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SPRING 2012COURSE CATALOG

“�The�course�material�was�excellent.�I�also�liked�that�I�could�work�from�home�but�still�interact�with�other�educators.”

– Bruce Cecil,�Grade 10Moreau Catholic High School Hayward, CA

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In partnership with

Self-Paced Graduate Courses for K–12 Educators

New students

SAVE $20See page 13.

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TO ENROLL CALL: 1.800.669.9011 FAX: 1.310.301.7512 ONLINE: WWW.CANTER.NET

At Canter, we offer a breadth of self-paced graduate courses designed to help you build on your strengths as an effective educator, while providing real-world, tangible strategies to help you increase student achievement. We are proud to have supported more than 295,000 educators nationwide as they advance their professional development.

We understand classroom teachers—and the daily challenges they face—because many of us who help create Canter courses were at one time teachers ourselves. We also understand how busy your life is, in and outside the classroom. That’s why Canter’s graduate courses offer a clear advantage: the flexibility to study on your own schedule.

All our courses follow a learning model based on how adults learn best. Some of the nation’s leading education experts in reading and literacy, math, teacher leadership, and other important areas introduce new concepts, along with master teachers who model strategies in real classroom settings.

We believe so strongly in the effectiveness of our learning model and the content of our courses that we offer a 15-day, no-risk registration for all new students. Register for any course on a 15-day trial basis. If you’re not completely satisfied, withdraw from the course and return materials for a full refund.

Note: It is each student’s responsibility to check with his or her state/district and evaluate and understand any requirements related to the use of individual courses for any purpose.

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ENROLLMENT INFORMATION

Canter—a leader in professional development—has been inspiring educators for more than 35 years.

Graduate Credit

Registration

Course Completion

Easy Enrollment

Course Fee

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Walden UniversityLEADERS IN EDUCATIONWalden University’s Richard W. Riley College of Education and Leadership is the college of choice for educators who want to improve their effectiveness, including more than 60 state teachers of the year. Walden has the No. 1 largest online graduate program in education by enrollment, according to U.S. News & World Report (May 2010). Canter offers its courses in partnership with Walden, allowing you to benefit from Canter’s quality curriculum in a self-paced format, while earning graduate credit from a leading accredited university.

ACCREDITED AND RESPECTEDWalden University is accredited by The Higher Learning Commission and a member of the North Central Association, www.ncahlc.org.

3 semester hours

December 1, 2011— March 16, 2012

June 30, 2012

See pages 14-15

$495—includes all course materials and earned graduate credit

5 WAYS TO SAVE See page 13 for details.

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TO ENROLL CALL: 1.800.669.9011 FAX: 1.310.301.7512 ONLINE: WWW.CANTER.NET 3

Our Newest Courses

NEW FOR SPECIAL EDUCATORSAdvanced Instructional Strategies for Special Educators

K–12 • PRINT | ONLINE

Canter’s first course developed for current special education teachers explores advanced approaches to designing, adapting, and differentiating instruction for students with special needs. Using the research-based “acquisition to generalization” framework, you’ll learn to help students acquire new learning strategies that they can apply to other curriculum areas. You’ll also deepen your understanding of differentiation, culturally responsive teaching, and other instructional approaches. You’ll directly apply your coursework by developing and implementing a support plan for one of your students.

Learn how to:

• Use curriculum-based assessments to monitor student progress.

• Incorporate technologies that level the playing field in an inclusive classroom.

• Plan a lesson using the “acquisition to generalization” learning strategies framework.

Featured presenters include Donald D. Deshler, Ph.D., Carol Ann Tomlinson, Ed.D., and Catherine Compton-Lilly, Ed.D.

Note: This course requires interaction with students with special needs in order to complete some assignments.

NEW FOR SCHOOL LEADERSUsing Data to Guide School Improvement


Designed for principals and school leaders, this course presents a step-by-step process for identifying, collecting, synthesizing, and applying the data essential to school improvement and informed decision making. Using a hands-on approach, you’ll learn how to ask the “right” questions to identify your school’s needs, and collect and analyze data to address those needs. The course covers the various types and sources of data available and the principles and techniques for effectively managing and evaluating data. As a school leader, you’ll learn how to develop a consensus on the factors affecting student performance and enlist stakeholders in data-driven school improvement.

Learn how to:

• Lead a collaborative data collection and analysis process in your school.

• Present findings in a meaningful way to gain stakeholder buy-in.

• Use data to drive decision making.

Featured presenters include Linda Darling-Hammond, Ed.D., Ellen Goldring, Ph.D., and Michael J. Schmoker, Ed.D.

Note: This course requires the use of presentation soft-ware such as Microsoft® PowerPoint®.

Select from two convenient formats: print or online.* With the online format there are no required login times, and you still receive a course textbook and DVDs.

Begin your course as soon as you receive your materials.

Work at your own pace; follow the printed course study guide or study online, depending on the format you choose.

Watch nationally recognized education experts and master teachers on our informative videos in DVD or online format.

Complete readings from textbooks, journals, and/or the Internet.

Collaborate with one or more colleagues, sharing and gaining valuable feedback. With the online format, you will collaborate via a discussion board.

Apply the skills you are learning—as you learn them—in your own classroom.

Complete assignments and a three- to five-page reflection paper.

