Looking for an Act 126 Course? Multiple tracks are available. Review which one best aligns with your role and responsibilities.
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- 30 Hours |Package
Act 13 and Beyond: School Leaders Driving Instructional Excellence
Act 13 requires a deep understanding of the supervision and evaluative process. School leaders need to be positioned to engage in supervision and evaluation with knowledge, skills, and confidence whether new to the leadership role or experienced. Act 13 and Beyond: School Leaders Driving Instructional Excellence is designed to underscore the importance of the supervision and evaluation model for elevating classroom instruction and building faculty capacity. - 70 Hours |Package
Comprehensive Mental Health for Youth and School Leaders
This package equips educators, administrators, and school leaders with the knowledge, skills, and strategies needed to identify, address, and strengthen mental health supports for youth. Participants progress from understanding individual student needs to implementing comprehensive, system-wide change in schools and districts. By the end of these courses, participants will be prepared to recognize mental health needs, design and strengthen schoolwide mental health systems, and lead coordinated efforts that support the well-being of every student. - 90 Hours |Package
Data to Action Series
This series guides school leaders through a progressive approach to using data for instructional improvement. Starting with foundational concepts, participants advance through school-level analysis to classroom-level application, building the skills needed to translate assessment results into meaningful instructional strategies that improve student outcomes. - Up to 5 Hours |Package
Engaging in Education while Policing in Schools
This series prepares school police officers and school leaders to engage effectively in education settings. Through five sequential courses, participants progress from foundational concepts through prevention strategies, response protocols, and recovery practices, building the knowledge and skills needed to maintain safe, supportive learning environments. - 30 Hours |Package
Leading By Design Series
This three-day series equips school leaders with a structured framework for intentional, strategic leadership. Participants develop skills in designing and implementing systems that align school vision, instructional priorities, and organizational practices to drive sustained improvement in teaching and learning. - Up to 20 Hours |Package
Paraprofessional Credential of Competency Entry-Level Training Series
This series provides aspiring and current paraprofessionals with the foundational knowledge and skills required for entry-level certification. Through seven focused courses, participants build competencies in instructional support, classroom management, communication, and collaboration with teachers and families to effectively support student learning. - Up to 20 Hours |Package
Paraprofessional Credential of Competency Intermediate-Level Training Series
Building on entry-level foundations, this series advances paraprofessionals' skills through seven specialized courses focused on differentiated instruction, data-informed support, behavioral strategies, and deeper collaboration within instructional teams. Completion prepares participants for intermediate-level certification and expanded roles in supporting diverse learners. - 80 Hours |Package
Principal Induction
Through this series of focused sessions, school leaders will develop practical skills to address organizational challenges, strengthen instructional supervision, and foster a safe, supportive school environment. Participants will learn to use data effectively, map and improve key relationships, assess and enhance classroom impact, and build a positive, sustainable school culture. Each course provides actionable strategies, aligned with state requirements, to support effective leadership and improve student outcomes. - 75 Hours |Package
Transformative Leadership Series
This series develops school leaders' capacity to examine and transform systems, structures, and practices that impact educational equity. Participants build foundational knowledge in the first course and then advance to applying transformative leadership strategies that promote inclusive, equitable learning environments for all students. - Up to 5 Hours |Package
Trauma-Informed Programs
This series equips educators and school staff with the knowledge and practical strategies to recognize, understand, and respond to the effects of trauma on students. Participants progress from foundational concepts through the science of trauma, self-care practices, and building trauma-informed school systems to create safe, supportive learning environments for all students.
