Elementary, Middle, & Secondary Courses

Participants investigate the PLN Frameworks of The Five Reading, Writing, and Talking Processes and The Four Lenses of Learning, apply these concepts and frameworks to their classroom materials and content texts/lessons, and make adaptations based on their own contexts and curriculum frameworks. Participants also engage in learning experiences that are rich in problem-solving, critical thinking, and logical reasoning including discussions about how to adapt these approaches for inclusion students. Educators learn how to engage students in transacting with text (comprehension), composing text, extending reading and writing through a workshop format, investigating language, and learning to learn activities that encourage students to metacognitively reflect on their own learning. Participants are asked to bring classroom curriculum materials and content texts to the course for practical applications of course concepts and strategies.

Researchers agree that the successful development of literacy skills impacts student engagement, student learning and student achievement in a profound and direct relationship. They agree that the integration of language and content - reflected in the development of state standards - should and must relate language learning, content learning, and the development of thinking in a continuous spiral of rigor and application.

Participants in this course actively interact online with colleagues and engage in learning experiences that are rich in problem-solving, critical thinking, and logical reasoning including reflection on how to adapt these evidence-based instructional practices for all students regardless of content. Supported by the most current research and anchored to a well-developed instructional framework, educators learn how to engage students in Transacting with Text (comprehension), Composing Text, Extending Reading and Writing, Investigating Language and Learning to Learn activities that encourage students to more effectively process and reflect on their own learning of any content. Close reading, informational writing, and the structuring of engaging, active learning environments that nurture theses skills are addressed. Throughout the course, participants engage in online discussions to share thoughts on professional readings and implementation of literacy strategies. Participants need to order the course text before the course begins, "The Plainer Truths of Teaching, Learning and Literacy" by Dr. Morton Botel and Mrs. Lara Paparo.

School leaders need to analyze, evaluate, and synthesize the most current information related to leadership, literacy instruction, creating change to act as catalysts for organizational learning and the development of professional learning communities within their school districts.  School administrators need to learn and model the practical strategies and applications that help establish a priority on literacy instruction across all grade levels and subject areas.  Instructional leaders reinforce that school teachers need to be involved in the constant process of increasing students’ active reading and writing about content area texts within the high-pressure environment of state accountability.
 
PLN1: Literacy for School Leaders integrates leadership standards, change theories, and literacy strategies to increase student engagement and improve student achievement. Participants learn approaches to help them establish literate school environments that are grounded in problem solving, critical thinking, and logical reasoning concepts that are focused on state and national standards. They employ practical techniques that investigate and connect content in all subject areas to the real world. Administrators learn to foster professional learning communities that increase the intelligence of their organizations.

PLN1: Literacy for School Leaders is structured to allow participants the opportunity to explore strategies and concepts for leading their administrative team and positively impact students’ reading and writing proficiency. Participants are encouraged to try out the strategies discussed in class and reflect on this implementation with colleagues and PLN facilitators, as well as inform their practice through professional readings. They also complete a final project providing a comprehensive plan to model and lead their district’s administrators and teachers to meet the goal of improving their students’ literacy skills.

School leaders need to analyze, evaluate, and synthesize the most current information related to leadership, literacy instruction, creating change to act as catalysts for organizational learning and the development of professional learning communities within their school districts. School administrators need to learn and model the practical strategies and applications that help establish a priority on literacy instruction across all grade levels and subject areas. Instructional leaders reinforce that school teachers need to be involved in the constant process of increasing students’ active reading and writing about content area texts within the high-pressure environment of state accountability.

PLN1 Online: Literacy for School Leaders integrates leadership standards, change theories, and literacy strategies to increase student engagement and improve student achievement. Participants learn approaches to help them establish literate school environments that are grounded in problem solving, critical thinking, and logical reasoning concepts that are focused on state and national standards. They employ practical techniques that investigate and connect content in all subject areas to the real world. Administrators learn to foster professional learning communities that increase the intelligence of their organizations.

PLN1 Online: Literacy for School Leaders is structured to allow participants the opportunity to explore strategies and concepts for leading their administrative team and positively impact students’ reading and writing proficiency. Participants are encouraged to try out the strategies discussed on the video sessions and reflect on this implementation with colleagues and PLN facilitators, as well as inform their practice through professional readings. They also complete a final project providing a comprehensive plan to model and lead their district’s administrators and teachers to meet the goal of improving their students’ literacy skills.

Participants need to purchase The Plainer Truths of Teaching, Literacy and Learning by Dr. Morton Botel and Mrs. Lara Paparo and Activate by Dr. Doug Reeves et al before the course begins.

This course provides educators with evidence-based, practical strategies that create positive, literacy-rich experiences with a focus on The Five Reading Writing Talking Processes and The Four Lenses of Learning. Participants gain an understanding of developmentally appropriate practice based on engaged and reflective teaching and learning frameworks and strategies connecting the classroom to the home.

Participants conduct family engagement workshops at their school site with literacy strategies for parents to use with their children. Assignments include journals focused on classroom implementation and family workshop experiences, professional readings and a final project focused on a continued literacy link between the classroom and the home. Participants are asked to bring a classroom book to each session.

(For an additional program opportunity, PLN can provide customized parent home-based literacy Before During After activities and/or children’s books focused on engagement and skill building.)

Participants investigate the PLN frameworks of The Five Reading, Writing and Talking Processes and The Four Lenses of Learning with a focus on science and math as they apply and adapt these frameworks and course content to their classroom materials and lessons. Participants engage in learning experiences that are rich in problem-solving, critical thinking, and logical reasoning. Educators learn how to engage students in transacting with texts (comprehension in science and math), composing science and math texts (writing), extending content reading and writing, investigating science and math vocabulary, and learning to learn activities that encourage students to meta-cognitively reflect on their own learning. Participants are asked to bring classroom curriculum materials and content texts to the course for practical application of course concepts and strategies. The assignments include professional readings, reflective journals and a final project that includes classroom lessons based on course content and the PLN frameworks.

This course brings participants to the next level of involvement with The Five Reading Writing Talking Processes of PLN 1. Participants collaborate with colleagues and reflect on the PLN literacy frameworks and their current practice as they engage in goal-planning and congruent assessment approaches in their classrooms and schools for the year (or years) to come. The course emphasizes curricular planning, discussions about classroom/district/state benchmarks and standards, curriculum problem solving, document review of student work, and revisiting and extending reading and writing literacy approaches from PLN 1.