Submit coursework to the university for grading.

* The online course format requires a high-speed Internet connection. See page 12 for details.

How the Self-Paced Model Works

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The Adolescent Brain™

6–12 • PRINT | ONLINE

Adolescence can be a perplexing time not just for teens but for their teachers as well. This graduate-level course, developed with experts in the emerging field of neuroeducation, examines the mysteries of the adolescent brain and shows you how teens learn best. Start by building a practical understanding of the brain’s anatomy and its transformation during adolescence. Discover how to create a learning environment that respects teens’ unique social and emotional needs and encourages them to become active learners. Teach students how their brains work and what they can do to enhance their own learning.

Learn how to:

• Apply a new understanding of the adolescent brain’s unique characteristics and their effects on student learning.

• Use brain-compatible teaching strategies to create lessons that work with the teen mind to make lessons more engaging.

• Reach students who don’t perceive themselves as learners.

Featured presenters include Robin J. Fogarty, Ph.D., Judy Willis, M.D., M.Ed., and Pat Wolfe, Ed.D.

Assessment to Enhance Teaching and Learning


Effective assessment both incorporates standardized testing and goes beyond it, measuring not just what students are learning, but how they are learning. Using an Understanding by Design® (UbD) framework, also known as “backward design,” this course reviews current trends in high-stakes assessment and accountability and will teach you how to use diagnostic, formative, and summative tools to improve student learning. In your coursework, you will apply these tools to a unit from a current lesson plan or to a new unit that you design.

Learn how to:

• Incorporate standardized testing as part of a broader set of assessment tools.

• Evaluate what comprises an effective rubric and how to build and apply one.

• Help your students measure, monitor, and modify their learning.

Featured presenters include Ellen Goldring, Ph.D., Jay McTighe, and Richard Stiggins, Ph.D.

Note: The professional collaboration component in the online format of this course includes both online and personal interaction. See course description on www.Canter.net for details.

Building Your Repertoire of Teaching Strategies


In today’s diverse classrooms, your ability to reach all your students requires a full repertoire of teaching strategies. This course features several dynamic strategies that build on your existing teaching skills. Explore four models of effective instruction, each supported by strategies that combine theory with practical teaching practices. Learn how to design and implement a variety of lessons that promote the potential of all learners in your classroom.

Learn how to:

• Identify and define four models of effective instruction: mastery, understanding, self-expressive, and interpersonal.

• Understand the relationship between teaching, learning, and thinking as it affects both you and your students.

Featured presenters include Art Costa, Ed.D., David Johnson, Ed.D., Harvey Silver, Ed.D., and Pat Wolfe, Ed.D.

Note: This course requires that you either use presenta-tion software, such as Microsoft® PowerPoint®, or visual representation software, such as Inspiration®, or upload a scanned, handwritten diagram.

Designing Curriculum and Instruction With the Learner in Mind


How do you ensure that all your students achieve at high levels? Through this course, you’ll explore how curriculum, instruction, and assessment can work together to challenge your students while making learning a rewarding and meaningful experience. You’ll learn a practical and flexible process for designing effective curriculum and instruction in a standards-based environment.

Learn how to:

• Use your own state and local standards to design curriculum, instruction, and assessment.

• Use research-based strategies to raise student achievement.

• Implement activities to differentiate instruction according to student needs.

Featured presenters include Robert Marzano, Ph.D., Harvey Silver, Ed.D., and Carol Ann Tomlinson, Ed.D.

GRADUATE COURSES

INSTRUCTION AND ASSESSMENT

Online course format requires a high-speed Internet connection (DSL, cable modem, or similar). See page 12 for details.

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GRADUATE COURSES

Differentiating Instruction for Student Success


Maximize learning for every student in your class—no matter how far behind or ahead he or she may be. With this course, you will examine student differences, learn how and when to differentiate your instruction, and learn how to use assessment to adjust your instructional planning. Work with your own curriculum and standards, using differentiation strategies to design lessons that you can apply immediately with your students.

Learn how to:

• Understand student differences based on readiness, interest, and learning profile.

• Organize and manage your classroom to facilitate differentiated instruction.

Featured presenters include Cindy Strickland, Ph.D., and Carol Ann Tomlinson, Ed.D.

Including Students With Special Needs: Curriculum, Instruction, and Assessment


As more students with special needs are integrated into general-education classrooms, many teachers face increased challenges addressing the needs of all their students. This course covers both students who, by federal law, are eligible for services and have individualized education programs (IEPs), and students who may not be eligible but are considered at risk due to limited English proficiency or who have mild learning disabilities. You will gain the skills to support an inclusive classroom and provide a high-quality learning experience, so that students with special needs can succeed alongside their grade-level peers.

Learn how to:

• Plan modifications and design lessons for students who need specialized learning experiences.

• Use strategies for managing challenging behavior, including positive behavior supports (PBS).

• Explore the use of technology to support students in an inclusive classroom environment.

Featured presenters include Donald Deshler, Ph.D., Marilyn Friend, Ph.D., and Margaret King-Sears, Ph.D.

Supporting Students With Learning Disabilities: Strategies for Success


This course prepares general-education teachers with practical strategies to support the needs of students with learning disabilities. You will learn research-based instructional methods to support student learning in specific content areas, such as reading and math, as well as ways to support students’ problem-solving, organizational, and study skills. You also can learn how to collaborate with specialists, parents, and other resources to help students gain the knowledge, skills, and dispositions to succeed academically.

