Course Descriptions
Sample Video Clips from each course now available in Windows Media or Quicktime below each Course Description.
 

How Our Courses Work

* Register Online
* Obtain course textbook.
* Download University Information letter.
* Download Course of Study workbook.
* Receive DVDs via First Class Mail.
* Complete the course work at your own pace.
* Send your course work to the university for grading.
* Most teachers complete course work in 8 weeks.

NOTE: QEP no longer supplies texts (if required). Course of study books will be provided via downloading at no charge.

All courses are for three semester hours of graduate credit. Course credit may be transferable with prior approval from the university providing your degree program. Please check with your advisor before registering. Credit may be applicable for recertification and salary advancement. Refer to your state and local guidelines.
Course descriptions and syllabi are in Portable Document Format (PDF). You can obtain an Adobe Acrobat Reader at no charge by clicking on the adjacent icon.
 
Classroom Management and Discipline
Teaching Students Responsible Behavior II: Social-Emotional Learning – 3 Graduate Credits
 

This course focuses on teaching students responsible behavior by combining social-emotional learning (SEL) with choice theory. Included are SEL strategies to help students regulate their behavior (restrain impulses, manage stress and anger, self-evaluate, plan effectively, and persevere) and get along with others (take othersą perspective, empathize, demonstrate manners and social skills).

The textbook for this course is Inspiring the Best in Students by Jonathan C. Erwin

In this course, you will learn how to:

• create and use specific, engaging strategies for teaching the emotional and social skills all students need.
• integrate SEL into the academic curriculum.
• learn skills to deal with any discipline situation no matter how intense.
• integrate character education into their classroom instruction.
• gain cooperation and prevent discipline problems.

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The Classroom of Choice: Managing the Learning Environment – 3 Graduate Credits
 

This course features Jon Erwin presenting and demonstrating his classroom management concepts and practices as detailed in his book The Classroom of Choice: Giving Students What They Need and Getting What You Want. You will learn how to create a learning enviornment that supports the class as a whole while meeting the particular needs of individual students.

The textbook for this course is Classroom of Choice by Jonathan C. Erwin

In this course, you will learn how to:

• keep their classroom orderly and running smoothly.
• use reasearch-based management strategies.
• build and maintain trusting classroom relationships.
• boost student self-worth through accomplishment.
• gain cooperation and prevent discipline problems.

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Teaching Students Responsible Behavior: Introduction to Choice Theory – 3 Graduate Credits
 

This course will give you the theory and skills to teach students how to take responsibility for their own behavior in school. It will lead you through a series of learning activities designed to instruct you in how to teach your students the concepts of Choice Theory and to plan and implement a program of Responsibility Training in your classroom.

The textbook for this course is Choice Theory by Dr. William Glasser

In this course, you will learn how to:

• determine why some students choose to misbehave.
• implement a proven approach to improving student behavior.
• effectively use “Time Outs” to improve behavior.

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Dealing with Discipline Problems: Classroom Management – 3 Graduate Credits
 

This course will give you the knowledge and skills to apply previously learned choice theory concepts to commonly occurring classroom discipline problems. As a course outcome, you will develop a personalized plan designed not only to solve discipline problems but also to help students take responsibility for their own behavior.

There is no textbook for this course. All readings are included in the Course of Study book.

In this course, you will learn to:

• solve commonly occurring discipline problems that keep you from teaching and other students from learning.
• deal with recurring discipline problems and help troubled students plan for improved behavior.
• create and use a classroom discipline plan designed to prevent problems from occurring.

 
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Differentiated Instruction
An Introduction to Differentiation: Applying Learner-Centered Instruction – 3 Graduate Credits
 

With the videos in this course, you will be transported to a Best Practices Institute in Differentiated Instruction held on the campus of the University of Virginia. As a virtual participant in this conference, you will learn from one of the foremost experts in differentiation, Dr. Carol Ann Tomlinson. In her presentation, Dr. Tomlinson describes the nonnegotiable elements of differentiation and gives several examples of this learner-centered approach to education. Also featured are expert teacher educators experienced in the use of differentiated strategies who demonstrate how to apply course concepts in the creation of lessons and learning activities.

The textbook for this course is The Differentiated Classroom by Carol Ann Tomlinson

In this course, you will learn how to:

• differentiate your instruction to reach children of varying literacy readiness levels.
• improve your instruction by establishing a supportive relationship with students.
• differentiate your curriculum to improve student engagement and understanding. .
• integrate character education into their classroom instruction.
• create reading and writing lesson plans and units utilizing differentiated instruction.

