Why Do We Value Professional Learning?
The goal of all SDW professional learning options is to continuously enhance our practices so that our students' learning is enhanced. We know that our practices are developed as a part of a rich network of professional learning. Professional learning supports the foundation(s) of teacher practice, whether you are an educator, new to the profession, or an experienced educator. Professional learning supports continued development and depth of practice regardless of where educators are in their own learning process SDW is committed to implementing professional learning at the classroom, school, and district levels which is impacted by practice, feedback, and coaching. The School District of Waukesha provides multiple learning opportunities for our professionals This catalog represents a shared vision for the future of one of our most important service areas: professional learning.
SDW will Focus its professional learning by the following Danielson components:
● 1c: Setting Instructional Outcomes
● 2b: Fostering a Culture for Learning
● 2d: Supporting Positive Student Behavior
● 3a: Communicating About Purpose and Content
● 3c: Engaging Students in Learning
● 4d: Contributing to School Community and Culture
● 4e: Growing and Developing Professionally
● 4f: Acting in Service of Students
Professional Learning Opportunities
ProfessionalLearningFramework:OurValues
SDW offers professional learning that aligns with the district’s vision Professional development fosters a culture of collaboration and continuous improvement while leveraging technology that creates and supports learning for every educator
District coaches partner with school leaders to ensure practice is consistent throughout our system Coaches are also responsible for assessing the needs of the teachers they support, and, in doing so, will seek out additional resources and professional learning opportunities to share with their teachers
Teacher Development Program (TDP)
TDPCourses
● TDP courses, Collegial Studies, and self-paced courses are offered to all educators via Blackboard each semester.
● 1 credit face-to-face TDP courses will meet four times per month for a total of (8) hours Additionally, students will complete at least 8 hours of application time with blended, flexible options and display evidence of embedded practice
● A .50 credit TDP course will meet two times for a total of (4) hours, with an additional application time of 4 hours A 25 credit TDP course will meet once for a total of (2) hours with an additional application time of 2 hours.
● Students can earn credit upon successful completion of each course and additional coursework
● The 1.0 credit fee is $100, the 0.50 credit fee is $50, and the 0.25 credit fee is $25.
CollegialStudy
A collegial study brings educators together to collaborate around a “certain topic” related to school and/or district priorities. There is typically a collegial study “facilitator” who is the lead contact person for the study.
● Collegial Studies may be worth 50, 1 0, 2 0, or 3 0 credits (1 0 credit fee is $100 00) based on the number of class hours, rigor of the course, and application time listed in the collegial study proposal.
● All Collegial Study Proposals will be submitted to the Teaching and Learning Department for approval A course cannot begin until approval has been granted by completing this Collegial Study Proposal Form
OtherApprovedSummerCoursesforTDPcredit
Advanced Placement (AP) Summer Institute
SDW AVID Path Trainings:
● Elementary Foundations: K-5
● Secondary Foundations: 6-12
● Academic Literacy & Language: K-12
● Creating Engaging and Rigorous Classrooms: K-12
SDW Teaching for Biliteracy - Dual Language Teachers
SDW Special Ed Institute for New Staff
1.0 credit August 14, 8:00 AM - 4:00 PM
August 14, 8:00 AM - 4:00 PM August 14, 8:00 AM - 4:00 PM August 14, 8:00 AM - 4:00 PM
August 25, 8:00 AM - 3:30 PM
25, 8:30-4:00 PM
SDW All New Staff Institute 1.0 credit for attending 2 days August 18, 8:00 AM - 4:00 PM August 19, 8:00 AM - 4:00 PM AVMR 2
0 or 2 0 credits August 4 - August 7, 8:00 AM - 3:30 PM
Online Self Paced TDPs on Special Topics:
● Intro to Global Ed
● Dual Language Essentials
● Success with Linguistically and Culturally Diverse Learners
*Note - if taking for TDP credit and a stipend is offered, teacher must pay for the TDP credit and elect not to take the stipend. For New to SDW Teachers who teach in the elementary classroom As a part of the ACT 20 requirements, structured early literacy training is required All K-5 classroom and special education teachers must complete the modules in Cox Campus
WHO: All hired professional staff in the teacher employee group
WHAT: are required to take courses in order to earn NINE credits
WHERE: offered both asynchronously and/or face to face by SDW…
WHEN: in their first FIVE years of employment.
HOW: Additional step movement may be granted within the assigned lane for completing and paying for 9 TDP credits
Teacher Development Program FAQs
All teachers new to the District are required to complete 9 credits from the teacher development program (TDP) within their first five years of service Below are frequently asked questions surrounding this requirement
1 How do I sign up for a TDP course? You will receive a monthly email for TDP course registration from T&L. The email will include a link to a Google form with registration for the next month’s TDP courses, along with the following two months (total of 3 month’s course registration at a time) Once you complete and submit the form, you will receive communication from the instructor (prior to course start date)
2 Can I use credits I’ve earned through my master’s program for the 9 credit requirement? Usually, no There could be exceptions if you are taking the master’s program through the SDW and UWW (UW-Whitewater) master’s cohort Complete our TDP Credit Exception form for consideration Once you submit the form, you will receive communication on approval.
3 How do I know whether to pay for my TDPs or not? There are 3 Options:
● One-time only option: you do not have to pay for the credits in order to complete the requirement to take 9 credits within five years; however, if you want to use the nine credits to advance on the salary schedule, you must pay for the credits to make a vertical movement within the lane
● Special consideration for teachers within their first five years on lane 1B: The teacher on lane 1B may audit the SDW courses and receive lane advancement to 2B if courses are completed within their first five years of employment in SDW. Teachers need not pay for these credits, but must provide proof of successfully completing the coursework by showing the course name, date taken, and teacher signature of completion.