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- 5 Hours |Self-Paced
Using PBS LearningMedia in the Classroom
This module will increase the participant's knowledge of learning media and the value it brings to teaching and learning. Participants will explore, in depth, the digital learning resources of PBS LearningMedia, which uses the power of media to support educators, students, and parents. Through this immersion, participants will discover the value of PBS LearningMedia along with ways to integrate it into instruction for the purpose of creating a more meaningful experience for learners. This module is best suited for teachers of all grades and subject areas. - 5 Hours |Self-Paced
Specially Designed Instruction for Gifted Learners
Imagine not taking the time to coach a talented athlete or conducting a brilliant musician. Our gifted students need the same types of support. Participants in this course will explore gifted education regulations, the differences between gifted learners and their typically developing peers, and develop strategies to differentiate learning in ELA, Math, and Science. - 10 Hours |Self-Paced
Introduction to Structured Literacy
The purpose of this module is to introduce the key features and content of the Structured Literacy approach to Pennsylvania educators. The goal is to understand the underpinnings of this approach, to deepen literacy instruction knowledge, and to examine/align current instructional practices to Structured Literacy. Recent legislation in Pennsylvania has mandated changes in preservice training and in the professional development section of local education agencies’ (LEAs) Comprehensive Plans. 22 Pa. Code § 49.14(4)(i) requires the Pennsylvania Department of Education (PDE) to identify competencies and develop associated standards for educator training in structured literacy. Structured literacy supplements core instruction with an increased focus on the five essential components of reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension). Act 55 of 2022 (Section 1205.8). The continuing professional development plans of each school entity must include training in structured literacy competencies/standards for the five specified certification programs. - 5 Hours |Self-Paced
Implementing the Standards for Mathematical Practice (Standards 1-4)
In this module, participants will identify and examine how to embed and utilize the first four Pennsylvania Standards for Mathematical Practice into their instruction. Participants will also identify the important uses of standards and build a vertical alignment of those standards. Participants will identify the key elements of the standards as well as how they can fit into a comprehensive instructional model. - 5 Hours |Self-Paced
Conceptualizing Professional Ethics for Educators (Chapter 49)
According to the Pennsylvania Professional Standards and Practices Commission (n.d.), "In recognition of the magnitude of the responsibility inherent in the education process and by virtue of the desire to maintain the respect and confidence of their colleagues, students, parents and the community, educators shall be guided in their conduct by their commitment to their students, colleagues and profession." In short, educators are held to a higher community standard than other occupations. In this module, participants will examine the Code of Professional Practice and Conduct for Educators, and the Model Code of Ethics for Educators in order to understand and put into action professional and ethical behavior. - 5 Hours |Self-Paced
Common Ground
In this module, participants will explore Pennsylvania’s Culturally Relevant and Sustaining Education, included under the Common Ground design. This course is required by the Pennsylvania Department of Education (PDE) to identify competencies and develop associated standards for educator training in Culturally Relevant and Sustaining Education under Chapter 49(Opens in a new window.). The Pa. School Code offers a definition of Culturally Relevant and Sustaining. Note the emphasis on topics surrounding cultural awareness—including mental wellness, trauma-informed approaches to instruction, and technological and virtual engagement: ""Culturally relevant and sustaining education - Education that ensures equity for all students and seeks to eliminate systemic institutional racial and cultural barriers that inhibit the success of all students in this Commonwealth—particularly those who have been historically underrepresented. Culturally relevant and sustaining education encompasses skills for educators including, but not limited to, approaches to mental wellness, trauma-informed approaches to instruction, technological and virtual engagement, cultural awareness and emerging factors that inhibit equitable access for all students in this Commonwealth."" While there are a multitude of competencies in these three areas, this module attempts to provide an introduction to the concepts as detailed in the list of competencies. A deep understanding of these concepts requires much more attention than this abbreviated course.
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- Package hours |Scheduled
Principal Induction: Assessing Classroom Impact (October)
Assessing Classroom Impact will focus on how staff actions impact student outcomes. Participants will identify teachers into four quadrants regarding learning expectations and environment (relationships), reflect on how staff actions impact student outcomes and plan for leadership actions to improve classroom impact.
