The Teacher Workshop courses are approved by the FL DOE to meet teacher certification requirements.
Whether recertifying or upgrading to a professional certificate, our courses are designed to provide rigorous and relevant content to enhance your teaching practice. The asynchronous, online platform of these accelerated courses allows working professionals to complete certification requirements in the setting of their choosing without the worry of scheduled class meetings.
We recommend registering early. Space is limited. Students are required to view the tutorials before the course begins.
Sign up for just the courses you need. There are NO application fees, NO technology fees, and NO book fees. All courses are offered at a flat rate of $625.00 each.
The asynchronous, online platform of the courses allows teachers to complete certification requirements quickly, without the worry of scheduling conflicts.
Courses are accelerated and expertly designed to be completed quickly, in just over a week.
For teachers holding a valid Florida teaching certificate or temporary certificate. Out of state applicants must seek course approval from the Department of Education of their state prior to enrolling in courses.
Courses are $625. There are no additional registration or application fees.
If you currently hold a Temporary Teaching Certificate and need to complete coursework, please see the courses that we offer which align with the items on your Statement of Status of Eligibility.
Please note: that we advise you to confirm these courses with your district office and/or the FlL DOE before enrolling to verify that they meet your individualized certification requirements.
Please note: A grade of "C" or better must be earned in all professional education courses.
Registration for the Fall and Spring semesters will open on August 9, 2021.
All courses described below are approved by the State of Florida Department of Education for the recertification of teachers holding a valid Florida Teaching Certificate.
Four credit hours. An introduction to the study of public and non-public education systems, past, and present, in the United States and in other countries. Emphasis on problems, issues, and trends in contemporary American education as viewed from historical, sociological, psychological, and economic perspectives will be examined. This course will also serve as a prologue to comprehensive classroom management.
Two hours. This survey course provides an introduction to the terminology, identification, and issues commonly encountered when addressing the instructional needs of diverse students with disabilities. Emphasis will be placed on instructional strategies, classroom management, assessment of learning, and the curriculum as these relate to inclusion, diversity issues, federal and state legislative mandates pertinent to nondiscriminatory assessments, parental involvement, individualized education programs, and professional practice and foundations in special education. The course addresses teaching students with disabilities and the collaborative roles of a multidisciplinary approach to supporting children and youth with disabilities in a diverse society.
Four hours. This course addresses educational assessment practices in the K-12 classroom that include analysis and application of data from state-wide standardized assessments and other multiple sources to improve instruction and learning for all learners.
Four hours. Co-requisite EDU 2241 (not applicable to TWS students). The preservice teacher will master the theoretical and practical foundations for the major components of reading within the context of a culturally diverse and technologically complex environment. Preservice teachers engage in reading coursework based upon scientifically based reading research and classroom teaching simulations, developing teaching strategies, and creating activities and reading lessons that include phonological awareness, phonics, fluent decoding of words, comprehension for the construction of meaning, fluency, vocabulary, and oral language skills. The preservice teacher implements activities and lessons in a supervised clinical setting.
Four credit hours. Planning, implementing, and evaluating developmentally appropriate methods and unique experiences to meet the needs of children who speak a language other than English. Characteristic of second language learner. Second language acquisition processes, and oral language development. Discussions of major trends in ESOL teaching, as well as appropriate resources in ESOL methodologies. Exploration of various social contexts that maximize language and literacy development for second language learners such as collaborative groups and teacher-student conferencing. Focus on instructional strategies that effective teachers use to promote literacy development in all students.
Two credit hours. An introduction to the study of public and non-public education systems emphasizing the philosophical foundations of education trends in contemporary American education, educational psychology and classroom management.
Four credit hours. In this course the student will use 21st century technology tools to promote the engaged teaching and learning of concepts in elementary mathematics. The emphasis will be on the real number system and its subsystems, relating these systems to basic concepts of algebra and geometry.
Four hours. Prerequisites: EDU 2240 and EDU 3279 and EDU 2241 or EDU 2256 (not applicable to TWS students). Preservice teachers will master the theoretical and practical foundations for teaching children’s literature and literacy within the context of a culturally diverse and technologically complex environment. Preservice teachers will gain understanding of ways that children’s literature may support literacy instruction for all learners in the K-12 classroom, across the curriculum, including ELLs, and those with learning differences, dyslexia, learning disabilities, social/emotional learning needs. Preservice teachers will apply these concepts in a laboratory or school setting.
Four hours. Prerequisites: EDU 2235 and EDU 3323 and EDU 2240 or EDU 2256 (not applicable to TWS students). Teacher candidates will master theoretical and practical foundations for administering formal and informal assessments and use assessment data to guide instruction in reading and writing. Teacher candidates engage in the systematic problem-solving process to gain a broad understanding of a variety of literacy assessments, screenings, diagnostic assessments, and progress monitoring tools that may be used to prevent, identify, and diagnose reading difficulties. They select and administer various literacy assessments, and analyze and interpret the results in order to apply scientifically based developmentally appropriate strategies and materials for remediation to support diverse K-12 learners.
Four hours. Co-requisite: EDU 3347 (not applicable to TWS students). Teacher candidates engage in the systematic problem-solving process, differentiate instruction, and implement scientifically based reading research practices to support diverse K-12 learners in their acquisition of phonological awareness, phonics and fluent decoding of words, fluency, vocabulary, comprehension for construction of meaning, and oral language with the purposes of prevention, identification, and remediation of reading difficulties to increase reading performance and provide equitable literacy instruction for all. Teacher candidates gain a broad knowledge of and apply research-based instructional practices, differentiate instruction, and use appropriate strategies and materials to engage in the use of explicit, systematic and sequential approaches to K-12 reading instruction to implement multisensory intervention strategies based on assessment data.
Four credit hours. The content, materials, skills, and evaluation procedures in teaching social studies will be examined and emphasized.
Four credit hours. The content, materials, methods and practices in the teaching of science will be examined and emphasized. The understanding of the scientific processes and how to teach these to children will be presented with each of the sciences.
One credit hour. This course is designed to prepare for teaching in the secondary subject areas of Biology, Mathematics, English, Social Sciences, Art, and Music using a variety of research-based techniques, materials (including instructional technology), and teaching strategies. Special emphasis is given to the research based on effective teaching behaviors.
One credit hour. This course will focus on ways in which reading, writing, speaking, and listening are developed and used in the content areas in conjunction with the strategies and skills appropriate to the developmental levels and attitude typical of secondary school students. The course will involve lesson planning and design as well as group presentation, discussion, and critique.
Four credit hours. The structure of the English language will be surveyed identifying areas that cause problems for non-native speakers. The various sources of these problems will be identified, including interferences, acquisition strategies, and inherent complexity. Because the class is designed for K – 12 ESOL teachers, it will focus on the sound system, vocabulary system, and the grammatical system as they apply to students. In addition to practical information concerning the structure of English, participants will learn various principles of second language acquisition and apply those principles to the teaching of English a second language. ESOL Endorsement only.
The Master of Education in Transformational Curriculum and Instruction provides the next level of skills and credentials possessed by accomplished teachers seeking to advance a career in education.
The Master of Education in Educational Leadership provides the next level of skills and credentials possessed by accomplished teachers who seek to lead the education field in schools, districts, and beyond.
The EdD of Education Leadership program is designed for working teachers and administrators who want to prepare to advance professionally and grow intellectually.
Director of Pre-Service and Professional Education Programs