● Special consideration for teachers within their first five years on lane 1M: The teacher on lane 1M who completes the nine new teacher credits within their first five years of employment may advance to lane 2M Teachers must pay for these credits
4 How do I submit/pay for my completed credit (s)? Whether you are paying for your credits or not, upon completion of a TDP course, you must submit the TDP Completion Form. This form should be sent (along with payment, if paying for course) to Barb Hartling at Blair, room 212 You may stop by Blair in person, or send via interoffice mail. If not paying for credit, you may scan and send the form to Barb Hartling via email (bhartlin@waukesha k12 wi us) Once your form is received and processed, we will update Skyward with your completed credit(s)
5 How do I check my completed TDPs in Skyward? Once logged into Skyward, click “Employee Information” on the top of the screen. Then select “Personal Information”. Under “Personnel” select “Prof Development” This is where you may view all completed TDP credits
6 When does my pay advancement take place once I have completed all 9 credits and have submitted the Salary Advancement Form? Your pay advancement will be effective immediately.
7. If I earn 4s in leadership categories of the Educational Effectiveness Program (EEP) (4D and 4E), will I advance horizontally even though I haven’t finished my TDP credits? No In accordance with 4E, which has to do with your professional learning, teachers may not advance horizontally for earning distinguished marks in 4D and 4E until they have completed the 9 TDP credits A teacher has an opportunity to advance every three years after earning 4s in 4D and 4E in their summary year This is usually no problem for teachers who have earned 4s in 4D and 4E after their sixth year; however, if they earn 4s following their third year, they need to complete the 9 credits prior to advancing to the next lane The HR department will hold advancement for up to one year until this step is completed. Please reference question 3
NEW PROFESSIONAL STAFF SUPPORT SESSIONS ATTEND ALL 5 TO EARN 1 TDP CREDIT
New Professional Staff Support Sessions will be offered throughout the school year. This is a drop-in model where all topics stand alone; however, one TDP credit can be earned through participation in all five sessions Dates are listed below and sessions run from 4:30 - 6:30 PM.
September 17, 2025: Educator Effectiveness Orientation
November 19, 2025: Student Engagement
December 17, 2025: Special Education Overview
February 18, 2026: Scaffolds and Supports for All Learners
April 15, 2026: Celebration of and for New Staff
Teacher Development Program (TDP) Course Menu
In-person Offerings
Dates: 9/9 & 9/16
Time: 4:15 - 6:15 p.m.
⧫ Starting Strong with Benchmark Advance K-5
Dates: 9/9 & 9/16
Time: 4:15-6:15 pm
⧫ Starting Strong with Benchmark Adelante and Advance in DL K-5
Dates: 9/23 & 9/30
Time: 4:15-6:15 pm
⧫ Second Step to Teach Academic & Social Behaviors
Date: 9/30
Time: 4:15-6:15 pm
★ The Power of Manipulatives to Increase Engagement & Conceptual Understanding. K-5
Dates: 9/9, 16 , 23 & 30
Time: 4:15-6:15 pm
● Classroom Management in the Secondary Classroom
Date: 9/6
Time: 4:15 - 6:15 PM
● Supporting English Learners with Disabilities: A Collaborative Approach
Date: 9/30
Time: 4:15 - 6:15 p.m.
★ Trauma Informed Teaching - Intro /ACE Study
Dates: 9/11, 18, 25
Time: 4:15-6:15 pm
● Teaching for Biliteracy II Metalinguistic Awareness
Date: 10/7
Time: 4:15 - 6:15 p.m.
★ Instructional Routines to Strengthen Phonological and Phonemic Awareness in K-1
Date: 10/7
Time: 4:15 - 6:15 p.m.
★ Meaningful Word Study in 3-5
Dates: 10/21 & 11/4
Time: 4:15 - 6:15 p.m.
⧫ Scaffolding Readers to Access Gr Level Texts K-5
Dates: 10/14 & 10/28
Time: 4:15 - 6:15 p.m.
⧫ Using iReady to Support Tier
2 Interventions K-5
Dates: 10/14 & 10/28
Time: 4:15 - 6:15 p.m.
⧫ Targeted AVMR for Intervention
Dates: 10/7, 14, 21 & 28
Time: 4:15-6:15 pm
● CTE in SDW
● Secondary Math in SDW
● Secondary Social Studies in SDW
● Teaching for Conceptual Understanding in Science
● Secondary Literacy in SDW
● Classroom Management in the Secondary Classroom
Date: 10/7
Time: 4:15 - 6:15 PM
● Supporting English Learners w/ Disabilities: A Collaborative Approach
Date: 10/21
Time: 4:15 - 6:15 p.m.
★ Trauma Informed TeachingStress Responses
Dates: 10/7, 10/14, 10/21, 10/28 Time: 4:15-6:15 pm
● Developing an Executive Function Lens for Instruction
Dates: 11/25
Time: 4:15 - 6:15 p.m.
★ Supporting the Use of Academic Language with iReady Part 1 K-5
Dates: 11/4, 11, 18, 25
Time: 4:15-6:15 pm
● AVID 6-12 Foundations
● Professional Learning Communities (PLCs)
● Language Paired with Content in the Secondary Classroom
Date: 11/25
Time: 4:15 - 6:15 p.m.
★ Trauma Informed Teaching - Building Compassion Resilience to Support the Trauma Brain
Date: 12/2
Time: 4:15 - 6:15 p.m.
★Scaffolds to Develop Oral Language K-5
Date: 12/9
Time: 4:15 - 6:15 p.m
★Developing Fluency K-5
Date: 1/6
Time: 4:15 - 6:15 p.m.
★ Using Decodable Text in K-2
Dates: 1/13
Time: 4:15 - 6:15 p.m.
★ Supporting the Use of Academic Language with iReady Part 2. K-5
Date: 1/20
Time: 4:15 - 6:15 p.m.
★Bridges and On-ramps for students’ Access to Grade Level Instruction in iReady K-5
Dates: 1/20 & 1/27
Time: 4:15 - 6:15 p.m.
⧫ Powerful Phonics in Grades K-2
Dates: 1/6, 13, 20, 27
Time: 4:15-6:15 pm
● Classroom Management
● CTE in SDW
● Secondary Math in SDW
● Argumentation in Science
● Argumentation in Social Studies
Dates: 2/3 & 2/17
Time: 4:15 - 6:15 p.m.
⧫ Writing K-5
Dates: 2/3 & 2/17
Time: 4:15 - 6:15 p.m.