- Package hours |Scheduled
Act 13 and Beyond: School Leaders Driving Instructional Excellence (Day 1)
Act 13 requires a deep understanding of the supervision and evaluative process. School leaders need to be positioned to engage in supervision and evaluation with knowledge, skills, and confidence whether new to the leadership role or experienced. Act 13 and Beyond: School Leaders Driving Instructional Excellence is designed to underscore the importance of the supervision and evaluation model for elevating classroom instruction and building faculty capacity. NOTE: This course satisfies the Act 13 requirements for new Assistant/Vice Principals and Principals. Instructor(s): Gary Abbamont & Jackie Santanasto; RPL: Joann Hudak - Package hours |Scheduled
Leading By Design (Day 1)
In an effort to elevate teaching and learning, the instructional leader must lead with purpose and intention in an environment built upon trust, equity, efficacy, and continuous improvement! The school leaders will explore the many ways they can enact instructional leadership designed to elevate teaching and learning. In this course, you will engage in a thoughtful examination of the research, a consideration of your specific school context, reflection on your current leadership practices, and ultimately, a consideration of this question: How can I align my leadership behaviors and actions with the best of what research has to share on effective school leadership? NOTE: Leading by Design is comprised of three full days and 30 hours of credit will be awarded upon the successful completion of all three days. Instructor(s): Gary Abbamont & Jackie Santanasto
- 30 Hours |Scheduled
AI to Action: Foundational Understanding of ChatGPT and Other AI Tools
This course focuses on the strategic integration of AI technologies such as ChatGPT into educational settings. It thoroughly explores generative AI, covering fundamental concepts, practical applications in education, and important ethical considerations. It is designed to equip school leaders with the necessary knowledge and skills to guide their organizations through the effective adoption and application of AI tools.
Critical questions addressed include the enhancement of teaching and learning through AI, essential AI terminology, and the ethical frameworks that should guide its use. Participants will learn to support their staff in integrating AI tools effectively, creating an environment that aligns innovative teaching practices with educational objectives.
Instructors: Brian Stamford and Cristine Wagner-Deitch
- 30 Hours |Scheduled
Comprehensive Mental Health for School Leaders
Comprehensive Mental Health for School Leaders (1) is designed to help school leaders understand the core components of comprehensive school mental health as they engage in a planning process around implementation of services. The course focuses on a comprehensive school mental health curriculum and several core features of effective school mental health initiatives. Participants will examine a range of supports and services that promote positive school climate, social emotional learning, mental health, and well-being, while reducing the prevalence and severity of mental illness. This course examines ways to build or improve a foundation of district and school professionals, including administrators and educators, specialized instructional support personnel in strategic partnership with students, families, and community health and mental health partners. Participants will focus on ways to assess and address the social and environmental factors that impact health and mental health.
- 30 Hours |Scheduled
Student Career Readiness: Foundations for School Leaders
Student Career Readiness: Foundations for School Leaders is designed to help school and district leaders understand the rapidly changing nature of work and the Pennsylvania, U.S. and global workforce needs. Leaders will build knowledge of educational delivery systems, policies, structures, and strategies related to career development and career preparation. Specifically, this course will help leaders K-12 school and district leaders will learn how to implement the Career Education Work Standards, meet the Future Ready PA Index Career Readiness Indicators, develop plans to strengthen employer and community partnerships to support career education, increase communication and collaboration with career and technical education administrators, and examine strategies and best practices in career connected learning.
Instructor: Joann Hudak
- 30 Hours |Scheduled
Shaping Communication Practices for Improved Leadership
Communication is the foundational underpinning of successful relationships and leadership. Clear, focused, and strategic communication with built-in feedback loops assists leaders in executing their vision and managing the continuous improvement process. This course explores core communication processes, typical correspondence, crisis communications, methods to engage multiple audiences, and opportunities for new communication structures. Equipped with communication strategies, a variety of communication modes, appropriate media, and an organized communication plan, school leaders will shape their current practices and enhance their skills for improved leadership.
Instructor: Mary Catherine Reljac
- 30 Hours |Scheduled
Transforming Organizations
In Transforming Organizations, participants will develop and enhance the skills and knowledge they need to transform their organizations. When transforming organizations, school leaders must develop a clear vision and collaborative culture. In order to successfully transform organizations, a change in mindset must occur. Transformative change is persistent, purposeful, and intentional. Communication of the intent for transformation, as seen in revised visions, norms, values, expectations, and goals, is essential to enable transformative change. Successful transformative leaders recognize individual and collective contributions and utilize failure as an opportunity to improve school culture and student performance. When navigating systemic transformation, school leaders need to seamlessly integrate digital technologies that support all aspects of the process.