This course brings participants to the next level of involvement with The Five Reading Writing Talking Processes and The Four Lenses of Learning of PLN 1. Participants collaborate with colleagues and reflect on the PLN literacy frameworks and their current practice as they engage in goal-planning and congruent assessment approaches in their classrooms and schools for the year (or years) to come. The course emphasizes curricular planning, discussions about classroom/district/state benchmarks and standards, curriculum problem solving, document review of student work, and revisiting and extending reading and writing approaches from PLN 1.

In this course, participants explore the significant role of good literature in classrooms. Practical suggestions for initiating independent and group activities using literature, and oral/written composing are also examined. At the elementary school level, the course focuses on integrating children’s literature across the curriculum, supporting independent and collaborative reading, and analyzing author’s craft and book art as scaffolds for students’ own writing.

At the secondary level, participants investigate the use of young adult fiction for building student engagement, connecting to curricular themes, and addressing social issues. One particular emphasis of the PLN 3 course is the implementation, management, and assessment of literature discussion groups using rich literature for children and adolescents. 

Participants explore how to establish a literature-centered reading and writing classroom using mentor texts. Guided by The PLN Frameworks (The Five Reading Writing Talking Processes and The Four Lenses of Learning) participants explore the impact of providing good literature in the classroom as a springboard for the development of improved reading and writing skills.

Discussions and demonstrations focus on the study of author’s craft, book art, writing styles and the importance of providing self-selection in the classroom. Practical suggestions for active engagement and independent and group activities using literature, oral and written composing across the curriculum are also examined during this course.

Central to this course is a focus on culturally diverse literature, while making space for healthy cultural identity where all children have representation and an opportunity to see themselves on the pages of the books they read. This practice invites positive self-image and provides exemplars for healthy social-emotional development surrounding students’ individual cultural identities.

Participants explore a variety of culturally diverse children’s literature and authors that inspire deeper thinking. The course supports a broader understanding of cultures and content and provides a space for inquiry and opportunities for rich conversations. These transactions, with a wide variety of mindfully selected diverse literary models, demonstrate how the readers themselves are alike and how they are different culturally from the literature that is introduced. 

This practice and inspiring modelling of literature across the curriculum strengthens the classroom’s literary landscape and bridges understanding within those welcome differences, making way for progressive and informed pedagogy correlating to the English Language Arts State Standards. By providing practical applications, course participants and their students discover opportunities to strive for healthy cultural identity and, in the process, disrupt biases through a broadened understanding.

Guided by The PLN Frameworks, The Five Reading, Writing, and Talking Processes and The Four Lenses of Learning, participants explore the impact of providing current literature focused on the application and the implementation in each participant’s classroom, center or school. Discussions and demonstrations focus on the study of culturally diverse and rich texts that may invite mind shifts as course content and experiences expand and inform our young readers and writers. This course is also inspired by Dr. Jack McGovern and his significant work with teachers—Good Books for Great Kids.

Elementary and/or middle grade teachers use evidence-based concept and resources in the areas of decoding, grammar, and spelling to learn about the implementation of Reading Writing Talking Process #4: Investigating Words and Sentences . The focus is on the integration of explicit and systematic instruction of decoding, spelling, and Standard English sentence patterns. Educators learn how to help students develop word attack skills, spelling knowledge, and context-appropriate use of Standard written and oral English.

Participants explore the use of Word Making and Sentence Making with students as well as other active learning approaches that focus on best practices: phonemic awareness, phonics, fluency, grammar, vocabulary, and comprehension.

Participants use PLN frameworks to explore the genre of non-fiction as they discuss strategies to increase opportunities for students to read and write using informational texts.  At the elementary school level, participants explore practical suggestions using informational texts in read aloud sessions and as “mentor texts” for writing.  Participants investigate the features of informational texts, the use of non-fiction examples as models of an author's craft, and the pairing of fact and fiction “twin texts” to enrich students’ understanding and appreciation of both genres.  

In secondary schools, the vast majority of reading and writing that students do is informational. They must navigate the demands of reading in content areas such as Science and Social Studies.  In this course, secondary teachers use the PLN frameworks to develop strategies for helping students access and produce the academic language of content area texts.  Areas of focus include reading textbooks, primary source materials, writing informational and persuasive papers, note making, response building, and research writing.This course provides ideas for using informational texts along with content-area textbooks to support student research aligned to The State Standards.

This course explores the relationship between inquiry-based learning and technology through the The PLN Frameworks and The State Standards.

Through a series of Before, During and After activities to support inquiry-based research, participants try out the I-Search/We-Search process to investigate a topic and apply strategies such as developing essential questions for research and reading non-fiction texts. The skills and processes of technology are examined as an integral part of non-fiction reading, writing, and the presentation of content.

Participants use a variety of technology and web 2.0 tools and they are expected to try out the course literacy strategies and integrated technology tools with their students.  The course provides practical, hands-on experiences with graphic organizers and online research techniques.

Prerequisite: Knowledge of The PLN Frameworks (The Five Reading Writing Talking Processes and The Four Lenses of Learning) A moderate to medium level of technology background (or the willingness to learn and grow with technology) is required.

This course provides support for educators as they implement a dynamic science program that blends discussions of current theoretical concepts with hands-on science activities. The focus is on integrating developmentally-appropriate literacy activities within content curriculum frameworks. At the elementary level, work includes development and/or enrichment of thematic science units across the curriculum. At the secondary level, there is a focus on scaffolding academic literacy activities (such as lab reports, observation notebooks, and science journals) as tools for deepening the learning of science concepts. Throughout the course, teachers explore and problem-solve issues of practice that arise from their implementations.

This course provides support for educators to enrich their current science and literacy programs with a focus on personal conservation practices that can improve outcomes for endangered species. Through a case study on the frog (or another amphibian or animal), presentations and classroom demonstrations blend discussions of research-based reading and writing strategies with practical classroom applications. The course focuses on developmentally appropriate science/literacy classroom strategies that integrate The PLN Frameworks: The Five Reading Writing Talking Processes and The Four Lenses of Learning with a focus on The State Standards.

As a final project, participants select an animal as the basis for curriculum unit development (to be completed alone or in collaboration with other course participants). Teachers help one another explore and problem-solve practical issues related to the implementation of their mini-units on a PLN 7B LMS. Activities include a Before/During/ After visit to the zoo (or a nature center) to provide a hands-on opportunity to learn more about amphibians and animals through the creation of a collaborative unit for classroom implementation during the course.