Learn how to:

• Identify characteristics of students with learning disabilities.

• Apply Response to Intervention (RTI) and progress-monitoring processes.

• Address the social and emotional needs of students with learning disabilities.

Featured presenters include Richard L. Allington, Ph.D., Donald Deshler, Ph.D., and Carol Ann Tomlinson, Ed.D.

Note: Some assignments in this course may be more easily completed through student interaction. The print for-mat requires Internet access for some reading assignments.

FOR DETAILED COURSE DESCRIPTIONS,

VIDEO CLIPS, AND PRESENTER BIOS,

VISIT WWW.CANTER.NET

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INSTRUCTION AND ASSESSMENT (CONtINuEd)

Helping Students Become Self-Directed Learners ®


As your classroom changes, so does your role as a teacher. You may find yourself acting more as a coach and facilitator as your students become more active in their own learning. In this course, you will explore how to foster and encourage self-directedness in your students and create a learning environment that encourages collaboration and creativity. Learn how you can help your students manage their own learning, and inspire them to develop the skills they need to thrive.

Learn how to:

• develop critical thinking in yourself and your students.

• Help students refine their thinking beyond the first “right” answer.

• Examine various ways to provide feedback that will help students produce high-quality work.

Featured presenters include Art Costa, Ed.D., Bena Kallick, Ph.D., and Marian Leibowitz, M.A.

Learning Differences: Effective Teaching With Learning Styles and Multiple Intelligences ®


Each of your students brings something unique to the classroom, including distinct learning styles and preferences. understanding the individual differences of your students and using that understanding as you design instruction can help you become more effective in the classroom. this course addresses these aspects of student diversity and offers practical strategies that allow you to enhance each student’s strengths.

Learn how to:

• Explore the underlying foundations of multiple intelligences theory.

• Identify and analyze behaviors in students that reflect the four basic learning styles.

• Explore ways to use students’ strengths and affinities to teach essential skills.

Featured presenters include Jo Gusman, M.A., J. Robert Hanson, Ed.D., and Sue Teele, Ph.D.

��Follow this course with Motivating Today’s Learner™. See page 7.

Meeting the Needs of Culturally and Linguistically Diverse Learners


understanding diversity can enrich teachers’ everyday interactions and instructional choices. this course helps increase your awareness of the complex influences of culture, language, and life experiences. discover effective practices for ensuring access, such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary for diverse students.

Learn how to:

• Plan classroom activities that reflect the Center for Research on Education, diversity & Excellence (CREdE) standards.

• Analyze the language demands of your curriculum and discuss strategies for developing academic literacy skills of English Language Learners (ELLs).

Featured presenters include Eugene Garcia, Ph.D., Kenji Hakuta, Ph.D., and Sonia Nieto, Ed.D.

GRADUATE COURSES


FOR dEtAILEd COuRSE dESCRIPtIONS,

VIdEO CLIPS, ANd PRESENtER BIOS,

VISIt WWW.CANTER.NET

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GRADUATE COURSES

The High-Performing Teacher ®


If you are seeking ways to refresh and revitalize your teaching, this course offers proven strategies that other successful teachers use to consistently bring out the best in themselves and their students. Master daily challenges through practical problem-solving and stress-reduction techniques, and develop effective goals to maintain your motivation. See how practical strategies and technologies can inspire your students and keep you energized in the classroom.

Learn how to:

• Increase your classroom confidence and lower the odds of classroom burnout.

• Stay focused on why you came into the teaching profession by developing a mission statement to guide your practice.

Featured presenter is Lee Canter, M.S.W.

How to Get Parents on Your Side ®


Discover how to improve your students’ achievement by recruiting their parents to support your efforts in the classroom. With this course, you will learn how to encourage parents to take an active role in their children’s education by creating guidelines for collaboration. Begin by assessing your parental-involvement needs, then explore ways to develop more effective relationships. You will also examine how to work with parents of diverse cultures and parents of children with special needs.

Learn how to:

• Take proactive steps to establish early communication with parents.

• Work with parents in a positive and cooperative manner.

• Develop a plan for ongoing positive communication with parents.

Featured presenters include Lee Canter, M.S.W., and Sonia Nieto, Ed.D.

Motivating Students to Read™


If engaging students to read is your goal, explore the factors that affect reading motivation and learn current educational practices that instill a love of reading. See page 8 for a full description.

Motivating Today’s Learner ™


Do some of your students lack the energy, enthusiasm, and motivation to learn? This course will help you refresh and revitalize your instruction with easy-to-use strategies and techniques that will bring your lessons to life for all types of learners, even the seemingly unmotivated ones. Explore a variety of issues that may impact student learning, including issues of gender bias. Discover ways to design engaging lessons to grab and keep the attention of all your students.

Learn how to:

• Select and employ effective strategies for providing recognition to all students.

• Integrate verbal and nonverbal communication strategies to deliver effective presentations.

• Evaluate your current homework strategies and identify new strategies that would increase motivation in your classroom.

Featured presenters include Lee Canter, M.S.W., Merrill Harmin, Ph.D., and Phyllis Lerner, M.A.