Instructor: Dean Maynard
- 30 Hours |Scheduled
Transformative Leadership II: Cultivating Opportunities for Success (Formerly Equity2)
Transformative Leadership I: Foundations for Sustaining Access and Engagement was the initial course introducing the cornerstones of equity through the lens of an educational leader. The course concluded with an action plan on how to engage in equitable practices through self-awareness, data analysis, family-community engagement, academic equity, disciplinary equity, and school climate.
This second course, Transformative Leadership II: Cultivating Opportunities for Success, will offer a deeper experience in determining how equity in education encompasses how to be intentional in ensuring equity is a part of everyday leadership practice. In particular, there will be a focus on Multi-Tiered Systems of Supports (MTSS) and how an equitable MTSS impacts students with disabilities, students from varying socio-economic status, gender identity and sexual orientation, religion, mental health, and students who have experienced trauma. Additionally, continued dialogue and activity around how to engage and empower staff in their interactions with colleagues, students, families, and communities through an equity lens will be provided.
- 10 Hours |Scheduled
Comprehensive Mental Health Prereq: Youth First Aid
This session will focus on teaching you how to identify, understand and respond to signs of mental health and substance use challenges among children and adolescents ages 12-18.
At the end of this course, you will be able to
- Identify common signs and symptoms of mental health challenges in this age group, including anxiety, depression, eating disorders and attention deficit hyperactive disorder (ADHD).
- Identify common signs and symptoms of substance use challenges.
- Interact with a child or adolescent in crisis.
- Connect the youth with help.
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- 2 Hours |Self-Paced
Paraprofessional Credential of Competency Entry Level Training Series: Competency 1
In this 2-hour module, you will: become familiar with the principles, standards, and policies that a paraprofessional must follow; understand how biases and differences can influence our practice supporting students and working with other professionals; and understand why continued learning is an important practice for paraprofessionals. - 3 Hours |Self-Paced
Teacher Track - Educator Discipline Act 126 (non-facilitated)
This course is designed specifically for teachers and is structured into four informative modules. These modules will: (1) review the laws and regulations that govern standards of conduct for educators in Pennsylvania and the legal processes for addressing misconduct; (2) discuss the student-teacher relationship, with a focus on establishing and maintaining appropriate boundaries; (3) examine the concept of sexual misconduct by educators; and (4) address the legal and ethical responsibilities regarding the reporting of educator misconduct, including sexual misconduct. Successful completion of this course will satisfy, in part, the training requirements of Act 126 of 2013, Child Abuse Recognition and Reporting Act. - 5 Hours |Self-Paced
Conceptualizing Professional Ethics for Educators (Chapter 49)
According to the Pennsylvania Professional Standards and Practices Commission (n.d.), "In recognition of the magnitude of the responsibility inherent in the education process and by virtue of the desire to maintain the respect and confidence of their colleagues, students, parents and the community, educators shall be guided in their conduct by their commitment to their students, colleagues and profession." In short, educators are held to a higher community standard than other occupations. In this module, participants will examine the Code of Professional Practice and Conduct for Educators, and the Model Code of Ethics for Educators in order to understand and put into action professional and ethical behavior. - 10 Hours |Self-Paced
Introduction to Structured Literacy
The purpose of this module is to introduce the key features and content of the Structured Literacy approach to Pennsylvania educators. The goal is to understand the underpinnings of this approach, to deepen literacy instruction knowledge, and to examine/align current instructional practices to Structured Literacy. Recent legislation in Pennsylvania has mandated changes in preservice training and in the professional development section of local education agencies’ (LEAs) Comprehensive Plans. 22 Pa. Code § 49.14(4)(i) requires the Pennsylvania Department of Education (PDE) to identify competencies and develop associated standards for educator training in structured literacy. Structured literacy supplements core instruction with an increased focus on the five essential components of reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension). Act 55 of 2022 (Section 1205.8). The continuing professional development plans of each school entity must include training in structured literacy competencies/standards for the five specified certification programs. - 1 Hour |Self-Paced
