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Quikitech's Master's +30 Above PD Program is designed to provide maximum support for your professional development needs and flexibility to fit your busy schedule. Work towards your Master's +30 differential by earning credits above your Master's degree.*- ASPDP registration fees are not included in the program pricing.
- After you purchase this program, an email will be sent to you, giving you instructions on how to select the specific course titles of your preference.
- January 29, 2024 – ASPDP registration opens
- February 12, 2024 – First day of Quikitech semester coursework
- April 15, 2024 - ASPDP registration closes
- May 24, 2024 - Last day of Quikitech semester coursework
Learn and practice implementing project-based learning in your classroom.
Learn about and put into practice a proven effective instructional approach for preparing our students not just to face the real world, but to make it better! Project-Based Learning: Connecting Classrooms to the Real World offers teachers a convincing argument for implementing project-based learning (PBL) in their classrooms to promote success in academia, in future professions, and in life. Teachers will be equipped with practical tools and resources to take steps toward, or even fully dive into, a research-proven more satisfying and effective way to teach.View Syllabus
Credits and Registration Instructions Please check with your school district or local authority on whether the kind of credit this course provides can be used towards meeting your professional development, salary differential, or credential renewal needs. For questions and group rates, email support@quikitech.com. Customer Review “I thoroughly enjoyed this class. Feedback was thorough and quick. The assignments were engaging and challenging.” “I will use the knowledge gained from this class to formulate essential questions and collaborative projects across content areas.”Sale!
Learn about and put into practice a proven effective instructional approach for preparing our students not just to face the real world, but to make it better! Project-Based Learning: Connecting Classrooms to the Real World offers teachers a convincing argument for implementing project-based learning (PBL) in their classrooms to promote success in academia, in future professions, and in life. Teachers will be equipped with practical tools and resources to take steps toward, or even fully dive into, a research-proven more satisfying and effective way to teach.
Have you ever observed a student not thriving in school, not reaching his/her potential, and sadly becoming disillusioned with the American school system? Learn to personalize instruction and learning to meet your diverse learners' needs!
View Syllabus
View ASPDP Catalog Listing: P187-12514.1S24
Spring 2024 Important Dates and Information- January 29, 2024 – ASPDP registration opens
- February 12, 2024 – First day of Quikitech semester coursework
- April 15, 2024 - ASPDP registration closes
- May 24, 2024 - Last day of Quikitech semester coursework
Learn effective ways in welcoming, including, and partnering with students’ families throughout the year to support each child’s success in school and beyond!
There is a consistent correlation between students’ success and the involvement of their parents, guardians, and/or other family members in their education. Family members are children’s first and often most influential teachers, and are generally experts about their children and most invested in children’s success in school. Effective partnerships between teachers and other school personnel with the families of students is a key that can unlock rewards that may otherwise be unreachable.
View Syllabus
View ASPDP Catalog Listing: P187-12515.1S24
Spring 2024 Important Dates and Information- January 29, 2024 – ASPDP registration opens
- February 12, 2024 – First day of Quikitech semester coursework
- April 15, 2024 - ASPDP registration closes
- May 24, 2024 - Last day of Quikitech semester coursework
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Participants will develop an increased awareness of the need both nationally and locally to meet the need of ESL students, based on data and research. They will examine ESL standards in their particular state, as well as instructional shifts from traditional approaches to alternative approaches, particularly through the use of technology. They will learn to foster academic interactions, specifically academic conversation skills. They will practice technology usage and create definite plans to incorporate specific tools into ESL lessons to create and increase authentic opportunities for students to interact in meaningful ways.
Key deliverables include: written responses reflecting participants’ analysis of ESL demographic data, current ESL state standards, and instructional practices; practice of, and reflection about, constructive academic conversations and technology tools in the classroom, specifically to promote ESL mastery; creating a lesson plan that incorporates learning into classroom practices; course summary with practical application and reflection. Key activities include reading, watching videos, researching, reflecting, analyzing, and planning.Sale!
FOR HOUSTON ISD EDUCATORS ONLY
Participants will develop an increased awareness of the need both nationally and locally to meet the need of ESL students, based on data and research. They will examine ESL standards in their particular state, as well as instructional shifts from traditional approaches to alternative approaches, particularly through the use of technology. They will learn to foster academic interactions, specifically academic conversation skills. They will practice technology usage and create definite plans to incorporate specific tools into ESL lessons to create and increase authentic opportunities for students to interact in meaningful ways.