Returning Creativity to the Classroom™


This course explores the integral role creativity plays in an education environment that emphasizes standards and assessment. You will learn the current research on creativity, including techniques and strategies used to create dynamic learning experiences, inspiring learning environments, and effective assessments. This course not only meets content standards but also brings out the creative spirit in you and your students.

Learn how to:

• Recognize the varied aspects of creativity as expressed in life, teaching, and learning.

• Compile a creativity toolbox that consists of strategies that foster creative teaching and learning.

Featured presenters include James C. Kaufman, Ph.D., and Harvey Silver, Ed.D.

MOTIVATION

“I was glad to have a course that discussed and worked with ideas about creative thinking, its process and the activities and strategies that promote it across disciplines and age groups.”

— Joyce St. Pierre Art, Grades 1–3 Sanford Schools, ME

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GRADUATE COURSES

The Effective Reading Teacher ® *


Become a more effective reading teacher with a course that helps you be more successful in implementing your school’s reading program. Learn the stages of literacy development and the core concepts that support effective literacy instruction, such as language development and the five pillars of reading. You will also explore effective practices that have been missing in reading instruction to close the reading achievement gap. Develop the knowledge and confidence to help your students become more proficient readers.

Learn how to:

• Apply foundational literacy concepts, including the five pillars of reading.

• Analyze literacy assessments, including cognitive and non-cognitive assessments.

Featured presenters include Linda Gambrell, Ph.D., Donald Leu, Ph.D., Susan Neuman, Ed.D., Dorothy Strickland, Ph.D., and Alfred Tatum, Ph.D.

Note: The print format requires Internet access for some reading assignments.

��Follow this course with Motivating Students to Read™. See this page.

Teaching Beginning Readers*

PRE-K–3 • PRINT | ONLINE

This course can help you create a foundation for early literacy by taking a developmental, student-centered approach to reading instruction. You will explore the characteristics of beginning, emergent, and transitional readers and implement developmentally appropriate assessments and strategies for their instruction. Apply what you learn immediately to your classroom within the framework of your literacy program.

Learn how to:

• Create assessments that help you understand the affective and cognitive aspects of your students as literacy learners.

• Select appropriate and engaging texts for your students.

• Plan lessons that improve reading skills and increase comprehension and critical thinking.

Featured presenters include Peter Afflerbach, Ph.D., Linda Gambrell, Ph.D., Douglas K. Hartman, Ph.D., and Dorothy Strickland, Ph.D.

��Follow this course with Supporting the Struggling Reader ®. See page 9.

Motivating Students to Read™


Help create a community of engaged readers in your classroom with a course dedicated to instilling a love of reading. Explore the factors that affect reading motivation and learn current educational practices that influence a student’s motivation to read. Reach students you never thought you could reach before, from struggling to reluctant and dormant readers, with practical, research-based strategies.

Learn how to:

• Increase motivation by providing choice and opportunities for self-selected reading.

• Use technology to promote authentic reading.

Featured presenters include Peter Afflerbach, Ph.D., and Linda Gambrell, Ph.D.

Note: Print format requires Internet access for some reading assignments.

Teaching Developing Readers


Learn developmentally appropriate strategies to help children in grades 4–6 strengthen their reading proficiency. With a focus on fluency and comprehension, this course explores a wide range of research-based instructional practices. Discuss ways to combat reading decline in older students, and consider ways to encourage and motivate students.

Learn how to:

• Develop students’ skills and strategies for evaluating text, including advertisements, online texts, and other digital media.

• Use word study and vocabulary to help improve reading fluency and comprehension.

Featured presenters include Peter Afflerbach, Ph.D., Linda Gambrell, Ph.D., Douglas K. Hartman, Ph.D., and Alfred Tatum, Ph.D.

READING AND LITERACY

* Some assignments in this course may be more easily completed through student interaction.

“ I loved that the courses were self-paced and the textbook requirements were absolutely fantastic! I also like that both of my courses involved video presentations by highly reputable educators that I’ve respected over the years. Linda Gambrell is WONDERFUL!”

– Laura Williams Grades K–8 Montgomery County Public Schools Silver Spring, MD

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GRADUATE COURSES

Supporting the Struggling Reader®


With today’s higher literacy standards, struggling readers face greater challenges. Current research indicates that the classroom teacher remains a key factor for student success. With this course, you will learn concepts and strategies to develop your literary-instruction expertise so that you are better prepared to work with struggling readers in your classroom.

Learn how to:

• Identify risk factors associated with common reading difficulties.

• Explore and implement research-based intervention strategies to advance literacy development.

• Use various assessments to determine the appropriate instruction needed.

Featured presenters include Linda Gambrell, Ph.D., Donald Leu, Ph.D., and Dorothy Strickland, Ph.D.

Improving Reading in the Content Areas


Are your students’ literacy skills limiting their ability to learn and achieve in your content area? As the concepts and vocabulary in middle and secondary textbooks and digital resources become more specialized, and the vocabulary and concepts within them become more abstract, students need more sophisticated strategies for reading and comprehension. With this course, you can acquire practical strategies that can be used across grade levels and subject areas to build your students’ comprehension skills and help them succeed in your content area.

Learn how to:

• Create lessons that seamlessly integrate literacy development with your subject matter.