Trauma-Informed Programs: Introduction to Trauma-Informed Practices (Module 1) (non-facilitated)
This module will introduce you to Pennsylvania’s approach to trauma-informed schools with a goal of developing common language and providing a comprehensive introduction to trauma and trauma-informed schools. - 4 Hours |Self-Paced
Paraprofessional Credential of Competency Entry Level Training Series: Competency 2
In this 4-hour module, you will: examine strategies for addressing the diverse learning needs of individual students; gain insight into how disabilities can influence development and affect both students and their families; learn how to foster growth, independence, and self-advocacy in students with disabilities; and, develop an appreciation for diversity and the value of individual differences. - 3 Hours |Self-Paced
Staff Track - Educator Discipline Act 126 (non-facilitated)
This course is tailored for non-certified school based professionals/staff members and consists of four modules designed to enhance understanding of educator conduct. The modules will: (1) review the laws and regulations that govern educator conduct in Pennsylvania and the legal processes for addressing misconduct; (2) discuss the student-teacher relationship, focusing on the establishment and maintenance of appropriate boundaries; (3) examine the concept of sexual misconduct by educators; and (4) address the legal and ethical responsibilities to report educator misconduct, including sexual misconduct. Successful completion of this course will satisfy, in part, the training requirements of Act 126 of 2013, Child Abuse Recognition and Reporting Act. - 3 Hours |Self-Paced
Paraprofessional Credential of Competency Entry Level Training Series: Competency 4
In this 3-hour module, you will: understand the purposes and rationale of various types of assessments and data collection processes, as well as the link between these assessments and individualized instructional planning; apply multiple types of data collection strategies; and use strategies and methods to collect accurate data. - 2 Hours |Self-Paced
Paraprofessional Credential of Competency Entry Level Training Series: Competency 3
In this 2-hour module, you will: demonstrate understanding of the unique learning needs of individual students, understand the impact of disabilities on development for individual students and their families, promote the growth of students with disabilities and encourage their independence and self-advocacy skills, and understand and value the diversity and individual differences. - 1 Hour |Self-Paced
Trauma-Informed Programs: Neuroscience (Module 3) (non-facilitated)
This module will discuss child development through a neurodevelopmental focus.
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- 2 Hours |Self-Paced
Overview of Structured Literacy for the Pre-Kindergarten Educator
After completing this course, you should be able to define structured literacy and describe the rationale for structured literacy; explain the importance of structured literacy; identify and describe the six key features of structured literacy; and identify and describe the elements of structured literacy. - 10 Hours |Self-Paced
Introduction to Structured Literacy
The purpose of this module is to introduce the key features and content of the Structured Literacy approach to Pennsylvania educators. The goal is to understand the underpinnings of this approach, to deepen literacy instruction knowledge, and to examine/align current instructional practices to Structured Literacy. Recent legislation in Pennsylvania has mandated changes in preservice training and in the professional development section of local education agencies’ (LEAs) Comprehensive Plans. 22 Pa. Code § 49.14(4)(i) requires the Pennsylvania Department of Education (PDE) to identify competencies and develop associated standards for educator training in structured literacy. Structured literacy supplements core instruction with an increased focus on the five essential components of reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension). Act 55 of 2022 (Section 1205.8). The continuing professional development plans of each school entity must include training in structured literacy competencies/standards for the five specified certification programs. - 1 Hour |Self-Paced
Trauma-Informed Programs: Introduction to Trauma-Informed Practices (Module 1) (non-facilitated)
This module will introduce you to Pennsylvania’s approach to trauma-informed schools with a goal of developing common language and providing a comprehensive introduction to trauma and trauma-informed schools. - 1 Hour |Self-Paced
Trauma-Informed Programs: Neuroscience (Module 3) (non-facilitated)
