Available courses

Teaching Study Skills for the Special Education Students will “provide a unique opportunity for active learning and practice that encourages student success in the classroom. Teaching struggling and special needs students to use study skills and strategies effectively is a vital step in transforming these students into accomplished and independent learners , this course offers a comprehensive and hands-on look at an array of time-tested approaches and innovative tactics for learning, retention, and analysis. In addition to the units that cover specific study skills such as taking notes, recalling information, and using time well, additional units instruct students on reading, spelling, math, and vocabulary support strategies.”

This course is designed to assist MEC educators with their online teaching goals.

COURSE DESCRIPTION: As a continuation of Part 1, the purpose of part two of this course is to prepare paraprofessionals (Education Technicians) to further increase their knowledge about the unique needs of special populations and understand their roles according to State and Federal special education law.  Participants will also gain further understanding of core competencies for paraeducators, as well as instructional accommodations and interventions for assisting struggling learners in Reading and Math. The paraprofessional will also study various strategies to use with students demonstrating behavioral impairments. 

The purpose of this course is to prepare paraprofessionals (Education Technicians) to become effective practitioners who are knowledgeable about the unique needs of special populations and understand their role according to state and federal special education law. Participants will also gain first hand experience using instructional accommodations and modifications, data collection and implementation of an individual education plans for special education students. This course includes a field experience component.

This course prepares participants to teach Foreign Languages in Elementary through Secondary classrooms. A variety of teaching/learning strategies, methods, and activities will be examined and shared. Emphasis will be placed on teaching meaningful, grade-level appropriate language and real communication skills. Participants will learn the integrative approach to modern language instruction in which language is presented, taught, and assessed in meaningful contexts. 

As individuals responsible for technology in schools, we must be able to support both staff and students as they learn to use technology more effectively. This course meets the DOE certification methods requirements by providing practical and understandable information about integrating technology in K-12 classrooms. The TPCK model and National Educational Technology Standards for Teachers -2nd Edition will be used to develop lessons and to examine how word processing, spreadsheets, presentations, telecommunications, multimedia and online software can be used to improve teaching and learning in all classrooms.

Participants will learn to differentiate between the needs of the online and face to face learner. Participants will analyze online learning environments in an effort to apply what they have learned to the construction of an online environment designed for their own classroom. The key stages of Online Learning and Salmon’s Five-step model will be examined and applied to the development of a virtual classroom space complete with e-tivities, Internet resources, blogs, online classroom tools, email, and linklists. 

Please contact me at dsmall54@gmail.com or 399-0381

Teachers in the 21st century face the challenge of keeping up-to-date on the latest methods of teaching, new technology for the classroom, current trends affecting business education programs, and new learning styles. This course will cover 1) business education perspectives; 2) instructional concepts for business education; 3) business education curriculum, including methods and resources; and 4) organizational and professional responsibilities. 

Please contact me at dsmall54@gmail.com or dsmall@msad54.org

Early Childhood Development is a study of physical, emotional, social and cognitive factors of growth and development of children birth to five designed for Early Childhood teachers. Emphasis will be placed on:

  • teaching students to work with young children and their families;
  • maintaining professionalism and developmentally appropriate practices;
  • implementing observation techniques;
  • developing and maintaining a learning environment; and,
  • using assessment in the Early Childhood classroom.

“Thematic Units, Online and Recharged" is intended for PreK-6 educators and provides hands-on experience integrating online technologies that improve student learning and support instruction with Thematic Units of Study. Participants will study and use Backwards Design to create and/or recreate thematic units that utilize online activities and tools. Participants will learn to use an online environment to host and implement their unit of study. 

This course focuses on children’s language and literacy development from birth to age eight. Students examine theories of language development; explore strategies for engaging children in integrated listening, speaking, reading, and writing experiences. This course provides early childhood teachers with a foundation of knowledge they will need to develop classrooms and learning environments. Emphasis will be placed on:

  • teaching students to work with young children and their families;
  • maintaining professionalism and developmentally appropriate practices;
  • implementing observation techniques;
  • developing and maintaining a learning environment;
  • using assessment to evaluate early childhood language and literacy.

Description: This methods course is for middle/high school Social Studies teachers.  Emphasis will be placed on effectively using various teaching methods for both middle and high school Social Studies.   This course offers “specific ways to enhance the curriculum, making it relevant, current and personal to students.”  Theoretical and practical applications will be covered.

This course guides students in preparing to teach English Language Arts in secondary school classrooms by studying and practicing a repertoire of teaching/learning strategies based on principles research. This course is designed to examine, incorporate, and support the development of reflective, professional, collaborative, and research-based practitioners in the field of English/language arts.

Back up G/t

Methods of Teaching Art

Back up of Mina's LA

Moodle Moot

IMPORTANT INFORMATION:    (please copy/paste this info onto your personal computer for further reference)

Your final grade will be submitted to Endicott College within 2 weeks of the course closing date. 

Your "official" grade report will be mailed to you directly from Endicott College, via the Postal Service, approximately 2 weeks after grades have been submitted.

PLEASE NOTE - if you plan on using this course for initial certification for Administration you will need to request an official transcript from Endicott College (your official "grade report" will not suffice for initial certification).  Mail your unopened transcript to the address below.

You may request an official transcript online - https://cars.endicott.edu/cgi-bin/public/trans11pd.cgi (Please Note: Under Course Information where it asks you to indicate Courses Taken Through , please choose "other".   

Maine Department of Education, Certification Dept.
23 State House Station
Augusta, ME  04333-0023

(207) 624-6603

Assessments that Meet Learning Styles is designed to explore alternative ways for students to show mastery of content specific standards. In this course, students will explore different learning style inventories from four leading theorists, which will be used to create alternative assessments for all learning types. These assessments will be the foundation for the unit to be implemented in the classroom.

Social Studies Methods-Elementary

This course is designed with a twofold purpose in mind.  First, to prepare new teachers with the techniques, methods, and materials to begin planning and developing a successful educational theatre curriculum and program.  Secondly, to challenge veteran teachers to examine their current practice and to explore new topics and ideas in theatre education.  Ours is a creative content area and we are the perfect example of what life-long learning should be.  We will spend some time reflecting on the opportunities and challenges that remote learning has brought to the performing arts table.