College completion is an aspiration for many high school graduates, yet barriers to achieving this goal persist for many of them. For this reason, it is critical for secondary institutions to do all they can to facilitate and prepare their learners for success at the post-secondary level. They need to create a plan that allows their students to have the appropriate academic experience, pre-college exposure, and numerous opportunities to practice independence.

Academic preparedness and the development of soft skills such as creating an appropriate study schedule, managing independent time, learning how to ask for help, revising work and communicating effectively with professors will help students build the foundation they need to learn persistence and habits of mind that will make it easier for them to navigate life in college.

In this course, educators work collaboratively to create a comprehensive plan and foundation to positively impact student engagement based on a model that has worked successfully for more than 1000 students. Participants discuss and develop pathways to ensure that their students create successful college experiences and careers. Moreover, they learn ways to prepare their students for the transition from high school to college.

Assignments include ongoing reflective journals that focus on the practical implementation of ideas learned during the course, professional readings, and a final project that reflects a practical college and career success action plan.

PLN facilitator and program creator: Dr. Marquitta Speller

(*The recommended course combination is the College Success course and PLN 1: Critical Reading and Writing in Support of Learning or PLN 1 for School Leaders. The PLN 1 course provides educators with the academic skills needed to support all students as they learn evidence-based skills and strategies that will positively impact their secondary and post secondary success.)

In this course, participants learn how to address the language, literacy, and learning needs of English Language Learners in their classes through active, hands-on experiences that model the concepts and strategies that are to be applied in their schools. Practical activities are informed by research on second-language acquisition, bi-literacy development, and content-based second language instruction, and they are blended with discussions of current research-based literacy concepts as presented in many state language arts frameworks. Teachers explore strategies to teach reading, writing and talking across all content areas to ELLs, and work to establish literate classroom environments that are accessible to all students. This course is designed to foster collaboration between mainstream teachers and ESL teachers within and across schools while strengthening collegial support and problem solving in the implementation of the PLN frameworks. Participants get an overview of the management and evaluation of a literate environment that is accessible to ELLs while focusing on the development of curriculum plans that integrate content and language.

Course texts: Participants must purchase the course text “Unlocking English Learners’ Potential: Strategies for Making Content Accessible” 1st edition, by Diane Staehr Fenner and Sydney C. Snyder. PLN provides “The Plainer Truths of Teaching, Learning and Literacy” by Morton Botel and Lara Paparo as a mentor text.

This course comes out of the understanding that in every classroom, no matter the subject or level, teachers may encounter a diversity of language needs, backgrounds, and linguistic challenges. This course models the concepts and strategies that can be applied in these linguistically diverse classrooms against the backdrop of PLN’s Five Reading, Writing and Talking Processes and The Four Lenses of Learning. Practical activities are informed by research on culturally informed pedagogies, second-language acquisition, multiple literacies, critical literacies and more. Teachers explore strategies to teach reading, writing and talking across all content areas to students with a variety of linguistic backgrounds and work to establish literate classroom environments that are accessible to all students.

This course is designed to increase the competency, confidence, and compassion with which mainstream teachers and college instructors can support the variety of language backgrounds present within their classrooms. Participants get an overview of how to evaluate and manage a literate environment that is accessible for students from a diversity of language backgrounds while focusing on the development of curriculum plans that integrate content and language. Course texts: Participants must purchase the “The Plainer Truths of Teaching, Learning and Literacy” by Morton Botel and Lara Paparo. A variety of articles to support learning about secondary and post-secondary ELLs and language diversity will be available throughout the course.

In this course, participants take a closer look at what it means to be a teacher and a student in a PLN classroom. Participants examine the learning experiences of two specific students and reflect on the implications of this course learning for all students in their classrooms. Based on The Reading Writing Talking Processes and The Lenses of Learning, participants explore ways to construct learning experiences that help their students grow to be co-constructive, resilient problem solvers. Participants draw on teacher observations, samples of the students’ work, and any additional sources of information to create a portrait of two students. During the course, participants explore ways to engage students in reflective dialogue and writing. They also participate in Curriculum Problem Solving, Document Review and Reviewing a Child with Care based on the integrated work of Pat Carini (The Prospect School) and Dr. Morton Botel (PLN/University of Pennsylvania). 
*Prerequisite: 2 PLN courses preferred (PLN 1 and an additional course. PLN 1 is required.) 

The rewards of teaching and school leadership are diminished by the stress that educators can face each time they walk into their classrooms and schools. At times, the insistent demands in and outside of the classroom can overshadow the joys of education. This course focuses on learning to successfully manage the stressors that face educators and recapture the deeper satisfactions of teaching and school leadership. 

This course helps participants make fundamental changes in how they react to stress through a series of techniques grounded in a traditional form of meditation known as mindfulness. Mindfulness-based techniques are pragmatic tools that help educators re-energize their capacity to teach, learn, and lead schools while managing day-to-day stress. These techniques have been adapted for use in education and are presented in a straightforward, practical fashion. Participants learn what prevents them from maintaining relaxation and balance in their personal and professional life, discover how to undo those obstacles, and then start to actively recapture the enthusiasm that initially led them to education.

Students, teachers, and administrators experience pressures to perform with rising expectations and ever-changing standards. Educators must find a way to remain balanced, calm, and positive while managing an ever-increasing workload. Mindfulness, the simple act of being present - moment-by-moment - is an age-old practice whose benefits are now backed by brain science. Participants learn simple, mindfulness-based techniques to help re-energize their capacity to teach, learn, and lead schools while managing day-to-day stress.

Phase 1 of the course provides a safe space for participants to explore and develop their own mindfulness practice against the backdrop of PLN’s Four Lenses of Learning. In Phase 2, classroom-based mindfulness strategies are introduced and practiced to promote student self-regulation, focus, and active learning with a focus on PLN Frameworks: The Five Reading Writing Talking Processes and The Four Lenses of Learning.

Participants need to purchase the course text: “The Five Dimensions of Engaged Teaching” by Laura Weaver and Mark Wilding.

Experts encourage the education of at-risk students within the least restrictive environment. This inclusive approach results in classroom communities of learners with a range of learning styles and needs, many of whom are diagnosed with special needs or are thought to be exceptional.  The purpose of this course is to demystify the special learner; to understand what the special learner goes through in his quest to learn. Teachers understand, accommodate, modify and reach out to their special needs students from the moment they enter the classroom.  Teachers learn highly adaptable strategies they can plug into their curriculum across grades and ages to foster student engagement.  Application of PLN pedagogy to immediate practice empowers teachers and students from the first to the final class. In this course, participants learn how to address the language, literacy, behavior and learning needs of at-risk learners in their classrooms. To inform practice, journal articles and texts draw on research-based frameworks from the special education field and the PLN literacy frameworks. Teachers explore modifications and accommodations relevant to their students' learning needs, allowing them to reach all learners in their classroom.