This module will discuss child development through a neurodevelopmental focus. - 1 Hour |Self-Paced
Trauma-Informed Programs: Adverse Childhood Experiences in the Learning Environment (Module 2) (non-facilitated)
This module will discuss Adverse Childhood Experiences (ACEs) with a focus on how they can impact development and learning, as well as introduce you to the concept of resiliency. - 5 Hours |Self-Paced
Creating a Culture of Respect and Rapport
This module emphasizes the foundation for creating a classroom of mutual respect, care, and trust. Participants will explore the qualities that characterize effective, caring teachers and identify the ways in which their beliefs and expectations about teaching and learning can inform and sustain their leadership abilities. - 1 Hour |Self-Paced
An Introduction to Pennsylvania’s Family Engagement Framework
After completing this course, you will know and understand the purpose of the Pennsylvania Family Engagement Birth through College, Career, Community Ready Framework, identify the key components included in the Framework, and identify ways that the Framework is relevant and is a tool for your work and specific roles. - 5 Hours |Self-Paced
Questions That Gather Information
This module explores how teachers can use questioning to advance student learning. Participants will discover how to ask perception, induction, analysis, and same/different questions that encourage students to analyze information. They will also analyze how to teach students to ask and identify questions and reflect on peer comments to deepen their understanding. PLEASE NOTE: Questions That Gather Information is the FIRST in a series of three prerequisite modules. Since each subsequent module relies on the previous module's content and assessments, you need to take them in this order: Questions That Gather Information, Questions That Work With Information, and Questions That Facilitate Taking Action. - 1 Hour |Self-Paced
Safe Schools: Fostering Positive Learning Environments Through Data and a Trauma-Informed Lens
The objectives for the course are to understand the role of data in creating positive learning environments, identify trauma-informed values, and develop skills to integrate these practices in your schools. - 1 Hour |Self-Paced
Trauma-Informed Programs: Self-Care (Module 4) (non-facilitated)
This module will discuss self-care from an organizational and individual perspective.
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- Package hours |Scheduled
ZZ Next-Year Test - Part 2 (2026-27)
Test course for package-part scenarios. Not a real course.
- Package hours |Scheduled
ZZ Next-Year Test - Part 3 (2026-27)
Test course for package-part scenarios. Not a real course.
- Package hours |Scheduled
ZZ Next-Year Test - Part 4 (2026-27)
Test course for package-part scenarios. Not a real course.
- Self-Paced
ZZ Canvas Enrollment Sandbox (SPF)
Test course for PD Center enrollment against Canvas. Linked to the Canvas sandbox course "ZZ PD Center Canvas Enrollment Sandbox" (lms.pdesas.org/courses/2522). Not a real course.
- 1 Hour |Self-Paced
Literacy Skills that Stick: Leveraging Background Knowledge and Vocabulary in the CTE Program of Study
In this module, you will examine evidence-based literacy strategies that help build skilled readers. - 30 Hours |Scheduled
AI to Action: Teacher-Level Support
This course is designed to equip school and district leaders with the knowledge and strategies needed to navigate the rapidly evolving landscape of generative AI in K-12 education. Participants will gain a deep understanding of how teachers across all grade levels and subjects are currently leveraging AI for their professional work, from streamlining administrative tasks to creating differentiated and engaging learning materials. The course provides a practical, evidence-based roadmap for supporting these efforts, helping administrators to make informed decisions that enhance teaching, learning, and student success.
Instructors: Brian Stamford & Cristine Wagner-Deitch
- 30 Hours |Scheduled
Transforming Organizations
In Transforming Organizations, participants will develop and enhance the skills and knowledge they need to transform their organizations. When transforming organizations, school leaders must develop a clear vision and collaborative culture. In order to successfully transform organizations, a change in mindset must occur. Transformative change is persistent, purposeful, and intentional. Communication of the intent for transformation, as seen in revised visions, norms, values, expectations, and goals, is essential to enable transformative change. Successful transformative leaders recognize individual and collective contributions and utilize failure as an opportunity to improve school culture and student performance. When navigating systemic transformation, school leaders need to seamlessly integrate digital technologies that support all aspects of the process.