This course provides an excellent companion to our other three courses, "Differentiation and Literacy", "Differentiated Instructional Strategies" and "Differentiated Assessment Strategies". These four courses provide both the theory and skills necessary to successfully implement a differentiated approach to instruction.
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Differentiation and Literacy: Teaching Reading and Writing – 3 Graduate Credits
 

With the videos in this new course, you will be transported to a Best Practices Institute on Differentiating Literacy Instruction held on the campus of the University of Virginia. As a virtual participant in this conference, you will learn from author and differentiation expert, Dr. Carol Ann Tomlinson. In her presentation, Dr. Tomlinson describes how differentiated instruction can be best used to teach reading and writing in today's diverse classrooms. She gives examples of successful differentiated literacy lesson plans, shares personal experiences, and answers questions about the best ways to apply differentiation to literacy instruction. Also featured are teacher educators demonstrating how to apply differentiation concepts using pre-assessments, visual narratives, and real world documents.

There is no textbook for this course. All readings are included in the Course of Study book.

In this course, you will learn how to:

• differentiate your instruction to reach children of varying literacy readiness levels.
• improve your instruction by adopting a growth mindset.
• use strategies such as flexible grouping and RAFT to enrich your literacy instruction.
• create reading and writing lesson plans and units utilizing differentiated instruction.

This course provides an excellent companion to our other three courses, "Introduction to Differentiation", "Differentiated Instructional Strategies" and "Differentiated Assessment Strategies". These four courses provide both the theory and skills necessary to successfully implement a differentiated approach to instruction.
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Differentiated Assessment Strategies: Identifying Learners' Strengths and Needs – 3 Graduate Credits
 

This course will teach you how to gather information through ongoing assessment that will help you plan instruction more effectively. This course will give you tools, surveys, checklists, and guidelines to accurately asses your students' progress and plan for their continued success.

The textbook for this course is Fair Isn’t Always Equal by Rick Wormeli

In this course, you will learn how to:

• identify learning styles and preferences.
• use authentic and performance-based assessment.
• learn techniques for ongoing, concurrent assessment.
• discover the value of teaching students to self-evaluate.
• improve student comprehension and retention.
• obtain feedback to make your differentiated instruction more effective.

Whether taken alone or with the instructional strategies course, "Differentiated Assessment Strategies" is a must-take course for anyone anxious to find new ways to enhance their instruction and improve student achievement.

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Differentiated Instructional Strategies: Meeting the Diverse Needs of Learners – 3 Graduate Credits
 

This course is designed to give you the knowledge and skills to implement differentiated instruction successfully in your own classroom. You will learn strategies for meeting the needs of an increasingly diverse student population within the context of today's challenging standards-based curriculum. Real-life video demonstrations will illustrate how to adapt curriculum content, processes, and products to match students' readiness, interests, and learning profiles.

The textbook for this course is Fulfilling the Promise of the Differentiated Classroom by Carol Ann Tomlinson

In this course, you will learn how to:

• recognize and teach to different kinds of intelligences.
• understand and accommodate various learning styles.
• effectively implement multi-option and tiered assignments.
• utilize ongoing, authentic assessment techniques.
• design more dynamic and engaging lessons and units.

 

In addition, you will learn how to further differentiate your instruction through the use of learning centers, portfolios, graphic organizers, group investigation, and varied homework assignments. With this thorough introduction to differentiated instruction, you will be prepared to meet the learning needs of all students no matter how diverse their learning styles or preferences.

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Inclusion Strategies
Teaching in the Inclusive Classroom: Instructional Strategies for All Students – 3 Graduate Credits
 

In this course, you will learn practical strategies to maximize learning for all students, including those with special needs. You will learn inclusive teaching techniques first hand with video visits to classrooms where teachers are successfully educating both general and special education students. Course learning activities will teach you how to design and implement curriculum modifications and activity adaptations based on the strengths and needs of your students.

The textbook for this course is The Classroom Teacher’s Inclusion Handbook by Jerome C. Yanoff

In this course, you will learn how to:

•utilize differentiated instruction to benefit both general and special education students.
• select, implement, and evaluate lesson modifications to accommodate the needs of students with physical, emotional, or intellectual disabilities.
• offer choices to help students develop self-management skills.
• implement assessment strategies appropriate to your students individual abilities.
• create reading and writing lesson plans and units utilizing differentiated instruction.

In addition to providing ways in which you can individualize your instruction, this course will also cover remedial methods, instructional techniques, and assistive technology that can be used to more effectively address the diverse learning levels of both your special and general education students.

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Teaching Strategies
Every Student Can Succeed: Making Learning Meaningful – 3 Graduate Credits
 

In this course, Dr. Glasser presents his new ideas about competency-based education, assessment, and teaching strategies that help to ensure the success of every student. Featured in the videos are actual lessons taught in Glasser quality schools. The lessons are presented with little or no editing to show from start to finish how you can create and conduct lessons in which every student can succeed.