Course participants weave the PLN philosophy with a variety of easy to use interactive learning strategies that can be immediately applied. Educators have the opportunity to share their adaptations with peers in order to facilitate understanding of best practices for all learners. To ensure that teachers understand the laws that surround special learners, the special education process will be addressed from the time a student is identified as at-risk to meeting the requirements of a protected handicapped student.

To allow for ecologically sound practice, a LMS is utilized in this course where articles and strategies are stored for downloading and a discussion board is provided for posting and responding to journals. Final projects provide a way for participants to pull together their understanding and application of their course learning and experiences.

Experts encourage the education of at-risk students within the least restrictive environment. This inclusive approach results in classroom communities of learners with a range of learning styles and needs, many of whom are diagnosed with special needs or are thought to be exceptional. Expanding upon the pedagogy of The Four Lenses and their application through practice begun in PLN 12 A, PLN 12 B takes a deeper look into the curriculum addressing rich strategies to increase comprehension, engagement and success.  

Brain processes that derail students such as memory, attention, processing speed and executive functioning are experienced, understood and addressed to allow teachers to foster academic and behavioral gains in their students.  

In this course participants have the opportunity to explore brain based learning and behavioral issues to increase their ability to address the needs of all students.  Participants gain a broad understanding of how special education works and how to navigate the system to ensure that no student “falls through the cracks”.

Educators have the opportunity to follow their own at-risk students and collaborate on effective and adaptive teaching strategies in order to facilitate their understanding of best practices for all learners. To allow for ecologically sound practice, a LMS is utilized in this course, where articles and strategies are stored to download and a discussion board is provided for posting and responding to journals.

Final projects provide a way for participants to pull together their understanding and application of their course learning and experiences.

Educators who teach with an understanding of the social emotional brain have classrooms that are well managed, have fewer discipline problems, increased student learning and less job stress. Course participants learn how to best reach the explosive child, the disconnected child, the child of trauma and the chronically inattentive child. They explore what the emotional brain teaches us about the best way to structure lessons and build a safe learning community.

Participants consider their students' social/emotional developmental issues and needs at various ages, how gender differences impact learning, ways to lessen anxiety, fear and avoidance and systems of classroom management that align with brain-based research and the PLN frameworks. Participants apply the concepts and strategies, reflect in ongoing journals and develop a final project as they learn about related topics of interest including the biology of emotion and how it impacts learning, self concept and self advocacy. Participants need to purchase the text, Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners” by Kristin Van Marter Souers, and Pete Hall, ASCD. “

This course provides an opportunity for educators to take an in-depth look at a professional text that focuses on best practices in reading, writing, and talking across the curriculum, numeracy, science, social-emotional teaching and learning, or technology across the curriculum.

The course text is selected in collaboration with schools and districts. In addition to an in-depth exploration connected to the content of the selected text, participants learn a variety of ways to approach book talks that encourage rich, meaningful discussions. Participants engage in a range of group reading talks and strategies for accessing text content as they try out these techniques with their students.

Participants purchase their course text and PLN provides The Plainer Truths of Teaching, Learning and Literacy, by Dr. Morton Botel and Lara Paparo (2016) as a mentor text or participants are asked to bring their own copy of The Plainer Truths from a former PLN course.

There are multiple study group courses, and each section related to the following topics: 

PLN 13A: Transacting with Texts (EDCE 6130)

PLN 13B: Composing Texts (EDCE 6380)

PLN 13C: Extending Reading and Writing (EDCE 6180)

PLN 13D: Investigating Language (EDCE 6290)

PLN 13E: Learning to Learn and Metacognition (EDCE 6810)

PLN 13F: School Leadership, Culture, and Change (EDCE 6870)

PLN 13G: Technology and Innovation (EDCE 6860)

PLN 13H: Math (EDCE 6880)

Participants may earn credit for multiple PLN 13 Study Group courses as long as they are focused on different texts.

Participants look closely at the impact of poverty on learning and the brain. This course explores how educators can meet the needs of children in poverty with the goal of providing classroom environments that develop emotional, social, and academic success. Using the professional text, Teaching with Poverty in Mind by Eric Jensen, and through ongoing discussions, participants understand the nature of poverty, effective strategies for best practice, and the issues that drive change within schools impacted by poverty.

Through demonstrations and discussions, participants learn, co-construct and implement a variety of reading, writing and talking strategies in their classrooms throughout the course. PLN’s frameworks, The Four Lenses of Learning and The Five Reading Writing Talking Processes, provide the foundation for this course as participants explore ways to increase learning for students of poverty. Assignments include a final project and ongoing reflective journals that focus on classroom try-outs and professional readings.

This course provides educators with an opportunity to look closely at a research-based professional text focused on the impact of trauma on children of poverty: Engaging Students With Poverty in Mind by Eric Jensen. The content of the text describes factors that are crucial to student engagement strongly connected to socioeconomic status. Engagement strategies educators can use are explored that empower learners and are essential for student achievement and success.

The course focus includes: creating a positive and high-energy classroom environment focused on student engagement, building students’ cognitive capacity including a deeper understanding of content and increasing student motivation and effort. Participants learn and utilize a variety of strategies that can be modeled in the classroom with their students when reading and writing, as they participate in group reading discussions. Co-construction of learning and a focus on The Four Lenses of Learning and The Five Reading Writing Talking Processes provide the foundation for course discussions.

Participants will need to purchase the Eric Jensen book for class.

In this course participants investigate what motivates a digital learner. The PLN frameworks are used to investigate ways in which technology can be used to create the conditions where students are supported and encouraged to think critically, collaborate with others and communicate effectively. The Four Lenses of Learning as well as The Five Reading Writing Talking Processes are examined through a variety of applications such as onscreen reading and note-taking, digital portfolios, flipped learning, graphic organizers with an emphasis on student choice. Participants identify an area of need in their classroom and use the PLN frameworks to develop learning activities that harness the power of technology to create optimal learning experiences for their students. 