Instructor: Dean Maynard
- 1 Hour |Self-Paced
Integrating Best Practices for English Learners into CTE Instruction
By the end of this module, you will be able to: define key terms related to English Learners (ELs) and identify levels of English language proficiency; understand the CTE teacher’s role in supporting language development; and apply best practices to ensure English Learners can fully access and succeed in CTE instruction. - 4 Hours |Self-Paced
Designing and Delivering Pennsylvania's High School Personal Finance Course
- 4 Hours |Self-Paced
Designing Instruction Aligned to the Personal Finance Standards for Grades K-8
Act 48 CoursesSee all
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- 1 Hour |Self-Paced
2024 Pennsylvania Learning Standards for Early Childhood Revisions Overview
In this module, you will: understand WHY changes were made to the Learning Standards for Early Childhood; understand WHAT changes were made to the Learning Standards for Early Childhood (including the Science domain); know WHEN transition to the Learning Standards for Early Childhood begins; know WHERE the Learning Standards for Early Childhood can be accessed; and know HOW teachers and programs are expected to implement the new standards. - 2 Hours |Self-Paced
Act 55 - School-Based Primary Prevention: A Key to Combatting the Opioid Epidemic (non-facilitated)
This course was created in accordance with Act 55 of 2017 that updated the section of the Pennsylvania public school code addressing how school districts and intermediate units address educational opportunities focused on alcohol, tobacco, and other drugs. - 3 Hours |Self-Paced
Act 55 SAS School Safety and Security Training Course for Pre-Service Educators
This module introduces each Act 55 required areas and supports pre-service teachers in understanding why they are essential components of Pennsylvania’s educator preparation expectations. Participants will explore how these topics appear in real school environments and how this knowledge strengthens their readiness for field experiences and future classroom practice. - 5 Hours |Self-Paced
Addressing Learning Gaps
This five-hour module focuses on addressing learning gaps of students. This module begins with a basic understanding of what learning gaps are, includes factors that contribute to learning gaps, and identifies different types of learning gaps. It then moves into strategies to identify learning gaps, as well as practical strategies to address learning gaps. The module concludes with ways teachers can assist in preventing learning gaps for students. This module is best suited for teachers of all grades and subjects who are teaching and who assist teachers in the classroom. - 10 Hours |Self-Paced
Advanced Assessment Strategies
Participants will explore strategies to diversify and provide choice among assessments (including group/team assessments) that are aligned with outcomes and PA Core Standards. This module also examines how to effectively share assignments, assessments, and rubrics with additional audiences (e.g., parents, school, community, blogs, and websites) in order to inform, improve, and acquire meaningful feedback from multiple perspectives about the entire assessment experience. - 5 Hours |Self-Paced
Advanced Grouping Strategies
Participants will create several alternative resources for grouping students, with a focus on differentiation. This module explores advanced use of materials and resources that support outcomes and engage students in meaningful learning. - 10 Hours |Self-Paced
Advanced Strategies for Flexible and Responsive Teaching
Participants will examine when to make major or minor adjustments to a lesson/unit, opportunities for teachable moments that build on student interests, and persistent approaches for students who need help. More responsibility is passed along to students who can offer feedback about what is and isn’t working. Participants will become advocates for students, educating families, and forming effective partnerships with students, teachers, and other stakeholders. PLEASE NOTE: Advanced Strategies for Flexible and Responsive Teaching is best suited for teachers who are experienced with flexible and responsive teaching. Teachers with a novice knowledge-base or who need the foundations of grouping students should consider enrolling in Fundamentals of Flexible and Responsive Teaching. Those with intermediate skills should consider Flexible and Responsive Teaching. - 1 Hour |Self-Paced
An Introduction to Pennsylvania’s Family Engagement Framework
After completing this course, you will know and understand the purpose of the Pennsylvania Family Engagement Birth through College, Career, Community Ready Framework, identify the key components included in the Framework, and identify ways that the Framework is relevant and is a tool for your work and specific roles. - 3 Hours |Self-Paced
Chief School Administrator Track - Educator Discipline Act 126 (non-facilitated)
This course is specifically designed for Chief School Administrators and consists of four modules. These modules will: (1) review the laws and regulations governing educator conduct in Pennsylvania and the legal processes for addressing misconduct; (2) discuss the student-teacher relationship, emphasizing the importance of establishing and maintaining appropriate boundaries; (3) examine the concept of sexual misconduct by educators; and (4) address the legal and ethical responsibilities of reporting educator misconduct, including sexual misconduct. Successful completion of this course will satisfy, in part, the training requirements of Act 126 of 2013, Child Abuse Recognition and Reporting Act. - 5 Hours |Self-Paced
Classroom Communication
Participants will explore methods for engaging students in meaningful work, clarifying limits, facilitating student choice, and encouraging accurate communication.
