Current Professional Development Opportunities
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Integrating Digital Tools to Support Students with Disabilities and Unique Learning Styles
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.
Project-Based Learning for English Language Learners
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.
Leading Integrated SEI MTSS Systems: A Professional Development Course for Massachusetts School Administrators
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.
Co-Teaching to Maximize Student Learning
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
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
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
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
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
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.
Student Centered Instructional Coaching
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
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.
Leading Inclusive Instruction: Building the Systems, Structures, and Shared Ownership That Make Push-In Services Effective
Effective push-in and inclusive special education instruction depends on conditions for success that span multiple interconnected systems and structures. This three-hour session is for special education directors, coordinators, and others who supervise special education systems and providers. It focuses on the leadership conditions that make inclusive instruction effective: scheduling and staffing structures, common planning time, clear roles for special educators and related service providers, and alignment between IEPs and classroom instruction. Participants will look at how to build shared ownership with curriculum, building, and district leaders, so that inclusion is a shared responsibility rather than a special education initiative. They will also look at how a common vision for inclusive practice becomes the foundation for decisions, focus on effective instructional practices, and leave with tools to assess their current systems and identify next steps for their district.
Professional Development Series for School Counselors and School Adjustment Counselors
Participants can choose to participate in individual sessions or sign up for the entire series over the school year.
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.
This recorded session is available on demand.
Session 2: New Tools, Same Ethics: AI and the School Counselor
Friday, January 15th, 12pm – 2pm
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.
Session 3: 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.
Session 4: You Are More Than Your To-Do List
Friday, May 21st, 12pm – 2pm
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.
SEI Teacher Endorsement Course
The ACCEPT Collaborative is a Massachusetts Department of Elementary and Secondary Education approved provider of the SEI Teacher Endorsement course. Participants who successfully complete the course and its requirements will be eligible to receive the SEI Endorsement.
The Sheltered English Immersion (SEI) Teacher Endorsement course is designed to help equip teachers to address the needs of a multilingual and multicultural student population by training teachers in research-proven practices for working with English Learners (ELs). During the course, teachers are expected to practice instructional strategies grounded in SEI research both in the endorsement course and in their classrooms. Teachers will also be encouraged to sustain and develop their SEI practices over time through a variety of professional growth opportunities. This course is designed to promote continuous improvement in educator practice and to build teachers’ confidence and familiarity with instructional methodology for working with English Learners.
Transition Planning for Success
This workshop is designed to support educators, administrators, related service providers, and transition specialists in developing high-quality transition plans. Participants will deepen their understanding of state and federal requirements with a focus on effective transition planning. They will explore best practices for creating plans aligned with students’ strengths, interests, and preferences. Participants will learn how to use age-appropriate transition assessments, engage students and families as active partners, and coordinate with community agencies. Through practical examples, case studies, and interactive activities, attendees will gain tools and strategies to improve compliance, strengthen IEP transition components, and promote equitable, student-centered planning.
Data-Based Decision Making and MTSS
Unlock the power of data to enhance student outcomes with our in-depth workshop on Data-Based Decision Making and Multi-Tiered Systems of Support (MTSS). This workshop is tailored for educators, school leaders, and support staff who are committed to leveraging data to drive instructional practices and support all students effectively.
School-Based Speech Pathology From A-Z: 26 Essential Lessons Learned
Does grad school teach us everything we need to know to be a successful Speech Pathologist – not likely. In any profession, on the job experience is where and how we become seasoned and respected professionals. The speaker will share with the audience the benefits of her experience including how her medical career made her a more effective school based SLP. These essential lessons will have relevance to any SLP practicing in a school environment and will include our roles in assessment, therapy, advocacy, documentation and team building. Join us for a relaxing and insightful conversation on how to become our best professional selves.
McKinney-Vento Mandated Liaison Training for Massachusetts Educators
This session will be tailored to Massachusetts educators. Session topics include every stage of McKinney-Vento implementation: identification, enrollment, eligibility, school selection, transportation, dispute resolution, data collection, and liaison responsibilities. Facilitators also share practical strategies for balancing these duties alongside other professional responsibilities, with dedicated time for self-care and peer connection.
Each cohort is uniquely shaped by its members. Participants engage in scenario-based learning, real-world problem-solving, and open dialogue. Before sessions begin, members complete a brief survey to help guide focus areas and establish shared group goals and norms, ensuring every cohort experience is relevant, collaborative, and supportive.
Managing Challenging Behaviors and Teaching Key Social Skills
Individuals with social-behavioral challenges and/or ASD often present with difficulty regulating their feelings and interacting socially. The beginning of the session will outline a neuroaffirmative approach to help individuals realize their goals and increase quality of life outcomes including self-determination, social connection, and financial stability. The session discusses the pitfalls of a traditional escalating disciplinary model and the need to understand why individuals are experiencing behavioral challenges. The focus is on both soothing moments of dysregulation, de-escalating meltdowns, and problem-solving repeat problems. Problem solving involves identifying triggers to overwhelming frustration and anxiety, and designing effective behavior plans for each of those triggers.
The second part of the presentation details strategies to foster social connection, creating accepting/enjoyable peer environments and teaching and generalizing social skills to maintain connections. Information will be imparted through lecture, interactive exercises, case presentation and an extensive Q and A to help brainstorm audience members’ specific needs. Participants are encouraged to bring specific examples to discuss.
Mindset Matters: From Striving to Thriving in All Areas
Feeling like you are just getting through the day? Stress and burnout doesn’t have to derail you. This session will show you how to refocus and recharge daily. Providing fun interactive exercises, discussion and activities that can be put to use immediately to shift your perspective. You will leave feeling a stronger sense of calm, resilience and power in all areas. Implementing the tools provided will leave you feeling uplifted and inspired renewing your passion and purpose.
How to Support Multi-Language Learners in the Art Classroom
Art teachers are in a unique position in working with English Language Learners (ELs). The art classroom provides a welcoming and safe environment for English Language Learners to be able to express themselves, and the creation of art can prompt important oral language skills. Additionally, as art teachers often work with students over multiple years, they can be a source of support for EL students as they adjust to new classes from year to year. This workshop will allow us to explore how we can take advantage of hands-on strategies and activities specific to the art classroom that are effective with ELs.
This course will consist of five face-to-face meetings. There will be some reading, writing and art creating assignments in between sessions.
This workshop will include 2D and 3D art making such as collage, assemblage and book arts. We will also discuss simple strategies to adapt what you already do with your students to make your lessons more “EL friendly”. Materials for art-making will be provided, though participants are welcome to bring their own favorite materials.
Upon completion, participants will leave with a deeper understanding of effective methods for working with ELs, an assortment of activities to use in their classrooms, and examples of art works they may use in their classroom.