• Use strategies before, during, and after reading that increase student engagement in important content.

• Use assessment methods for a continuous view of student progress.

Featured presenters include Kathleen Hinchman, Ph.D., Carol Santa, Ph.D., and Richard Vacca, Ph.D.

Helping Struggling Readers With Content-Area Learning 6–12 • PRINT | ONLINE

Learn strategies to help students who struggle with learning and achievement in your content area, primarily as a function of difficulties they have with reading. This course focuses on what you need to know about struggling readers, including how to identify and meet their needs.

Learn how to:

• Discover tools, such as readability formulas, that will help you evaluate the extent reading plays a role in the learner’s difficulties.

• Implement interventions that will help to improve reading, writing, and learning.

Featured presenters include Richard Allington, Ph.D., Dorothy Strickland, Ph.D., and Richard Vacca, Ph.D.

��Follow this course with Motivating Students to Read™. See page 8.




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“ The course contained the most relevant information and strategies for improving teaching methods of any course I have ever taken…gave me practical information that will help my students learn.” (on Improving Reading

in the Content Areas)

– Michael Espinosa Grades 9–12 Lewisburg Area High School Lewisburg, PA

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This course will help you develop a working knowledge of common reading difficulties,

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Technology and 21st Century Literacy Skills

K–12 • ONLINE

Do your students have the “new literacy” skills they need for today’s information-rich world? This course gives you the opportunity to explore how multimedia and the Internet can support inquiry-based learning, as well as foster collaborative problem-solving, communication, and critical thinking in your students. Acquire the strategies to strengthen your students’ learning through technology, while enhancing your own technical knowledge.

Learn how to:

• Embed “new literacy” skills into content-area lessons.

• Create an inquiry-based unit plan for evaluating and synthesizing Internet resources.

Featured presenters include Sara Armstrong, Ph.D., Chris Dede, Ph.D., and David Thornburg, Ph.D.

Using Technology to Engage Diverse Learners

K–12 • ONLINE

Learn how you can use technology to reach and empower diverse learners in your classroom. From using technology to assess your students’ different learning styles and interests to employing various technologies to improve student learning and motivation, this course demonstrates how technology can help you increase achievement for all your students. You will also examine two frameworks for meeting the needs of diverse learners, Universal Design for Learning (UDL) and Differentiated Instruction (DI), in order to customize your instruction.

Learn how to:

• Develop a lesson plan that incorporates technology and elements of DI and UDL.

• Revise an existing assessment tool to better meet the needs of diverse learners.

• Create a personal plan for implementing technology-supported differentiated instruction.

• Build a tool kit of online resources for implementing UDL guidelines.

Featured presenters include Grace Smith, Ph.D.,Stephanie Throne, Ph.D., and Carol Ann Tomlinson, Ed.D.

Note: This course requires the use of presentation software such as Microsoft® PowerPoint®.

Using Technology to Enhance Content-Area Learning

K–12 • ONLINE

This course will show you how to integrate technology in more meaningful and appropriate ways into the content areas. Discover how to design technology-infused projects that motivate your students and foster their creativity and independence as learners.

Learn how to:

• Construct a content-area, problem-based learning activity that integrates technology.

• Identify strategies for using digital tools to help students become self-directed learners.

• Develop a learning activity incorporating online collaboration to support content learning.

Featured presenters include Kathy Cennamo, Ph.D., Peggy Ertmer, Ph.D., and John Ross, Ph.D.

maThMath: Teaching for Understanding


With this course, you will learn how to deliver high-quality, engaging mathematics instruction while developing your own understanding of foundational mathematics concepts. You will examine methodology to assist students in absorbing new ideas, calculating efficiently and accurately, as well as formulating alternative solutions. Also addressed are the five primary content areas of elementary mathematics.

Learn how to:

• Eliminate apprehension and frustration often associated with math.

• Discover meaningful ways to teach numbers and operations, geometry, algebra, measurement, and data analysis and probability.

• Incorporate strategies aligned with standards set forth by the National Council of Teachers of Mathematics.

Featured presenters include Liping Ma, Ph.D., Janet Scheer, Ph.D., and Diana Steele, Ph.D.

TEchNOLOgy iNTEgRaTiON

GRADUATE COURSES





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Introduction to Teacher Leadership


In this course, you will learn how to self-assess, analyze, and cultivate the dispositions and attitudes of a teacher-leader for the purpose of effecting positive change in your learning communities. You will also strengthen your own leadership style.

Learn how to:

• Examine what differentiates and characterizes teachers who lead.

• Assess your personal readiness to lead change and your organization’s readiness to undergo change.

Featured presenters include Roland Barth, Ed.D., Linda Lambert, Ed.D., and Robert Starratt, Ed.D.

Teacher Leadership for Learning and Teaching


Taking teaching to the next level begins with a deeper understanding of learning. This course can help you become a more informed and effective leader of student learning as you examine current learning research, including brain-based learning theory and its impact on teaching practice.

Learn how to:

• Evaluate roadblocks to learning and formulate approaches for overcoming these challenges.

• Implement the four models of effective instruction: mastery, understanding, self-expressive, and interpersonal.

Featured presenters include Harvey Silver, Ed.D., Judy Willis, M.D., M.Ed., and Pat Wolfe, Ed.D.