⧫ Elementary Classroom
Universal Supports for Behavior
Dates: 2/10
Time: 4:15 - 6:15 p.m.
★ Fostering Student Engagement in the Mathematical Practices K-5
Date: 2/24
Time: 4:15 - 6:15 p.m.
★ Developing
Background Knowledge, Vocabulary, and Comprehension with Close Reading K-5
Dates: 2/3, 10, 17 & 24
Time: 4:15-6:15 pm
● AVID Academic Language & Literacy 6-12
● Standards Based Grading 6-12
● Guided and Collaborative Instruction
Dates: 2/24
Time: 4:15 - 6:15 p.m.
★ Trauma Informed Teaching - Regulation
Date: 3/3
Time: 4:15 - 6:15 p.m.
★Scaffolds to Develop Oral Language K-5
Date: 3/10
Time: 4:15-6:15 pm
★Selecting and Sequencing Student Solutions K-5
Dates: 4/7 & 4/14
Time: 4:15 - 6:15 p.m.
⧫ Scaffolding Readers to Access Grade Level Texts K-5
Date: 4/21
Time: 4:15 - 6:15 p.m.
★Math TDP
Date: 4/28
Time: 4:15 - 6:15 p.m.
★Math TDP
No courses offered due to low enrollment
Dates: 4/7, 14, 21, 28
Time: 4:15-6:15 pm
● CTE in SDW
● Best Practices in Math Assessment
● 3 Dimensional Learning in Science (NGSS)
● Analyzing Student Work in the Humanities
Dates: 4/18 & 22 in person; (4:15-6:15) 4/15 & 29 asynchronous
● Multilingual Learners with Special Needs
2025 - 2026 Professional Development & Course Descriptions
ELEMENTARY LITERACY TDPs
Starting Strong with Benchmark Advance K-5 –Inperson
Credit: 50 credit
Teachers will collaborate and dig deeper into our new literacy resource and you begin implementation in your classroom. This course will help you establish routines and understand the purpose behind the instructional practices
Starting Strong with Benchmark Adelante and Advance in DL K-5–Inperson
Credit: .50 credit
Dual LanguageTeachers will collaborate and dig deeper into our new literacy resource and you begin implementation in your classroom. This course will help you establish routines and understand the purpose behind the instructional practices
Instructional Routines to Strengthen Phonological and Phonemic Awareness in K-1–Inperson
Credit: 25 credit
Phonemic Awareness is a strong predictor of success in reading and spelling. This course will explore the continuum of phonemic awareness development and routines you can use in the whole class and in small groups to develop your students' phonemic awareness.
Meaningful Word Study in Grades 3-5–Inperson
Credit: 25 credit
Explicit and systematic phonics and word study instruction is key to strengthening readers as they move into more complex texts. This course will look at the phonics continuum and the best ways to support learners during whole class instruction and small groups
Scaffolds to Develop Oral Language Grades K-5–Inperson
Credit: 25 credit
Oral language is the foundation of literacy Utilizing scaffolds can help all students strengthen their expressive language. This course will explore scaffolds we can use within our classrooms to develop all students' oral language.
Scaffolding Readers to Access Grade Level Texts Grades K-5–Inperson
Credit: 50 credit
Do you feel like grade level text is frustrating for some of your students? This course will explore the ways that we can scaffold all students to ensure access to grade level text and deep comprehension.
Powerful Phonics in Grades K-2–Inperson
Credit: 50 credit
Explicit and systematic phonics instruction is key to developing readers This course will look at the phonics continuum and the best ways to support learners during whole class instruction and small groups We will look at the prompting and scaffolding that supports readers in word solving, or decoding.
Using Decodable Text in Grades K-2–Inperson
Credit: .25 credit
This course will look at instructional routines and supports that can be used when reading decodable text with your whole class, in small groups, or one-on-one. Prompting language to support decoding and comprehension questions to support meaning making will also be discussed
Writing Grades K-5–Inperson
Credit: .50 credit
Benchmark Advance focuses on writing to text-based prompts and process writing. This course will look at the routines and practices within each type of unit to support writers We will also draw connections between past writing practices and our current resource.
Developing Background Knowledge, Vocabulary, & Comprehension with Close Reading Grades K-5–Inperson
Credit: 25 credit
What is a knowledge building curriculum and why is it important for readers and writers? This course will unpack the structures and routines within Benchmark to develop knowledge, vocabulary and comprehension with grade-level complex texts.
ELEMENTARY MATH TDPs
The Power of Manipulatives to Increase Engagement and Conceptual Understanding Grades K-5–Inperson
Credit: .25 credit
In this course, you will learn how manipulatives help students deepen their mathematical understanding within iReady You will also learn how to manage manipulatives and when to use them within your lessons You leave with an organizational system that leads to an increase in student engagement.
Using iReady to Support Tier 2 Interventions Grades K-5–Inperson
Credit: .50 credit
Does your iReady data indicate that you have students who are in need of instruction in prerequisite standards or just need a little more time? Join us in this course to learn how to use the Prerequisite Report in iReady to determine how to use the information to provide interventions for your students. This intervention will proactively focus instruction on the essential skills as identified in iReady so students have access to grade level instruction
Targeted AVMR for Intervention–Inperson
Credit: .50 credit
(This course is for teachers who are already AVMR trained) Our AVMR Interventions are getting an overhaul to become more focused and to add substantially more teacher support If you are teaching a math intervention and are AVMR trained, this course is for you. Come learn about the new targeted interventions, planners, and teacher supports that are now available to maximize the time with students and minimize your planning
Unpacking iReady Sessions (Explore, Develop, Refine) Over the Course of a Lesson Grades K-5–Inperson
Credit: .50 credit
This course is intended for iReady Mathematics users who are new to SDW, new to teaching mathematics in SDW, or teachers who feel they would benefit from a review of iReady’s Try-Discuss-Connect Framework (T-D-C) Participants will learn the six components within the T-D-C routine, plan for instruction within the T-D-C routine, and reflect on instructional practice Participants should bring their charged device, headphones/earbuds, their iReady Teachers Guide, and collaborative spirit to each session.