The course is structured to provide participants with the time, space and support to experience applications of technology that facilitate and inspire student learning and creativity. Participants are expected to try out the strategies and tools explored in class that inform their practice through professional readings, as they reflect on their classroom tryouts and their connection to the readings through reflective journals. 

Participants should read The Plainer Truths of Teaching, Learning and Literacy by Dr. Morton Botel and Mrs. Lara Paparo throughout the course. Plainer Truth will be provided by Penn Literacy Network. Additional online readings will be shared throughout the course.

This course provides an opportunity for educators to take an in-depth look at research-based, formative assessment techniques that focus on best practices in reading writing literacy or numeracy across the curriculum. Formative assessment best practices are explored in this course using either Dylan Wiliam’s book, “Embedded Formative Assessment” or Nancy Frey and Douglas B. Fisher’s book, “Checking for Understanding.”

In addition to an in-depth exploration of the rationale and practice of formative assessment techniques, participants learn a variety of ways to approach the minute-by-minute, day-by-day assessments that are essential to using formative assessment practices in the classroom. Participants engage in a range of group reading talks and strategies for accessing text content and are encouraged to try these techniques with their students. Course assignments include reading discussions during each class session and writing reflective journals that examine the formative assessment techniques that were implemented in the classroom. The final project consists of a lesson study, group learning walks and lesson debriefings from the learning walks.

Participants are asked to purchase and bring the course text to each class session. The facilitator will be in touch with the participants about which course text to purchase. PLN will provide a copy of “The Plainer Truths of Teaching, Learning and Literacy.” by Dr. Morton Botel and Mrs. Lara Paparo as a mentor text.

Course participants take a fresh look at PLN's Process # 2 (Composing Texts) against the backdrop of The Five Reading Writing Talking Processes and The Four Lenses of Learning.  The focus of this course is on collaborative, hands on writing experiences across the curriculum and how reading good, rich literature inspires students to become good writers.

Through the introduction of a variety of writing strategies that align to The State Standards, teachers explore resources to meet the goal of increasing opportunities for all students to be actively engaged in the writing process. Participants explore practical strategies to implement informational and narrative writing techniques while adapting to meet their students' varied needs.
The required course texts are: "Make It Real: Strategies for Success with Informational Texts" by Linda Hoyt and “The Plainer Truths” by Morton Botel.  

Prerequisite: PLN 1

This class is the fusion of technology and writing for beginner to intermediate technology users, and is designed to invite all learners to embrace the partnership of technology and writing. Participants, as writers themselves, are invited to take a fresh look at writing, at the State Standards for writing, Web 2.0 tools that support writing, and, more generally, The Five Reading Writing Talking Processes and The Four Lenses of Learning.

Through collaborative, hands on experiences, participants continue to realize the interactive partnership of how reading good, rich texts (literature and informational) inspire students to become good writers. Through ongoing discussions of what some of the experts have to say, participants explore making sense of the writing process and incorporating current, relevant Web 2.0 writing theories and tools. In this course, practical strategies and suggestions on how to teach digital writing by examining author’s craft in digital texts, while adapting to meet their varied needs across the curriculum are addressed. The required texts are Crafting Digital Writing: Composing Texts Across Media and Genres by Troy Hicks (2013) and The Plainer Truths of Teaching, Learning and Literacy by Morton Botel and Lara Paparo (2016).

This course explores writing across the curriculum through PLN’s research-based best practices. PLN’s frameworks - The Four Lenses of Learning and The Five Reading Writing Talking Processes - provide the theoretical foundations and structure for this course. These research-based frameworks shape how educators examine texts and how they reflect on oral and written composing lessons.

Through the demonstration of a variety of writing strategies, participants identify approaches for all students to be actively engaged in writing across the curriculum. Participants experience these practical writing strategies during course sessions and then adapt and implement them to meet the needs of their students in their subject-specific courses. These regular writing experiences help students become accustomed to the habit of writing as they build their stamina and fluency in writing. While students develop as writers, their understanding, processing, and learning of content is deepened. Participants reflect on the following practice questions throughout the course:

• Why do students write?
• How often do students write?
• When do students write?
• How does feedback support students’ thinking and writing development?

Participants deconstruct written text and identify the skills and experiences students need in order to create varied kinds of polished text. Course topics include reading comprehension and background knowledge, summarization, point of view and reasoning, sentence construction, and inquiry.

This course empowers teachers to help students tap into their personal stories. Giving students the skills and opportunities to write from a personal place enables them to build their writing skills across all academic areas. Structured to provide participants with the resources, support and applications of technology that facilitate and inspire student writing, course participants engage in thoughtful uses of technology that reflect the interactive world that students experience. Online collaborative writing and publishing sites, as well as tools for curating and saving resources are explored.

Bridging the Gap: Reading Critically and Writing Meaningfully to get to the Core by Lesley Roessing serves as the primary text. Participants also read The Gold Mailbox by Beth Schulman, a heartfelt memoir of struggle and resilience as the "mentor" text to Roessing’s book. The PLN frameworks provide the theoretical foundation for this course: The Four Lenses of Learning and The Five Reading, Writing and Talking Processes. These evidence-based frameworks shape how participants examine texts as they reflect on classroom memoir writing lessons.

The Gold Mailbox: https://www.amazon.com/Gold-Mailbox-Beth-Schulman/dp/0997906502

Bridging the Gap: https://www.amazon.com/Bridging-Gap-Reading-Critically-Meaningfully/dp/147581092X

(This course can be offered as an online asynchronous course or as a hybrid course.)

This course focuses on the development of the personal and cognitive skills necessary to the role of coaches in improving classroom instruction. The course presents practical, research-based strategies tied to reading, writing, talking, and listening across the content areas to build confidence and provide a supportive framework for the work of coaches. The course helps participants define and shape their roles in relation to the district's goals and expectations. Emphasis is placed on successful models of collegial observation and feedback, with a focus on pre-and post -visit conferencing, trust building, and addressing how best to work with a colleague to improve instruction. Topics include strategies for co-teaching, the integration of demonstration lessons, facilitating pre- and post-visit focus group discussions, curriculum problem solving, and presenting to and interacting with colleagues in professional learning opportunities. Participants work through a variety of active scenarios designed to provide opportunities to role-play and model with colleagues while building trust and positive group dynamics. Participants are required to actively envision, build, and practice their crucial role in supporting literacy and numeracy in their schools.