Teacher Leadership: Mentoring, Coaching, and Collaboration


This course can give you the skills and strategies to provide meaningful support and guidance to your fellow teachers using a variety of coaching styles, mentoring techniques, and hands-on experience. You will have the opportunity to develop, implement, and analyze your own coaching plan.

Learn how to:

• Apply skills for mentoring novice teachers and for engaging in coaching relationships with peers at all teaching stages.

• Enhance your listening skills to increase your ability to be an accessible and effective coach.

Featured presenters include Andy Hargreaves, Ph.D., Jim Knight, Ph.D., and Hal Portner, M.Ed.

Teacher Leadership in Professional Learning Communities


Extend your scope of influence, from working with peers to engaging stakeholders throughout the greater school community. In this course, you will learn the processes, benefits, and challenges of building and working in professional learning communities.

Learn how to:

• Analyze the relationship between learning communities and teacher leadership opportunities.

• Examine the stage of development for your school’s learning community.

• Evaluate the role of online learning communities in facilitating collaboration and professional development.

Featured presenters include Linda Darling-Hammond, Ed.D., Richard DuFour, Ed.D., and Linda Lambert, Ed.D.

TEACHER LEADERSHIP

GRADUATE COURSES

“ The courses have opened up new lines of discussion between me and my colleagues at school. It is making me think and look in new directions.”

— Christine Gallandt, Librarian, Grades 9-12

Saginaw High School, MI

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GRADUATE COURSES

Assertive Discipline ® and Beyond


Discover how you can create a safe, positive learning environment where your students behave responsibly and take responsibility for their behavior. This course features strategies to organize and manage your classroom with increased confidence and a calm sense of control. Explore how to create a learning environment where your students flourish and where you can feel a sense of accomplishment at the end of the day.

Learn how to:

• Use positive reinforcement to guide students’ behavioral choices.

• Put into place a behavior-management plan to set clear expectations for students.

• Implement techniques for responding to disruptive behavior.

This course includes two sets of videos, one for elementary and one for secondary teachers.


Classroom Management to Promote Student Learning


Today’s students come with a range of learning needs, as well as social and emotional needs. As a result, there is no single formula for effective classroom management. This course explores several approaches to creating a supportive and respectful learning environment for all learners. Build a repertoire of research-based strategies that work best for you, and reclaim class time once lost to handling classroom disruptions. Discover how you can increase parental support as well.

Learn how to:

• Design rules and procedures to increase students’ sense of responsibility.

• Use preventive, rather than reactive, management strategies.

• Create a plan for teaching a conflict-resolution process.

Featured presenters include Carolyn Evertson, Ph.D., Marilyn Gootman, Ed.D., and David Johnson, Ed.D.

Succeeding With Difficult Students ®


Do you find yourself in a constant struggle with the same students day after day? This course offers a framework for succeeding with difficult students. You can learn to see the world from the difficult student’s perspective, so that you may begin to build trust and ultimately the foundation for a positive relationship. You may discover that helping hard-to-reach students to succeed can be one of the most challenging, and rewarding, experiences of your career.

Learn how to:

• Understand when and why a student misbehaves.

• Respond to even the most difficult students in a calm, professional manner.

• Plan strategies for establishing a positive relationship with difficult students and their parents.


Teaching Students to Get Along ®


Many students today lack the skills for resolving everyday conflicts in a positive manner. As a result, your classroom can erupt in teasing, arguing, and bullying. With this course, you can learn how to create a positive learning environment where students get along. Acquire a variety of proven strategies that you can integrate into your existing lessons and activities, and create a classroom that fosters teamwork and positive social behavior.

Learn how to:

• Increase students’ ability to resolve arguments on their own.

• Identify the difference between bullying and normal conflict between students.

• Help students understand, respect, and accept differences in others.

Featured presenters include Lee Canter, M.S.W., Katia Petersen, Ph.D., and Phyllis Steinberg, M.S.W.

�Follow this course with Classroom Management to Promote Student Learning. See the course this page, left.

CLASSROOM MANAGEMENT

SYSTEM REQUIREMENTS FOR ONLINE COURSE FORMAT

• Operating system for PC: Windows® XP or Windows Vista®

• Operating system for Mac®: OS X or higher• Processor: 1 GHz, 32/64 bit or higher• Memory: Minimum 512 MB of RAM; 1 GB

recommended

• Browser: Microsoft Internet Explorer® 6.0 or higher; Firefox® 2.0 or higher

• Internet connection: Broadband (DSL, cable modem, or similar) required

• Software: Microsoft Word®, Adobe® Flash® Player 7 or higher (free), Adobe® Acrobat® Reader® version 8 or higher (free)

• Monitor resolution: 1280 x 800 pixels or higher

Note: Credit is not available for this course if you have taken Managing Behavior in the Diverse Classroom.

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P. 13 V.A


CHOOSE ONE OR MORE WAYS TO SAVE

2. Early Bird Discount

1. New Student Discount

Register by February 10, 2012, and save $20 per course.To receive your discount, write in or mention your catalog code, which you will find in the shaded box on the back cover.

If this is your first time taking a Canter course, you will receive $20 off one course fee when you register by phone and ask for the New Student Discount.

Discover the benefits of learning together. Take advantage of our group savings opportunities and see how much you and your friends or colleagues can save when you enroll together in a Canter graduate course.