Scaffolding Up to Support ALL Learners Using iReady Grades K-5–Inperson
Credit: 50 credit
This course is intended for iReady Mathematics users. You will solidify an understanding of what scaffolding is and the role it plays in ALL students having access to high-quality, grade level content You will have an opportunity to explore iReady resources that can be used to intentionally plan for scaffolding for ALL learners within your math classroom.
Digging Into iReady’s Additional Resource Grades K-5–Inperson
Credit: .25 credit
So many resources so little time! Now that you’re more comfortable with the iReady framework, how can you use some of those extra iReady resources to support and scaffold your instruction? How can you use the resources to increase engagement? The additional resources iReady offers can do so much for your students In this two hour course, you will have time to explore some of those overlooked resources and collaboratively discuss and plan how and when you might use these resources to support students in your classroom
Try It, Discuss It, and Connect It Grades K-5–Inperson
Credit: 50 credit
This course is intended for iReady Mathematics users who are new to SDW, new to teaching mathematics in SDW, or teachers who feel they would benefit from a review of iReady’s Try-Discuss-Connect Framework (T-D-C) Participants will learn the six components within the T-D-C routine, plan for instruction within the T-D-C routine, and reflect on instructional practice Participants should bring their charged device, headphones/earbuds, their iReady Teachers Guide, and collaborative spirit to each session.
OTHER ELEMENTARY TDPs
Second Step to Teach Academic and Social Behaviors–Inperson
Credit: 50 credit
Second Step to Teach Academic and Social Behaviors is designed to familiarize yourself with Second Step and School Counseling Curriculums for creating successful learning communities for improved learning outcomes You will take a deep dive into the importance of universal lessons, explore the Second Step Website and curriculum learning how to incorporate these lessons into your classroom routine as well as how to use Second Step to meet universal needs We will explore the Elementary School Counseling Curriculum to build community to meet your College, Career and Community Readiness report card standards
Elementary Classroom Universal Supports for Behavior–Inperson
Credit: 50 credit
Elementary Classroom Universal Supports for Behavior will lead you through designing universal routines and plans that incorporate your universal SEL lessons and language; how to get the most out of universal systems that support student success, using universal curriculum to create responsive lessons to address behavior class-wide as well as creative ways to meet individual student needs within your universal system
TDPs FOR ALL EDUCATORS
Trauma Informed Teaching- Stress Responses–Inperson
Credit: .25 credit
We all experience varying levels of stress. Learn the good, the bad and how to hack your cortisol to your advantage. Unlock the mysteries of trauma-induced stress; delve into the fascinating world of fight, flight, freeze & fawn responses while discovering how they shape our minds and bodies. You will gain practical tools to navigate these responses with resilience and empowerment in and outside of the classroom
Trauma Informed Teaching - Building Compassion Resilience to Support the Trauma Brain –Inperson
Credit: 25 credit
During the course of this workshop, we will learn about specific brain functions, mirror neurons, and how to use ourselves as teachers to support students who have been impacted by trauma and stress We will learn about the science behind compassion resiliency as well as strategize how to avoid compassion fatigue and burnout.
Trauma Informed Teaching- Regulation–Inperson
Credit: .25 credit
Regulation is a commonly referenced word, but what does it all mean? Explore the purpose of regulation and how humans seek self-regulation in adaptive and maladaptive ways We will discuss using regulation strategies for ourselves and to use with our students.
Trauma Informed Teaching- Intro/ACE Study–Inperson
Credit: 25 credit
In this course, educators will delve into the Adverse Childhood Experiences (ACEs) Study and explore the profound effects of trauma on brain development and function The ACEs Study has revolutionized our understanding of how early life stress and trauma can shape long-term health, behavior, and learning outcomes.Participants will learn to identify the ten categories of ACEs and understand their prevalence and significance The course will cover the neurobiological underpinnings of trauma, detailing how adverse experiences in childhood can alter brain architecture, affect emotional regulation, and influence cognitive processes
Developing an Executive Function Lens for Instruction - In person
Credit: 1.0 credit
This course offers an opportunity to begin developing an executive functioning (EF) lens to better understand how EF skills influence student learning, behavior, and success You can expect to explore key EF skills, the factors that impact their development, and how to support them in the classroom. Connect with fellow educators and leave with some practical, ready-to-use strategies to enhance your instruction and meet students where they are
Multilingual Learners with Special Needs–Inperson
Credit: 1.0 credit
.In this TDP, participants will be introduced to key, research based competencies in serving multilingual students who may be struggling academically Participants will explore who these learners are, what behaviors these learners present, why the observed behaviors are often confused and how instruction and monitoring can impact these learners Participants will be introduced to a strategy to guide teams in using the student's two languages to guide recommendations and decision making around services and collaboration. Topics in this course include: Theories of first and second language development; Intersectionality of Identity/Contextual interaction model and single cause myths; Learning environments; Oracy and Bi-Literacy development; Comparisons and contrasts in language learning behaviors and disability behaviors; Observation protocols and collaboration with teams; Dual Language Programming--Goals, Language Allocation and outcomes Multilingual rather than monolingual perspectives on learners and their data
Success with English Learners –Selfpaced/Blackboard
Credit: 1.0 - 3.0 credits
TargetAudience:Teachers, Support, Administration
Multilingual students who qualify for Bilingual/English as a Second Language services is the fastest growing population of learning in the United States and in SDW. All educators will be serving these linguistically talented students as they strive for college and career readiness Educators can take module 1, 2, or 3 to suit their entry point
Each module is worth 1 TDP credit A book must be purchased to complete this course Topics in each module include: Module 1--Multilingual beliefs and mindset, factors affecting performance, engaging families; Module 2--Planning for language, analyzing the language demands of tasks, scaffolds to standard; Module 3--Implementing language instruction, scaffolding assessment for validity and reliability.
Dual Language Essentials –Selfpaced/Blackboard
Credit: 1 0 credit
This course is designed as an introduction to Dual Language Programming There are 11 modules and responses with required reading from a purchased and linked text. A book must be purchased to complete this course.