This course takes an individualized and intensive approach to building effective literacy practices with an emphasis on refining, implementing, and reflecting on instruction to impact student engagement and achievement. Participants utilize a backward design approach in building lessons, creating assessments, and planning instructional strategies that embody PLN’s Four Lenses of Learning and The Five Reading Writing Talking Processes. Participants work with the facilitator(s) in a BDA approach that allows them to choose areas of strength to replicate and areas of need to nurture. Facilitators visit classrooms and conference with participating teachers to reflect and refine practice. Working individually, in small groups, and online, participants revisit strategies from former PLN courses as they plan and implement lessons to align to The Model of Engagement that provides a deliberate and intentional design for classroom practice. Participants compile a portfolio of model lessons and student work that can serve as grade and content exemplars of best practice to be shared within their school and district. Participants are encouraged to serve as teacher leaders as they build district capacity.

Participants learn about The PLN research-based frameworks of The Five Reading, Writing, and Talking Processes and The Four Lenses of Learning against the backdrop of brain biology with the goal of understanding the positive effects of research-based best literacy practices for all learners across the curriculum. Discussions and collaborative, collegial lesson planning incorporate an understanding of the impact of brain biology which affects all learning including metacognition, self-help strategies, communication, and relationships. Participants experience engaging PLN strategies in a Before-During-After framework as they participate in comprehensive discussions about how the biology of the brain is impacted by (and impacts) student learning and social-emotional wellness for all students.

Assignments include classroom try-outs, professional readings, reflective journals about the readings and try-outs and a final project that integrates brain biology and literacy-rich best practices into a comprehensive curriculum unit for immediate use with their students. Participants receive a copy of The Plainer Truths of Teaching, Learning and Literacy by Morton Botel and Lara Paparo and they need to purchase the following text: Brain-Based Learning: Teaching the Way Students Really Learn, 3rd edition, by Eric Jensen.

PLN 33 introduces PLN’s research-based frameworks, The Four Lenses of Learning and The Five Reading Writing Talking Processes, demonstrating a variety of practical strategies that encourage student engagement (typically taught in PLN’s foundational PLN 1 course) while encouraging the utilization of community resources to stretch learning beyond the classroom walls. This course, which can be adapted for a range of educators PreK-12 and to meet the needs of students with varied learning styles, involves partnerships between PLN, a community resource (i.e. a museum, zoo, hospital, theater, etc.) and local school systems.

While the objective of this course is to teach PLN’s research based frameworks and outstanding classroom practice across the curriculum linked to the State Standards, the course is taught around the specific content determined collaboratively between PLN and by the community partner; for example, a museum or zoo exhibit, a dance, theater or musical production or a hospital program. Using the community resource content, facilitators demonstrate PLN strategies and explore the connections to the PLN frameworks using Before/During/After (BDA) lesson demonstrations that integrate literacy across the curriculum around the community resource theme.  During the course and as a final classroom project, teachers develop curriculum plans integrating the exhibit content, PLN frameworks, and The State Standards using outstanding classroom practices.

This course provides an opportunity for educators to take an in-depth look at the text Differentiation in the Middle and High School:  Strategies to Engage All Learners by Kristina J. Doubet & Jessica A. Hockett.  Through a study group format tailored to the needs of course participants, teachers engage in a range of group reading talks and strategies for accessing text content as they try out these techniques with their students. Participants purchase their course texts. PLN provides The Plainer Truths of Teaching, Learning and Literacy by Dr. Morton Botel and Mrs. Lara Paparo as a mentor text or they are asked to bring their own copy of The Plainer Truths from a former PLN course. 

Key topics include:
Creating a classroom of respect to allow for supportive differentiation, increasing growth mindset among students and examining and implementing the Human Lens of Learning;

Developing true differentiation based on academic readiness, exploring how to consistently evaluate student progress to make instructional decisions, creating strategic, flexible groupings and implementing specific, focused strategies that allow for adjusting of content and increasing students' ability to make meaning and demonstrate learning against the backdrop of the PLN frameworks: The Five Reading Writing Talking Processes and The Four Lenses of Learning. 

This course provides an opportunity for educators to take an in-depth look at the text The Differentiated Classroom: Responding to the Needs of All Learners, 2nd edition by Carol Tomlinson. Through a study group format tailored to the needs of course participants, teachers engage in a range of group reading talks and strategies for accessing text content as they try out these techniques with their students. Participants purchase their course text. PLN provides “The Plainer Truths of Teaching, Learning and Literacy” by Dr. Morton Botel and Mrs. Lara Paparo as a mentor text or participants are asked to bring their own copy of the “The Plainer Truths” (2016) from a former PLN course. Key topics include: Creating a classroom of respect to allow for supportive differentiation, easily implemented differentiation strategies for content, delivery, and assessment, issues of grading and fairness, formative assessments, management of differentiation. 

Developing true differentiation based on academic readiness and student interest, exploring how to consistently evaluate student progress, instructional decisions, flexible groupings, and focused strategies that allow for adjusting of content, delivery and evaluation and increasing students' ability to make meaning and demonstrate learning against the backdrop of PLN’s Five Reading Writing Talking Processes and The Four Lenses of Learning.

Participants will need to purchase the course text, The Differentiated Classroom: Responding to the Needs of All Learners, 2nd edition by Carol Tomlinson.

This course provides support for educators as they implement dynamic mathematics and science programs that blend discussions of current theoretical concepts with hands-on math and science strategies based on PLN’s evidence-based frameworks. The focus is on integrating developmentally appropriate literacy Before-During-After lessons within the math and science curriculum as a way to enrich content learning.

The course supports teachers as they make classroom connections to PLN’s Frameworks: The Four Lenses of Learning, The Five Reading Writing Talking Processes related to science content and The Five Math Processes related to math content. Throughout the course, teachers explore and problem-solve issues of practice that arise from their classroom try-outs.

In response to the global food, water, and energy crisis, the field of Aquaponics has seen a spike in interest, research, and development. Aquaponics is essentially the combination of Aquaculture (raising fish) and Hydroponics (the soil-less growing of plants)—essentially farming fish and plants together in one integrated system. This course provides support for educators to enrich their current STEAM and literacy programs through Aquaponics. The course explores developmentally appropriate STEAM and literacy-rich classroom strategies that integrate state standards with PLN Frameworks -- The Five Reading Writing Talking Processes and The Four Lenses of Learning. Participants learn about the field of Aquaponics with a focus on how Aquaponics systems work and are designed and how Aquaponics food production compares to other agricultural systems. The focus is on integrating developmentally-appropriate literacy activities within the Aquaponics curriculum. Throughout the course participants reflect on issues of practice that arise from their classroom try-outs.

