires that you are logged in to the course for a
minimum of 90 minutes to receive your certificate of completion. The Course
Dedication block located on the left side of the course will keep track of the
minutes you have spent logged in the course.