Credit: 1 0 credit
This course is designed with reading and reflections around how to align the mission and objectives of global education to your current curriculum (no additional texts to purchase)
Trauma Sensitive Schools Online Professional Development -Modules
Credit: 2 0 credits if all modules & readings are completed
Learners will understand the prevalence and impact of toxic stress on youth and those who care for them Additionally, participants will understand how to infuse the values of safety, trustworthiness, choice, collaboration, and empowerment into various aspects of their existing equitable multi-level system of support This infusion is what we call the trauma-informed lens. https://dpi.wi.gov/sspw/mental-health/trauma/modules
Gifted and Talented Online Professional Development -Modules
Credit: 1 credit if all modules & readings are completed
Modules Completed (Total Class Time) = 11 55 Total App Time for All Modules Completed = 4.4
This is a self-paced virtual class, including a suite of resources, to allow you to learn about effective gifted identification practices All modules include video recordings, knowledge checks, and application activities These materials have been developed by a team of research experts in collaboration with school partners from across the United States Modules are organized under four broad goals:
Goal 1: Introduce broad gifted education rationale and concepts
Goal 2: Introduce four criteria to evaluate gifted identification systems (Cost, Alignment, Sensitivity, and Access)
Goal 3: Explain the psychometric concepts that need to be understood and applied to identify students
Goal 4: Explain tools to implement to optimize identification
Begin modules here: https://ncrge.uconn.edu/oipd/oipd-pd-modules/
SECONDARY TDPs
Classroom Management in the Secondary Classroom–Inperson
Credit: 1.0 credit
This course will focus on classroom management strategies both large and small. We will review policies and procedures that will make the classroom environment run smoothly while also discussing the importance of relationships and connecting with reluctant students. Everyone will walk away from this class with immediate routines and structures that will make the classroom an enjoyable and productive place to be
CTE in SDW–Inperson
Credit: 1 0 credit
This course is designed for new educators who are teaching Career and Technical Education (CTE-Business, Marketing, Family and Consumer Science, Technology Education, Health Science, and Computer Science teachers only) courses It provides a comprehensive overview of the fundamental principles and practices of teaching in the field of CTE, teaching in a lab setting, literacy practices, real-world projects, and other foundational practices The course will be customized based on the CTE Learners in the course.
Secondary Math in SDW–Inperson
Credit: 1 0 credit
This course is designed for new educators who are teaching secondary Math. The course provides a comprehensive overview of the fundamental principles and practices of teaching in the field of Mathematics, specifically in the School District of Waukesha.
WICOR in the Math Classroom –Inperson
Credit: 1 0 credit
In this course, we will explore how WICOR can be incorporated into our Math Curricular Resources, connecting them with the Math Language Routines (Stronger and Clearer Each Time, Collect and Display, Clarify, Critique, and Correct, Information Gap, Co-Craft Questions, Three Reads, Compare and Connect, and Discussion Supports) in order to create opportunities for 100% math participation
Best Practices in Math Assessment–Inperson
Credit: 1 0 credit
This course will design effective Math assessment practices. We will explore how to use formative and summative data to inform teaching and learning practices The class will also explore how to utilize our curricular resources in secondary Math, Agile Mind, CPM, and Desmos as a tool for assessment and instruction.
Secondary Social Studies in SDW–Inperson
Credit: 1.0 credit
This course is designed for new educators who are teaching secondary Social Studies The course provides a comprehensive overview of the curricular resource and Wisconsin C3 standards of teaching in the field of Social Studies, specifically in the School District of Waukesha
Argumentation in Social Studies–Inperson
Credit: 1 0 credit
This course is designed for Secondary Social Studies teachers The course will explore the skill of argumentation in the form of speaking and writing We will look at ways to design formative learning experiences to promote the skill of argumentation in the classroom.
Teaching for Conceptual Understanding in Science–Inperson
Credit: 1.0 credit
This course focuses on effective strategies for promoting deep and lasting understanding of science concepts. Participants will explore hands-on activities, inquiry-based learning, and authentic assessment methods, as well as the latest research on how people learn. This course is ideal for science educators looking to enhance their instructional practices and promote deeper learning for their students
Argumentation in Science–Inperson
Credit: 1.0 credit
This course will develop skills for teaching argumentation in the context of science. Participants will explore the role of argumentation in scientific inquiry and learn how to design and facilitate effective argumentation activities They will also learn how to assess student learning and evaluate the quality of argumentation. By the end of the course, participants will have a deeper understanding of how to teach argumentation in science and how it supports student learning.
3-Dimensional Learning in Science: Better Understanding NGSS–Inperson
Credit: 1 0 credit
This course is designed to help science educators understand and implement the Next Generation Science Standards (NGSS) Participants will explore the three dimensions of the NGSS and learn how to design and assess learning experiences that integrate them They will also develop skills for using phenomena and real-world problems to engage students in scientific inquiry By the end of the course, participants will have a deeper understanding of 3D learning in science and how it supports student learning
Literacy Standards and Components Secondary Literacy in SDW –Inperson
Credit: 1 0 credit
This course is designed for secondary Literacy teachers and explores the curriculum, CCSS, and common assessments in monolingual and Dual Language Literacy classrooms in the School District of Waukesha.
Analyzing Student Work in the Humanities to Impact our Instructional Plans–Inperson
Credit: 1 0 credit
This course will connect standards, learning targets, and literacy components with our analysis of student work and formative/summative assessments. Based on this learning data analysis, we will plan next instructional steps and how to implement them in your PLCs
Supporting Learners with Diverse Linguistic Needs–Inperson
Credit: 1.0 credit
This course is designed to provide foundational information about asset based approaches to linguistic diversity in classrooms, English Language Proficiency Descriptors, and planning for language acquisition alongside content goals
Language Paired with Content in the Secondary Classroom–Inperson
Credit: 1 0 credit
This course is designed to provide content and language paired asynchronous learning experience using the WIDA Professional Learning platform with opportunities for application and one discussion with the larger group
AVID 6-12 Foundations–Inperson
Credit: 1 0 credit
This course is designed to provide an overview of the AVID system in Waukesha We will learn and apply WICOR strategies such as: focused note taking, organizational methods, the critical reading process, collaboration structures, etc We will also explore the four stages of relational capacity
AVID Academic Language and Literacy–Inperson
Credit: 1.0 credit
The Academic Language and Literacy path is designed to engage educators in delivering instruction that increases student engagement, provides access to rigorous content, and develops student agency Educators will learn to empower students to use their own unique voice, background, life experiences, and language to access and produce rigorous and language-rich content to accelerate the development of skills in the four domains of language acquisition: reading, writing, speaking, and listening.