Group Savings: 2–4 enrollees save $30 each 5–7 enrollees save $40 each 8+ enrollees save $50 each

The most flexible and affordable way to earn graduate credits.

Over the next year, enroll in five different Canter-developed graduate courses and you’ll save more than 50% on your fifth course.* You pay as you go, so you can spread out your studies and costs to fit your schedule.

Call 1-800-669-9011 to start your Plus 5 Course Sequence.

3. Group Discount

5. Plus 5 Course Sequence

Complete four courses in a concentrated area of study such as elementary reading, secondary literacy, classroom management, teacher leadership or engaging learners within 12 months. You will save $200 off the fourth course.* Go to www.Canter.net/CanterCourseSeries to see which courses are offered in each series.

Call 1-800-669-9011 to enroll in the Canter Course Series.

4. Canter Course Series

MAXIMIZE YOUR SAVINGSCourse

New Student

Early Bird Discount†

Group Discount‡

Series Discount

Series Total Discount‡

Plus 5 Discount

Plus 5 Total Discount‡

1 $20 $20 $50 - $90 - $90

2 - $20 $50 - $70 - $70

3 - $20 $50 - $70 - $70

4 - $20 $50 $200* $200 - $70

5 - - - - - $250* $250SERIES TOTAL

DISCOUNT$430

PLUS 5 TOTAL

DISCOUNT$550

* Early Bird and group discounts cannot be applied to the fourth course of the Course Series or the fifth course of the Plus 5 Course Sequence discount.

† Early Bird Discount ($20) requires enrolling by February 10, 2012.‡ Amount based on the maximum group discount. See No. 3 above.

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14

HOW TO ENROLL

For group enrollments, see page 15.

Phone 1-800-669-9011Monday through Friday Pacific time 7 a.m. to 5 p.m.

onLIne

www.Canter.net

MAIL Canter Courses12975 Coral Tree PlaceLos Angeles, CA 90066-7020

FAX

1-310-301-7512

TO ENROLL CALL: 1.800.669.9011 FAX: 1.310.301.7512 ONLINE: WWW.CAnTeR.neT

WALDEN uNivERsiTyearn 3 semester hours of graduate credit per course Walden University grants three semester hours of graduate credit per successfully completed course. Credit may be applicable for certification renewal and/or salary advancement (check with your state and/or district for requirements). Total coursework for each course is equivalent to a 45-contact-hour course. Course overviews are available online at www.Canter.net or upon request.

These are graduate courses, therefore, you must have a bachelor’s degree or above to enroll and receive credit.

Course credit may be transferable with prior approval from the university providing your advanced degree program.

Walden University is accredited by The Higher Learning Commission and a member of the North Central Association, www.ncahlc.org; 1-312-263-0456.

Prospective Washington state students are advised to contact the Office of the Superintendent of Public Instruction at 1-360-725-6275 or [email protected] to determine whether Walden’s programs in the field of education are approved for teacher certification or endorsements in Washington state. Additionally, teachers are advised to contact their individual school district as to whether the program may qualify for salary advancement.

IMPORTANT DEADLINES

Registration Deadline Course CompletionMarch 16, 2012 June 30, 2012

Grades and TranscriptsA grade report will be mailed within 10 weeks after completed coursework is received by Walden.

Transcripts may be requested in writing after the grade report is received. Transcripts reflect the term in which the student is enrolled.

• Spring 2012: December 1 through March 31 • Summer 2012: April 1 through July 31 • Fall 2012: August 1 through November 30

Cancellation Refund PolicyTo cancel, please call 1-800-669-9011 within 45 calendar days of registering for your course in order to receive a refund of tuition, less a $65 cancellation fee.

BEFORE YOU ENROLL

Tuition$495 per course—includes all course materials and earned grad u ate cred it.

Attention Walden M.S.ed. Graduates Before you enroll, please contact Canter at 1-800-669-9011 or [email protected] to verify you are not duplicating a course from your degree program.

Study Partner PolicyIf you enroll as an individual in a print & DVD format course, you must have a study partner to participate in study team activities. It is not necessary for the study partner to be enrolled. With the online format, a study partner is not required.

Course SubmissionCoursework for print & DVD format must be submitted via email.

CHOOsE uP TO 3 COuRsEsCOURSE COURSE # FORMAT

The Adolescent Brain™ 6–12 EDUC 6953T P/O

Advanced Instructional Strategies NEW

for Special educators*EDUC 6964T P/O

Assertive Dis ci pline® and Beyond EDUC 6952T P/O

Assessment to enhance Teaching and Learning* EDUC 6961T P/O

Building Your Repertoire of Teaching Strategies

EDUC 6903T P/O

Classroom Management to Promote Student Learning†

EDUC 6930T P/O

Designing Curriculum and Instruction With the Learner in Mind

EDUC 6914T P/O

Differentiating Instruction for Student Success*

EDUC 6941T P/O

The effective Reading Teacher® K–6* EDUC 6945T P/O

helping Struggling Readers With Content-Area Learning 6–12*

EDUC 6915T P/O

helping Students Become Self-Directed Learners®*

EDUC 6904T P/O

The high-Performing Teacher® EDUC 6901T P/O

how to Get Parents on Your Side® EDUC 6916T P/O

Improving Reading in the Content Areas 6–12*

EDUC 6908T P/O

Including Students With Special needs: Curriculum, Instruction, and Assessment*

EDUC 6929T P/O

Introduction to Teacher Leadership* EDUC 6936T P/O

Learning Differences: effective Teaching With Learning Styles and Multiple Intelligences®