Key deliverables include: written responses reflecting participants’ analysis of ESL demographic data, current ESL state standards, and instructional practices; practice of, and reflection about, constructive academic conversations and technology tools in the classroom, specifically to promote ESL mastery; creating a lesson plan that incorporates learning into classroom practices; course summary with practical application and reflection. Key activities include reading, watching videos, researching, reflecting, analyzing, and planning.
This course targets meeting the needs of diverse learners in general and special education classrooms, particularly through strategic grouping. In order to group students most effectively, even in order to successfully teach students, it is imperative that teachers conscientiously get to know each student as much as possible. Often students’ strengths go unrecognized, and many needs go unnoticed, frustrating the teaching and learning process. When strengths are celebrated and deep needs are validated in students, their best efforts, abilities and character can be evoked. The course provides an overview of federal laws and regulations related to meeting the needs of students, as well as various needs that require the accommodation of teacher. Strategies are listed, but the bulk of the course discusses the component of arranging groups to meet students’ needs and to bring out their strengths. The course examines specific grouping options for particular dynamics and learning results. The course ends with an argument for maximized inclusion for students, as well as Dr. Sara Lawrence-Lightfoot’s model of portraiture in the field of education, to find ways of discovering, defining, and bringing out the goodness that is present in every student.
Develop an increased awareness of the need both nationally and locally to meet the need of ENL students based on data and research.
Key deliverables include: written responses reflecting participants’ analysis of ENL demographic data, current ENL state standards, and instructional practices; practice of, and reflection about, constructive academic conversations and technology tools in the classroom, specifically to promote ENL mastery; creating a lesson plan that incorporates learning into classroom practices; course summary with practical application and reflection. Key activities include reading, watching videos, researching, reflecting, analyzing, and planning.View Syllabus
(Syllabus is the same as the ASPDP version of the course) Credits and Registration Instructions Please check with your school district or local authority on whether the kind of credit this course provides can be used towards meeting your professional development, salary differential, or credential renewal needs. For questions and group rates, email support@quikitech.com. Customer Review “This course prepares you to implement different strategies to differentiate lessons for ELL students as well as introduces you to a set to technological tools to help ELLs acquire language based on the new Common Core applied standards.”Sale!
This class is based on sound research that has been done by researchers throughout the nation, to show tangible ways to promote the academic achievement of African American and Latino boys and girls.
This class will equip teachers with practical, in classroom methodologies that have shown to advance the academic performance of students of color. Based on the work of researchers such as Claude Steele, Tyrone Howard, Pedro Noguera, Gloria Ladson-Billings, Johnnie McKinely, Gary Howard and Baruti Kafele, this class takes a constructivist and research based approach toward helping educators recognize and combat the negative affect of implicit stereotype thinking and master skills needed to remove barriers to K-12 student learning. As the number of students of color increase in the school districts across the nation, teachers are looking for methods that “move the needle” for advancing the academic performance of African American and Latino students. Teachers will learn how to build counter narratives to inferiority complexes that students harbor and see examples of teachers and schools that are closing the achievement gap through in-classroom practices that work. Although the class focuses much of the material on African American students, the class is structured to provide conceptual frameworks and practices that work across cultures. Each lesson gives clarification for how to apply certain principles to Latino and other students of color. Educators will also learn key facts such as: a) You don’t have to be black to teach black students; b) Holding students to high standards is one of the best ways to break down stereotypes and improve academic performance and c) many other principles and methods that have scientifically been shown to help students learn and perform at high levels. Please check with your school district or local authority on whether the kind of credit this course provides can be used towards meeting your professional development, salary differential, or credential renewal needs. For questions, email support@quikitech.com. Syllabus
**BRAND NEW 3-CREDIT COURSE**
Equity becomes a reality through quality pedagogy, including effective implementation of Project-Based Learning (PBL)!
____ Using equity-focused research, theory, and practices of PBL, learn to address and utilize the 4 main keys to equity: a) Knowledge of Students, b) Literacy, c) Sharing of Power, and d) High Intellectual Standards (or, Rigor/Cognitive Demand). Participants will create their own PBL plan for their own students, practicing the principles of Project-Based Learning throughout the course.View Syllabus
View ASPDP Catalog Listing: P187-12521.1S24
Spring 2024 Important Dates and Information- January 29, 2024 – ASPDP registration opens
- February 12, 2024 – First day of Quikitech semester coursework
- April 15, 2024 - ASPDP registration closes
- May 24, 2024 - Last day of Quikitech semester coursework
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