Standards Based Grading–Inperson
Credit: 1 0 credit
This interactive TDP course will introduce participants to the principles of Standards Based Grading while demonstrating how this approach provides the best practices in grading and reporting for students. Participants will then develop practical examples of how to turn the principles of SBG into practice in their own classrooms through standards, rubric, assessment, and feedback design. Finally, each participant will develop their own personalized action plan for how to implement the best practices of SBG in their own classrooms
Guided and Collaborative Instruction–Inperson
Credit: 1.0 credit
This course will take a closer look at key components of the Gradual Release instructional framework; Guided and Collaborative Instruction We will explore what structures need to be in place in the classroom for successful GI, and CI as well as take a look at what CI/GI is and isn't.
Professional Learning Communities (PLCs)–Inperson
Credit: 1 0 credit
This course will examine practices that lead to effective professional learning communities We will explore how to facilitate and participate within a professional learning community to maximize the impact that teachers can have on their student achievement data We will work through how to situate data, analyze instruction, have crucial conversations, and engage in professional learning with your PLC.
STUDENT SERVICE TDPs: Counselors, Social Workers, Psychologists
UW-Milwaukee CEU offerings–Modules
Credit: 0 5 credit
The University of Wisconsin - Milwaukee is offering four targeted professional development AT NO COST to student services professionals.
● Psychological First Aid for Schools: an evidenced informed approach to help children, adolescents, and families in the immediate aftermath of a traumatic event It is designed to address immediate needs, ease distress, and promote adaptive coping for the school community after an emergency incident.
● Skills for Psychological Recovery: designed to provide psychological help for survivors of disasters and traumatic events in the recovery phase after the initial crisis has subsided It is a time-limited, evidence-informed intervention that focuses on helping individuals gain skills to reduce distress, cope effectively and recover
● Emotional Regulation for Children and Adolescents: participants will be introduced to the current science of emotion and emotion regulation, emotion regulation in specific psychological disorders, and intervention programs and strategies for emotion regulation
● Resilience for Students and Professionals: participants will do a critical and in-depth review of resilience, growth mindset, and compassion resilience Participants will also learn resilience intervention programs that can be readily used for children and youth in schools.
Participants are also eligible for up to 10 hours of CEUs per course. Each course is designed to be completed in 8-10 hours, with the potential of earning 5 TDP credit per course Courses are limited to school psychologists, social workers, and counselors due to the grant requirements UWM must abide by. Program details can be found here: website
SPECIAL EDUCATION TDPs
Impact Specialized Instruction and Supports for Students with Autism–Modules
Credit: 1.0 if all modules are completed; Certificate of completion must also be presented
The AFIRM model guides the learner through characteristics of autism, including social communication, repetitive behaviors, thinking and learning.
1. Pupil Development. The teacher understands how pupils grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. The teacher designs and implements developmentally appropriate and challenging learning experiences for pupils.
2. Learning Differences. The teacher uses his or her understanding of individual pupil differences and diverse cultures and communities to ensure inclusive learning environments that enable each pupil to meet high standards.
3. Planning for Instruction. The teacher plans instruction that supports every pupil in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, pedagogy, pupils, and pupils’ communities. Access modules here: https://afirm.fpg.unc.edu/afirm-modules/
AT Forward Project–Modules
Credit: 0.5 for each completed module; Certificate of completion must also be presented
The Assistive Technology (AT) Forward is a project created by the Wisconsin Department of Public Instruction and CESA 2, to support educators in increasing student autonomy in utilizing Assistive Technology tools to support access, engagement and progress in learning Examples of the wide range of modules available: AAC/Communication, Academic, Access/Device Access, IEP/Implementation
Access here: https://sites google com/cesa2 org/at-forward-microcredentials/home
Criteria and Tracking Sheet must be completed and emailed to Karen Knopf
Child Outcomes using the Brigance Early Inventory for EC–4K Workers –Inperson
Credit: 0 5 credit
The course will cover the guidelines around Child Outcomes (Exit Outcomes are completed by a Special Education Teacher when students are leaving 4K to enter 5K, being dismissed from Special Education, or leaving the district). The Brigance Early Inventory is the tool used to fill out the outcomes along with observations and collaboration with team members. This course outlines how to access the Portal for Outcomes along with using the Brigance as a tool.
College and Career Ready IEPs: 5 Step Process– Self-Paced/Blackboard
Credit: 0 5 credit
The college and career ready IEP course focuses on five steps in the IEP process The first step focuses on understanding achievement and grade level benchmarks for students The second step is identifying the effects of the disability and developing disability related needs The third step focuses on developing achievable and ambitious IEP goals The fourth step is aligning services, ensuring that there is connection between disability related needs, goals, specially designed instruction and supplementary aids and services The fifth step is analyzing student progress The course will consist of seven webinars with slides and notes You must complete all of the webinars and the course on Black Board Ultra to receive credit
Essential Elements –Inperson
Credit: 1.0
Learners will develop an understanding of instructional design and effective classroom practice that is essential for educators serving students with the most significant cognitive disabilities. This course will include learning on how to design content that is accessible, meaningful, and aligned with individualized education program (IEP) goals. Learners will develop an understanding that creating a supportive classroom environment must be fostered, incorporating sensory supports to meet diverse sensory needs and promote regulation and engagement. Inclusive practices play a key role, not only in ensuring equitable access to learning but also in fostering collaboration with paraprofessionals, who are vital in implementing instructional strategies and supporting student independence. Furthermore, educators will learn about post-secondary transition planning, particularly Indicator 14, which measures the success of students in achieving meaningful outcomes such as employment, education, or training one year after exiting high school. This learning ensures that students are supported both in the classroom and beyond.
