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Integrating Digital Tools to Support Students with Disabilities and Unique Learning Styles
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Just as everyone has a unique fingerprint, each student has an individual style of learning. Not all students in a classroom learn a subject in the same way or share the same level of ability. Technology Integration, which supports differentiated instruction, is a method of designing and delivering instruction to best reach each student.
Beyond Behavior: Supporting Today’s Youth Through Intentional Learning Environment Design
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This course helps teachers reframe classroom challenges through a skill-development lens and provides practical, teacher-controlled strategies for designing learning environments that support today’s learners, without adding new programs or workload.Â
By the end of this course, teachers will leave with a clear, actionable system for addressing student behavior through instructional design, reducing frustration, increasing engagement, and improving classroom outcomes without adding workload.
Project-Based Learning for English Language Learners
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Project-Based Learning (PBL) engages students in exploring real-world problems and challenges through sustained inquiry, collaboration, and authentic learning experiences. In this course, educators will examine PBL through the lens of English Learners (ELs), focusing on how project-based experiences can promote both content learning and language acquisition. Using Suzie Boss’s Project Based Teaching as a foundation, participants will explore key elements of PBL, including challenging questions, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and public products. Educators will also explore the benefits of PBL for ELs and practical strategies for supporting language development across all four domains—listening, speaking, reading, and writing.Â
Leading Integrated SEI MTSS Systems: A Professional Development Course for Massachusetts School Administrators
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Massachusetts school administrators bear direct legal, programmatic, and instructional accountability for the English language development of Multilingual Learners (MLLs). Yet in most Massachusetts schools, the Sheltered English Immersion (SEI) program and the Multi-Tiered System of Supports (MTSS) framework operate as parallel systems — and the students who most need coherent, integrated support fall through the gap between them.Â
Co-Teaching to Maximize Student Learning
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This workshop is designed to support educators in strengthening effective co-teaching practices, and purposeful differentiation to meet the needs of diverse learners. Using Anne Beninghof’s research-based books as mentor texts, participants will explore practical, classroom-ready strategies that align with inclusive practices and high-impact instruction. This session is ideal for general education teachers, special education teachers, instructional coaches, and administrators seeking to strengthen inclusive instruction and collaborative teaching models.
Providing Reading Intervention for Students PreK-3
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This graduate course will provide a scaffolded opportunity to learn more from foundational documents and key components of literacy as well as supplemental scholarly literature, tools, and activities that help to strengthen pedagogical practices and target interventions based on real live data.
Providing Reading Intervention for Students Grades 4-9
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This graduate course will provide a scaffolded opportunity to learn more from foundational documents and key components of literacy as well as supplemental scholarly literature, tools, and activities that help to strengthen pedagogical practices and target interventions based on real live data.
Science of Reading
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This course provides a strong foundation in the best practices of literacy instruction. Essential areas of reading instruction are addressed: understanding the science of reading, phonological and phonemic awareness, phonics and decoding, vocabulary development, fluency, and comprehension.
Literacy Foundations for English Learners
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This course serves as a foundation in the methods, materials and approaches for teaching foundational literacy to English learners in grades PK-4. Educators will be provided a scaffolded opportunity to learn more from foundational documents and key components of the Mass Literacy site as well as supplemental scholarly literature, tools, and activities that help to strengthen pedagogical practices and accelerate the outcomes of all English Learners.
Executive Functioning and Reading Comprehension
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This graduate course explores the critical connection between executive functioning skills and reading comprehension. Participants will examine how cognitive processes such as working memory, attention, self-regulation, and flexible thinking influence a student’s ability to construct meaning from text.Â
Student Centered Instructional Coaching
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This graduate course examines how instructional coaching can dramatically improve educational outcomes through an intentional, student-centered approach. Grounded in Student-Centered Coaching by Diane Sweeney, participants will explore evidence-based coaching practices that shift the focus from teacher behavior to student learning. Coursework emphasizes fostering collaborative partnerships with educators, using data to drive instructional decision-making, and building sustainable systems for literacy improvement.
Designing Inclusive Schools through Leadership
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This 15 PDP asynchronous course is designed for educators seeking to build inclusive school systems that support the academic, social, and emotional success of all learners. Participants will explore leadership practices that foster equitable access, collaborative instruction, and a culture of belonging for students across diverse learning needs and backgrounds. The course emphasizes practical strategies for creating sustainable systems.
Professional Development Series for School Counselors and School Adjustment Counselors
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Participants can choose to participate in individual sessions or sign up for the entire series over the school year.
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Session 1: The Counselor’s Compass
Friday, October 9th, 12pm – 2pm
A working session on professional direction. Counselors clarify the values that guide their decisions, examine where the day-to-day role has drifted from those values, and map concrete next steps — so the position they hold matches the professional they’ve become.Â
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Session 2: New Tools, Same Ethics: AI and the School Counselor
Friday, January 15th, 12pm – 2pmÂ
AI has arrived in students’ lives and counselors’ workflows ahead of the guidance. This workshop applies the ethical standards counselors already know to new terrain: student confidentiality and data privacy, appropriate use of AI in counseling tasks, college essays and recommendations, and how to talk with students about the AI in their lives.Â
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Session 3:Â Unmasking Self-Doubt
Wednesday, April 7th, 12pm – 2pm
Imposter feelings are common among skilled, experienced counselors — and rarely discussed. This workshop names the pattern, examines where it shows up in counseling work, and offers grounded strategies for meeting self-doubt with evidence rather than avoidance.Â
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Session 4:Â You Are More Than Your To-Do List
Friday, May 21st, 12pm – 2pmÂ
School counselors carry caseloads, crises, and everyone else’s priorities. This workshop helps counselors step back from the task list, reconnect with the purpose that brought them to the work, and leave with practical tools — including a brief mindfulness practice — for staying grounded during the busiest weeks of the year.