EDUC 6902T P/O

Math: Teaching for Understanding K–6 EDUC 6911T P/O

Meeting the needs of Culturally and Linguistically Diverse Learners*

EDUC 6937T P/O

Motivating Students to Read™ EDUC 6951T P/O

Motivating Today’s Learner™ EDUC 6909T P/O

Returning Creativity to the Classroom™ EDUC 6942T P/O

Succeeding With Difficult Students® EDUC 6917T P/O

Supporting the Struggling Reader® K–6 EDUC 6913T P/O

Supporting Students With Learning Disabilities: Strategies for Success K–6

EDUC 6949T P/O

Teacher Leadership for Learning and Teaching*

EDUC 6939T P/O

Teacher Leadership: Mentoring, Coaching, and Collaboration*

EDUC 6938T P/O

Teacher Leadership in Professional Learning Communities*

EDUC 6940T P/O

Teaching Beginning Readers Pre-K–3* EDUC 6946T P/O

Teaching Developing Readers 4–6* EDUC 6947T P/O

Teaching Students to Get Along® K–6 EDUC 6919T P/O

Technology and 21st Century Literacy Skills*

EDUC 6944T O

Using Data to Guide School NEW

Improvement*EDUC 6965T P/O

Using Technology to engage Diverse Learners*

EDUC 6948T O

Using Technology to enhance Content-Area Learning*

EDUC 6943T O

P-print & DVD format O-online format

* Credits for up to four of these courses may be applied toward a Walden University M.S. in education program. Please call 1-866-492-5336 and speak to an enrollment advisor for more details.

† Credit is not available for this course if you have taken Managing Behavior in the Diverse Classroom, EDUC 6905.

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Code:

ENROLLmENT aNd shippiNg iNsTRucTiONs Use one regis tra tion form per person.

❏ i am enrolling in a group.If you are enrolling in a group of 2 or more participants, you must designate

a group leader to whom ma te ri als will be sent. Submit all registrations together at the same time.

Name of leader: Total number of participants (including leader):

Allgroupmaterialswillbesenttothegroupleader’saddress(check one): ❏ Home ❏ School

❏ i am enrolling as an individual.Ship course materials to my (check one): ❏ Home ❏ School

Study partner’s name (required for Print & DVD format courses):

If you are signing up for more than one course, your materials will be sent separately via FedEx.

Please allow 3 weeks for processing and delivery.We are not responsible for delays due to payment processing.

First Name (No Nicknames) Middle Initial Last Name

Social Security Number – –

Home Street Address (No P.O. Box) Home City Home State/Province Home ZIP/Postal Code

(circle one) Home Mobile Phone School Phone Personal Email Address( ) ( )

School Name

School Street Address (No P.O. Box) School City School State/Province School ZIP/Postal Code

Have you ever taken a course produced by Canter? ❏ Yes ❏ No Date of Birth (for verification) / /

What is the highest degree you have earned? ❏ B.A. ❏ B.S. ❏ M.A. ❏ M.S. ❏ Ph.D./Ed.D

For what purpose will you use this graduate credit? ❏ Recertification ❏ Salary advancement ❏ Plus credits

❏ Professional development ❏ Other

When will you renew your license/certificate? Month Year

paymENT amOuNT (Per participant per course)

SPRING2012–GRADUATE COURSE REGISTRATION FORm

i am ENROLLiNg iN mEThOds Of paymENT(Complete payment and information required)

ChECk No. Payable to “Canter Courses”

CREdITCARd ❏ VISA ❏ mC ❏ Discover ❏ AmEx

Card # – – –

Expiration Date /

Cardholder Name

Cardholder Signature

PuRChASEORdER No.

( )Phone

Bill to

Street Address City/State/ZIP

Position: ❏ Teacher ❏ Princ./Administrator Grade Level: ❏ Elem. ❏ Mid./Jr. ❏ Counselor ❏ Other school staff ❏ Second. ❏ District ❏ Not currently teaching ❏ Other

❏ Mr.❏ Ms.❏ Mrs.

Mailto:Canter Courses 12975 Coral Tree Place Los Angeles, CA 90066-7020

Phone:1-800-669-9011Fax:1-310-301-7512

Tuition per course $495 ...................................................... $

Register byFebruary10 and deduct $20 per course ... -

Less group discounts per course (if applicable) ............. -

Additional discount ............................................................... -

TOTaL ..................................................................................... $

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WALdENuNIVERSITYFill in code from shaded box on back cover

Individual $495

❏ 2–4 enrollees Deduct $30 ea. $465

❏ 5–7 enrollees Deduct $40 ea. $455

❏ 8+ enrollees Deduct $50 ea. $445

gROup discOuNTs To qualify, enroll together in the same course(s)/format at the sametime.

Registrationdeadline: march 16, 2012CancellationRefund 45 calendar days after deadline: you registerCompletiondeadline: June 30, 2012

❏ CallmeaboutenrollinginthePlus5CourseSequenceoraCourseSeries.

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