*STEAM: Science, Technology, Engineering; Arts, Mathematics

This course focuses on using technology with a purpose through extended reading and writing. Participants are introduced to the PLN Frameworks (The Five Reading Writing Talking Processes and The Four Lenses of Learning) to frame and guide their learning throughout the course.

Participants use a variety of technology tools and are expected to integrate The Five Reading Writing Talking Processes and The Four Lenses of Learning into their coursework and final projects centered on Genius Hour and Inquiry-Based Learning to transform instruction and learning with technology.

Through a series of online activities, guided research, and creative tasks, participants develop technology infused lessons and Genius Hour projects to use in their classrooms. Projects include the Inquiry-Based Model and draw heavily on Design Thinking principles. The skills and processes of technology are examined as an integral part of nonfiction reading, writing, and the presentation of content.

(This course is offered online.)

Design Thinking is a humanistic approach to problem solving that uses empathy, ideation, prototyping, and experimentation to solve real-world problems and contemporary challenges. This course focuses on exploring the relationship between the Design Thinking Process, the PLN Frameworks- The Five Reading Writing Talking Processes and The Four Lenses of Learning, and both the State and National Standards. 

The main concepts and structures that are explored during the course within the PLN Frameworks include: STEAM, Project/Problem-Based Learning, and Inquiry-Based Learning. Through a series of Before, During and After activities, participants investigate and implement the I-Search process, Genius Hour, and the phases of the Design Thinking process to develop authentic and innovative final projects. Participants read “The Plainer Truths of Teaching, Learning and Literacy” by Dr. Morton Botel and Mrs. Lara Paparo. The element of choice is explored through an additional text. Participants select one of four books and engage in literature circle discussions during the course.

The LAUNCH Academy is an in person and online course based on the book LAUNCH by A.J. Juliani and John Spencer. This course and certificate are available for individuals who participate in the two-day conference and complete the online requirements after the conference has ended. The conference and online modules include discussions, activities, and projects that help teachers and school administrators develop the knowledge and skills for innovative teaching and learning through the design thinking process. Participants build on their knowledge through innovative practices, resources, research, readings, videos and discussions. They create a job-embedded capstone project to culminate their learning and apply their new understandings to their everyday work. 

In this course participants learn about integrating project based learning in their classrooms. The course focuses primarily on the six drivers of project based teaching and learning: keeping the end in mind, collaboration, questioning, overcoming constraints, productive struggle and feedback. Participants explore the integration of project based learning through PLN’s Four Lenses of Learning and Five Reading, Writing and Talking Processes.

Participants experience and create project based curriculum units for hands-on classroom implementation that promote student choice and agency by putting students at the center of their learning. Participants need to purchase the core text before the course begins: Hacking Project Based Learning: 10 Easy Steps to PBL and Inquiry in the Classroom by Ross Cooper and Erin Murphy. PLN provides the mentor text, The Plainer Truths of Teaching, Learning and Literacy by Morton Botel and Lara Paparo.

The course will provide an overview of skills and competencies needed to support implementation of Universal Design for Learning (UDL) in the learning communities we serve. With a focus on the four components of the core of teaching and learning, modeled after the best-selling book, Innovate Inside the Box: Empowering Learners Through UDL and the Innovator's Mindset, the course is designed to help to scale the core through the principles of Universal Design for Learning (UDL). 

Each module will include a variety of resources to increase options for representation and increase engagement throughout the course. Additionally, there will be numerous options for action and expression so all course assignments are relevant, authentic, meaningful.

This course is offered as part of a UDL certificate through a partnership with Novak Education. 

This course will introduce the key concepts of Universal Design for Learning (UDL), and give you the knowledge you need to start using UDL in your lesson and assessment design both in the classroom and online (which is our new normal!). Whether you teach students, adult learners, or in higher education, the principles of UDL will support the development of learning experiences that allow all learners to access high-quality teaching and learning that is empowering, innovative, culturally sustaining, and linguistically appropriate. Each module will include a variety of resources to increase options for representation and increase engagement throughout the course. Additionally, there will be numerous options for action and expression so all course assignments are relevant, authentic, meaningful.

This course is offered as part of a UDL certificate through a partnership with Novak Education. 

Most teachers enter the field of education to make a difference in children’s lives. But often they end up feeling tired, wired, and running in circles. However, there is another way. When teachers care for themselves deeply and deliberately, they are able to care for the people that matter the most in their lives: their students, friends, and families. Discover what research says about the positive impact teacher self-care, self-compassion, and stress reduction has on student learning. Participants learn self-care strategies to explore how to self-regulate, nurture self-acceptance, and practice self- compassion. Phase I of the course explores how to develop routines so that educators can not only deal with being overwhelmed, but rise above it. Phase 2 provides participants with the opportunity to integrate the strategies against the backdrop of PLN’s Four Lenses of Learning and The Five Reading, Writing and Talking Processes to facilitate compassionate, caring classrooms.

Participants need to read "The Plainer Truths of Teaching, Learning and Literacy" 2016, by Dr. Morton Botel and Lara Paparo before the course begins. That text serves as a backdrop throughout the course as it relates to the core text for PLN 42- "Practicing Presence: Simple Self-Care Strategies for Teachers" by Dr. Lisa J.  Lucas. Participants can purchase both texts on Amazon. 

This course provides information about the diagnosis, developmental and learning characteristics of children with autism. It describes the global delays seen in children with autism and the degree of impact this has on fine motor, gross motor, speech, cognitive, and social and behavioral development.  It also addresses the needs of children with autism who can be verbal, have limited language, or be entirely non-verbal and who have significant sensory challenges. This course includes the historical background about attaining educational equity for children on the autism spectrum. Multiple challenges exist within the context of the law, the family, the school, and the community. The effects of these challenges and their intersection is examined as they underpin current educational programs, services, and professional relationships with parents of children with autism. 

 To work effectively with children and their parents requires teacher knowledge of the child's characteristics, learning needs, and other impacts of autism.  The course includes discussing the use and early implementation of assistive technology and its importance to cognitive, behavioral, and social development as it pertains to educating students with autism in the least restrictive environments (LRE). Learning strategies are described, such as the use of task analysis, picture communication systems, applied behavior analysis, and positive behavior support systems. Keeping in mind the way children with autism learn, activities for instruction include strategies that facilitate ongoing cognitive, behavior, and social development. Understanding diagnostic and multiple characteristics and the learning needs of children with autism provides valuable information when working with the children in general and special education classrooms and the school community.