The textbook for this course is Every Student Can Succeed by Dr. William Glasser

In this course, you will:

• learn to build competency and eliminate both failure and discipline problems.
• create and teach lessons that produce competency-based learning.
• learn to deal with the major cause of student under achievement.
• use choice theory to help students become more responsible learners.

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Improving Student Achievement: Teaching, Learning and Assessment – 3 Semester Hours
 

This course will give you the psychological foundation to understand how learning, motivation, and individual differences relate to improving student achievement. In the videos, you will see demonstrated dozens of strategies that are being successful used to enhance student achievement at all grade levels.

There is no textbook for this course. All readings are included in the Course of Study book.

In this course you will learn how to:

• create effective lessons and units that engage students in the learning process.
• increase your students’ comprehension and retention levels.
• connect with students who are resisting your best efforts to help them succeed.

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Teaching in the Quality Classroom: Enhancing Instruction – 3 Graduate Credits
 

This course will give you the theory to enhance your instructional skills and develop strategies that will raise your students’ achievement to a new level of quality. Course assignments and activities introduce you to Dr. Glasser’s Quality Schools concepts and practices and demonstrate how they can be combined in a comprehensive program of instruction and behavior management.

The textbook for this course is The Quality School by Dr. William Glasser

In this course, you will learn how to:

• teach your students problem-solving skills to improve achievement.
• help your students become better listeners and stay on task.
•manage your classroom in a manner that promotes quality work.

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Co-Operation and the Quality Classroom: Motivation and Learning – 3 Semester Hours
 

This course will give you the theory and skills to create lesson plans that meet the basic psychological needs of students and gain their cooperation in the learning process. Based on the works of Drs. William Glasser, David Johnson and Roger Johnson, you will gain the knowledge and skills to guide your students to become active, enthusiastic partners in the learning process.

The textbook for this course is Choice Theory in the Classroom by Dr. William Glasser

In this course, you will learn to:

• create lessons that involve students.
• use cooperative learning strategies to encourage quality work.
• help students solve classroom problems affecting learning.

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Responsibility and Relationships
Responsibility, Respect, and Relationships: Creating Emotionally Safe Classrooms – 3 Graduate Credits
 

This course will give you the knowledge and skills to deal with students’ apprehensions and fears and at the same time create an emotionally safe classroom atmosphere that promotes learning. Topics covered include teaching to various learning styles and preferences, setting attainable goals for improving student achievement, and helping students in crisis situations.

The textbook for this course is Creating Emotionally Safe Schools, Jane Bluestein

In this course, you will learn how to:

• create an emotional safety net to support troubled students before they become dangerous students.
• recognize and respond effectively to students who are experiencing an emotional crisis.
• identify and capitalize on students learning strengths and preferences.

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Teaching in the 21st Century: New Solutions to New Problems – 3 Semester Hours
 

This course will explore five areas that are critical to effective teaching in the 21st century. These areas are the vital connection between student-teacher relationships and academic achievement, teaching strategies that take advantage of multiple-intelligences theory, approaches to character education, strategies to deal with increased student hyperactivity, and learning projects that develop self-management skills.

There is no textbook for this course. All readings are included in the Course of Study book.

In this course, you will learn how to:

• successfully teach those students who have previously been labeled as “unreachable.”
• gain valuable new skills that will help you build positive relationships with your students.
• create classroom activities that will help students who are continually hyperactive in your classroom.

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Parental Support
Building Home-School Relationships: Gaining Parental Support – 3 Graduate Credits
 

With this course, you will acquire the theory and skills to improve communication with parents, hold more effective parent conferences, and implement strategies that build a collaborative partnership between school and home. You will be presented with the theoretical foundation and implementation designs that will prepare you to work more effectively with parents to improve student achievement.

The textbook for this course is School-family Partnerships for Children's Success by Evanthia N. Patrikakou , Roger P. Weissberg, Sam Redding , Herbert J. Walberg, Amy R. Anderson

In this course, you will learn how to:

• defuse emotional confrontations with parents.
• better prepare for and conduct parent conferences.
• implement communication strategies that will build a positive, productive partnership with all of your students’ parents.

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Professional Portfolios
Creating a Professional Portfolio: Showcasing Your Teaching Strengths – 3 Semester Hours
 

This course is designed to help you extend the application of what you learned in a previously taken QEP course while gaining experience in the creation of a professional portfolio. The portfolio development guidelines are aligned with the standards set by the National Board for Professional Teaching Standards. (Prerequisite: you must have previously taken or be currently enrolled in another QEP course.)

The textbook for this course is Developing a Teaching Portfolio: A Guide for Preservice and Practicing Teachers by Ann Adams Bullock and Parmalee Hawk

In this course, you will learn how to:

• create an impressive portfolio that celebrates your learning strengths.
• take an important first step toward national certification.
• use professional portfolios as a vehicle for career-long professional development.

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Course Syllabus (PDF)


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