Essential Elements –Inperson
Credit: 1 0
Learners will develop an understanding of instructional design and effective classroom practice that is essential for educators serving students with the most significant cognitive disabilities This course will include learning on how to design content that is accessible, meaningful, and aligned with individualized education program (IEP) goals Learners will develop an understanding that creating a supportive classroom environment must be fostered, incorporating sensory supports to meet diverse sensory needs and promote regulation and engagement Inclusive practices play a key role, not only in ensuring equitable access to learning but also in fostering collaboration with paraprofessionals, who are vital in implementing instructional strategies and supporting student independence Furthermore, educators will learn about post-secondary transition planning, particularly Indicator 14, which measures the success of students in achieving meaningful outcomes such as employment, education, or training one year after exiting high school This learning ensures that students are supported both in the classroom and beyond
Sonday Reading Intervention System, Let’s Play Learn: –Online
Credit: 1 0 or $125 Stipend
Who: Special Education Teachers pre-emergent readers
Description: Imagine Sonday System Let’s Play Learn (LPL) is a comprehensive program that targets the foundational literacy skills needed to promote the development of reading and spelling, using the Orton-Gillingham approach with a gradual release model.
Sonday Reading Intervention System, Sonday 1: –Online
Credit: 1 0 or $125 Stipend
Who: Special Education Teachers emergent readers
Description: Imagine Sonday System 1 is a comprehensive intervention program for small-group instruction that targets the skills students need to read and spell single-syllable words, building toward multisyllabic words
Sonday Reading Intervention System, Sonday 2: –Online
Credit: 1 0 or $125 Stipend
Who: Special Education Teachers readers progressing through Sonday 1
Description: Imagine Sonday System 2 is a comprehensive intervention program for small-group instruction that targets the skills students need to read and spell multisyllabic words
Comprehensive Literacy for ALL: a four part series; each can be taken independently after the first is completed –Selfpaced/Blackboard
Credit: 0 25/each
This series of TDPs is designed to equip teachers with practical, research-based approaches for supporting students with significant cognitive disabilities. The first course lays the foundation for implementing holistic and explicit instructional strategies in balanced literacy, including daily reading, writing, and word study essential components for all learners. Grounded in the principles of presumed competence, Universal Design for Learning (UDL), and comprehensive communication support, the course offers evidence-based strategies to help students develop meaningful early literacy skills. Teachers will gain the tools and confidence to integrate these strategies into everyday learning using accessible, engaging, and age-respectful materials.
● Making Instructional decisions for students with significant disabilities/complex communication needs(.25)
ThiscourseisdesignedtobethefirstcourseintheseriesofComprehensiveLiteracyforAllandmustbe completedbeforethefollowingcoursescanbetaken.
Students with significant cognitive disabilities are individuals with unique learning needs and interests, who with the right supports, at the right time, can participate in learning, benefit from literacy instruction and contribute to the school community Learners will be provided a practical, researched based approach to teaching literacy to students with significant disabilities The courses will emphasize the importance of literacy for all learners and offer strategies for building core skills in reading and writing
● Shared Reading (.25)
This TDP focuses on the power of shared reading as a foundation for developing communication, engagement, and comprehension skills, for students with the most significant cognitive disabilities The course offers practical strategies for delivering shared reading experiences that are inclusive, interactive, and meaningful By the end of this course, participants will be able to: Implement shared reading strategies that promote student engagement and comprehension Select or create accessible texts tailored to their students' cognitive and communication profiles Integrate core vocabulary and AAC supports into literacy instruction Use data to monitor student progress in communication and comprehension
● Alphabet Knowledge and Phonological Awareness (.25)
This TDP focuses on building the essential early literacy skills of alphabet knowledge and phonological awareness, which are often underemphasized for students with the most cognitive disabilities, but are crucial stepping stones to reading and communication
By the end of this course, participants will be able to: Deliver intentional, systematic instruction in alphabet knowledge and phonological awareness Adapt early literacy instruction to be accessible and meaningful for students with complex needs Support communication development alongside literacy learning Utilize technology and accessible texts (e g , Tar Heel Reader) to support early reading instruction Create individualized and engaging learning opportunities that promote early reading readiness
● Predictable Chart Writing (.25)
This TDP introduces Predictable Chart Writing, a research-based, accessible writing strategy originally developed by Patricia Cunningham to support all learners regardless of language or cognitive ability in developing essential literacy skills Designed specifically for students with the most significant cognitive disabilities, this course guides educators in using predictable chart writing as a powerful tool to model the writing process and foster active student participation Participants will learn how this technique supports the development of key literacy foundations, including translating thoughts into written language, understanding print concepts, recognizing words, building spelling and grammar skills, and enhancing communication and interaction Teachers will leave with practical strategies for implementing predictable chart writing in inclusive, engaging, and age-respectful ways that promote meaningful literacy growth
DUAL LANGUAGE TDPs
Dual Language Teaching for Bi-literacy-summerin-person
Credit: 1 0 - 2 0 credits
TargetAudience:REQUIREDDualLanguage4K-12thgradeTeachers, opentocoaches, SpanishWorldLanguage Teachers, andbilingualESLteachers
Required for Dual Language teachers, introduces new DL teachers to the instructional shifts of Dual Language Education, planning for oracy and language objectives Serves as orientation to the Dual Language Program
Teaching for Biliteracy II-Metalinguistic Awareness-inperson
Credit: 1.0 credit
Target Audience: Teachers who serve Dual Language Program Students 6-12, DL teachers (required)
In these sessions, teachers will learn the essential practices to facilitate the transfer of content knowledge through the transfer of language. Specifically, teachers will learn the six steps to bridge and extend learning for transfer with multilingual students who are in the Dual Language Program with practices such as: side by side, contrastive analysis, translanguaging, language experience approach and authentic opportunities to extend content acquisition in the non instructional language through speaking and writing The outcomes of this course will be measured by evidence in the classroom environmental print-to include student work samples.