Using an approach to literacy used in general education, the Penn Literacy Network Framework includes structuring lessons using the Four Lenses of Learning and The Five Reading, Writing and Talking Processes to underpin engaging activities designed to increase literacy and language learning. The activities for literacy adapted to the needs of children with autism assist in expanding access to literature. The framework gives teachers additional tools and knowledge about implementing literacy instruction aligned with general education strategies and content knowledge.

Rae, J.M. (2020) A Collaborative Approach to Transition Planning for Students with Disabilities. Slack Publishing: New Jersey. Pending (In Press).  ISBN-13: 9781630914982m ISBN-10: 1630914983  (Available at Healio Company (Slack Books, Amazon)

Botel, Botel Paparo, (2016) The Plainer Truths of Teaching, Learning Literacy  A Comprehensive Guide to Co-Constructed Teaching and Learning PreK Across the Curriculum (Amazon)

Grandin, T. (2011). The way I see it: A personal look at autism & Asperger's. Future Horizons. ISBN 9781941765258 (Amazon)

Shore, S. M. (2003). Beyond the wall: Personal experiences with autism and Asperger syndrome. AAPC Publishing. ISBN: 1-931282-19-6 (Amazon)

Students with autism face multiple new challenges during the late elementary through the middle school period. By developing an understanding of this transitional time, general and special education teachers through collaboration and communication with the student can be instrumental in their lives. By facilitating learning and social adjustment through this crucial period, the student can experience a satisfactory school experience.  Physical, emotional, relationship and school building changes are particularly difficult when one of the critical characteristics of autism is difficulty making transitions. As expectations for students with autism change, so do the roles of the teachers. Additional teacher competencies, practices, and interpersonal skills are needed for regular education teachers who have students with autism in their classes. Therefore, teachers working with students from 5th grade through middle school benefit from additional training that this course aims to provide.

In this course, educational strategies include developing structured lessons and related activities meant to engage the students with autism in peer learning experiences. Literacy strategies to promote engagement with age-appropriate literature, aligned with grade-level experiences, are designed using the Four Lenses of Learning and The Five Reading, Writing and Talking Processes. These strategies will include the integration of technology in keeping with the needs of students with autism.

Transition law requires that teachers instruct students with autism on how to be an IEP team member. As part of this course, special education and general education teachers will develop skills and knowledge about the trajectory of transition planning. Reflective practices will be used to examine how bias about autism may affect the student's success during this critical phase of adolescence. Through reflective exercises and increasing background knowledge, teachers can ameliorate preconceptions that limit commitment to students with autism in the school environment and the communities where they will live. 

Rae, J.M. (2020) A Collaborative Approach to Transition Planning for Students with Disabilities. Slack Publishing: New Jersey. Pending (In Press)  ISBN-13: 9781630914981 ISBN-10: 1630914983   Available at Healio Company (Slack Books) Amazon

Botel, Botel Paparo, (2016) The Plainer Truths of Teaching, Learning Literacy  A Comprehensive Guide to Co-Constructed Teaching and Learning PreK Across the Curriculum (Amazon)

Grandin, T. (2011). The way I see it: A personal look at autism & Asperger's. Future Horizons. ISBN 9781941765258 (Amazon)

Shore, S. M. (2003). Beyond the wall: Personal experiences with autism and Asperger syndrome. AAPC Publishing. ISBN: 1-931282-19-6

During secondary school, planning for post-school life for students with autism extends to career exploration and the use of environmental inventories to assess better matches to the student's needs. The course addresses the breakdown of needs specific to secondary school adolescents with autism. During this period, the parents and the student, and the IEP team work together and develop experiences that lead to participation in post-school life activities. In this course, directs additional attention toward students with autism who have significant, social, emotional, and sensory challenges but not accompanying language or intellectual disability. (formerly known as Asperger's syndrome.)

Parents often face barriers to participation in the transition planning collaboration. The course discusses how to overcome those barriers, such as parental disability, terminally ill parents or intellectually disabled parents, and other challenges that complicate the future of the student. The course addresses when those barriers cannot be overcome; guidance is provided on how to work with the student when the parent is unable to provide the support the student needs to transition successfully.

Student participation in goal development, IEP attendance, sharing their goals, or leading their IEP meeting requires direct instruction about the process. Communication skills are foundational for effective transition planning. This course outlines research-based methods to communicate and understand the motivations of the students. During secondary school, literacy continues to be a focus and includes how technology is used to facilitate learning and provides engaging experiences directed toward life-long learning. The Four Lenses of Learning and The Five Reading, Writing and Talking Processes are used to structure activities.  There are multiple pathways for students with autism to achieve post-school goals. This course instructs teachers on the development of pathways toward graduation and a satisfactory post-school life outcome for students with autism.

Rae, J.M. (2020) A Collaborative Approach to Transition Planning for Students with Disabilities. Slack Publishing: New Jersey. Pending (In Press).  ISBN-13: 9781630914981, ISBN-10: 1630914983 
Available at Healio Company (Slack Books) Amazon

Botel, Botel Paparo, (2016) The Plainer Truths of Teaching, Learning Literacy  A Comprehensive Guide to Co-Constructed Teaching and Learning PreK Across the Curriculum (Amazon)

Grandin, T. (2011). The way I see it: A personal look at autism & Asperger's. Future Horizons. ISBN 9781941765258 (Amazon)

Shore, S. M. (2003). Beyond the wall: Personal experiences with autism and Asperger syndrome. AAPC Publishing. ISBN: 1-931282-19-6

This course provides an understanding of teaching students with a variety of learning needs integrating teaching materials and the PLN Frameworks: The Five Reading, Writing and Talking Processes and The Four Lenses of Learning. Basic tutoring strategies and small group management techniques are integrated throughout the course to provide a productive and engaging environment for meaningful academic learning and to facilitate social and emotional growth.

This course provides educators and administrators with an introduction to restorative justice practices as it pertains to their classroom and school systems. Restorative Justice (RJ) supports building and maintaining community, social emotional wellness, relationships and is an effective response for harm and conflict. RJ is profoundly relational and will strengthen connections between all members of the school community including relationships among teachers, administrators, school staff and families.

Restorative Practices create a positive, inclusive school culture and enhances teaching and learning.

Learning about restorative practices helps teachers better understand their own best practices, provides language to describe their approach, further refines their practices, and makes it easier to share what is working for them with others.