SELF-PACED TECHNOLOGY TDPs AVAILABLE through BLACKBOARD
Blackboard Ultra 101–Selfpaced/Blackboard
Credit: 1.0 credit
Adopting a common launchpad for every student in Waukesha to begin their learning journey is one way we streamline learning, promote professional collaboration, and invite families to be a part of the process In this class educators will be introduced to the planning, process and tools used to take face-to-face instruction and make it universally accessible for students Learn some of the basic skills needed to build content into our district's learning management system.
Blackboard Ultra 102–Selfpaced/Blackboard
Credit: 1.0 credit
Maintaining a common launchpad for every student in Waukesha to begin their learning journey is one way we streamline learning, promote professional collaboration, and invite families to be a part of the process In this class you will be introduced to higher level skills of Blackboard course design, communication, collaboration, and the integration of AI features to build into our district's learning management system Utilizing this course teachers will be able to use our learning management system to take their digital learning environment to the next level.
Blackboard Ultra 103–Selfpaced/Blackboard
Credit: 1.0 credit
Data abounds in a well designed digital learning environment. In this final course of this series, learn how to utilize the assessment tools, student progress tracking, feedback systems, and data to delve deeper into the possibilities of our learning management system We will focus on the wide range of ways to assess student learning within the course As
well, we will be looking at the range of data that is available and reflecting on how this data would be beneficial to the instructors This course is designed to use some of the most advanced features in the learning management system
Teaching with Technology: SAMR and Tech Inspired Lessons –Selfpaced/Blackboard
Credit: 1 0 credit
This course is built to help empower K-12 educators to effectively integrate technology into their classrooms Participants in this course will learn about the SAMR model, a technology integration framework, and practical strategies for creating engaging, tech inspired lessons. By exploring tech tools and apps, along with innovative teaching methods, educators will be equipped to enhance student learning experiences and boost student engagement
Apple Teacher: Macbook –Selfpaced/Blackboard
Credit: 1.0 credit
This course is designed to empower educators to harness the full potential of Apple's Macbook in the K-12 educational setting. This self-paced course introduces teachers to the fundamentals of Apple technology and equips them with the knowledge and skills needed to integrate these tools effectively into their teaching and administrative and workflow tasks. Building on the foundational knowledge gained early in the course, participants will continue to delve deeper uncovering innovative ways to enhance instruction, foster student engagement, design interactive lessons and creative multimedia projects. This course focuses on expanding the participant’s proficiency in leveraging the full potential of the Macbook including capabilities of Apple's core applications to foster student engagement, collaboration, and critical thinking.
Apple Teacher: iPad–Selfpaced/Blackboard
Credit: 1.0 credit
This course is designed to empower educators to harness the full potential of Apple's iPad in the K-12 educational setting This self-paced course introduces teachers to the fundamentals of Apple technology and equips them with the knowledge and skills needed to integrate these tools effectively into their teaching and administrative and workflow tasks Building on the foundational knowledge gained early in the course, participants will continue to delve deeper uncovering innovative ways to enhance instruction, foster student engagement, design interactive lessons and creative multimedia projects This course focuses on expanding the participant’s proficiency in leveraging the full potential of the iPad including capabilities of Apple's core applications to foster student engagement, collaboration, and critical thinking
Teaching w/Technology: Classroom Management Strategies and Collaboration in a Tech Rich Classroom–Self paced/Blackboard
Credit: 1 0 credit
Unlock the potential of a tech-rich classroom! Discover effective classroom management strategies, foster collaboration, and maximize learning opportunities using technology tools such as iPad, Mac, Google tools, and innovative instructional approaches.
Unlock the Potential of the iPad: Accessibility Tools for the Classroom–Selfpaced/Blackboard
Credit: 1 0 credit
Unlock the potential of the iPad to help create an inclusive environment for all learners by exploring its powerful accessibility features This course helps to equip educators with the practical strategies to implement tools like
VoiceOver, Screen Reader, Dictation, Assistive Touch, Guided Access, Background Sounds, and so much more, to support diverse learners Leave with a toolkit of resources and the confidence to differentiate instruction to enhance learning experiences for all students.
Google Workspace for Education 101–Selfpaced/Blackboard
Credit: 1 0 credit
This course is designed to introduce/re-introduce educators to the foundational tools within Google Workspace for Education. Participants will explore the basic and intermediate functions and features of Gmail, Calendar, Drive and Docs to enhance their daily efficiency and organization Additionally, this course focuses on leveraging these tools to improve communication and foster seamless collaboration among colleagues and students through effective workflow
Google Workspace for Education 102–Selfpaced/Blackboard
Credit: 1 0 credit
Google 102 builds upon the foundational skills introduced in Google 101. In this course, educators create a dynamic Learner Portfolio hosted on Google Sites Participants will actively build their own Google Site, showcasing the practical application of various Google Workspace tools such as Forms for assessment, Sheets for data analysis, Slides and Draw for presentations, and Docs for collaborative projects, all to enhance teaching practices and student engagement.
Google Workspace for Education 103–Selfpaced/Blackboard
Credit: 1.0 credit
Continuing the journey from Google 102 and rounding out the Learner Portfolio, this course focuses on supporting dynamic teaching and learning in tech-rich environments Throughout this course, participants will discover how to build interactive lessons and use video platforms like YouTube to guide and engage learners. By exploring Google Blogger, Add-ons, the potential of Gemini, and the SAMR framework, educators will learn to meaningfully integrate technology to enhance their practice and deepen student learning and engagement.
CONTACT US
EXECUTIVE CABINET
Darren Clark Chief Information Officer: Business Services dclark@waukesha.k12.wi.us
Jenn Gennerman Deputy Superintendent of Teaching & Learning jgennerman@waukesha k12 wi us
Ryan Patt Assistant Superintendent of Student Services rpatt@waukesha k12 wi us
Steve Schlomann Chief Information Officer: Technology sschloma@waukesha.k12.wi.us
James Sebert Superintendent of Schools jsebert@waukesha.k12.wi.us
Teaching & Learning
Laura
Stacy Coss-Schmidt
STUDENT SERVICES
Jamie