Non-FacilitatedSee all
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- 1 Hour |Self-Paced
2024 Pennsylvania Learning Standards for Early Childhood Revisions Overview
In this module, you will: understand WHY changes were made to the Learning Standards for Early Childhood; understand WHAT changes were made to the Learning Standards for Early Childhood (including the Science domain); know WHEN transition to the Learning Standards for Early Childhood begins; know WHERE the Learning Standards for Early Childhood can be accessed; and know HOW teachers and programs are expected to implement the new standards. - 2 Hours |Self-Paced
Act 55 - School-Based Primary Prevention: A Key to Combatting the Opioid Epidemic (non-facilitated)
This course was created in accordance with Act 55 of 2017 that updated the section of the Pennsylvania public school code addressing how school districts and intermediate units address educational opportunities focused on alcohol, tobacco, and other drugs. - 3 Hours |Self-Paced
Act 55 SAS School Safety and Security Training Course for Pre-Service Educators
This module introduces each Act 55 required areas and supports pre-service teachers in understanding why they are essential components of Pennsylvania’s educator preparation expectations. Participants will explore how these topics appear in real school environments and how this knowledge strengthens their readiness for field experiences and future classroom practice. - 1 Hour |Self-Paced
An Introduction to Pennsylvania’s Family Engagement Framework
After completing this course, you will know and understand the purpose of the Pennsylvania Family Engagement Birth through College, Career, Community Ready Framework, identify the key components included in the Framework, and identify ways that the Framework is relevant and is a tool for your work and specific roles. - 1 Hour |Self-Paced
Building a Comprehensive School Counseling Program: A Guided Assessment
In this course, you will be introduced to ASCA’s program assessment template, take a deep dive into each of its components, and lay the groundwork for you to level up your school counseling program if needed—or validate your successes—or both! - 3 Hours |Self-Paced
Chief School Administrator Track - Educator Discipline Act 126 (non-facilitated)
This course is specifically designed for Chief School Administrators and consists of four modules. These modules will: (1) review the laws and regulations governing educator conduct in Pennsylvania and the legal processes for addressing misconduct; (2) discuss the student-teacher relationship, emphasizing the importance of establishing and maintaining appropriate boundaries; (3) examine the concept of sexual misconduct by educators; and (4) address the legal and ethical responsibilities of reporting educator misconduct, including sexual misconduct. Successful completion of this course will satisfy, in part, the training requirements of Act 126 of 2013, Child Abuse Recognition and Reporting Act. - 1 Hour |Self-Paced
Comprehensive Local Needs Assessment (CLNA) Training
This course is designed to help both secondary and postsecondary Perkins recipients understand the requirements of the CLNA, how it connects to the Local Application, and how to ensure compliance with Perkins V. - 1 Hour |Self-Paced
Depth of Knowledge (non-facilitated)
This Depth of Knowledge refresher course is designed to emphasize the relationship between DOK of the content standards and the DOK of the test items. This module provides 1 Act 48 hour upon successful completion of the quiz at the end of the content. - 2 Hours |Self-Paced
EL Accountability and the Future Ready PA Index
This tutorial is meant to introduce you to the Future Ready PA Index (FRI) and how the EL Indicator in the FRI is calculated. - 1 Hour |Self-Paced
Engaging in Education while Policing in Schools – An Introduction
After completing this course, participants will be able to identify relevant concepts and definitions of the educational system for school safety and security professionals and understand the roles of safety and security professionals in alignment with key educational laws and regulations.
Act 126 (Educator Discipline)See all
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- 3 Hours |Self-Paced
Chief School Administrator Track - Educator Discipline Act 126 (non-facilitated)
This course is specifically designed for Chief School Administrators and consists of four modules. These modules will: (1) review the laws and regulations governing educator conduct in Pennsylvania and the legal processes for addressing misconduct; (2) discuss the student-teacher relationship, emphasizing the importance of establishing and maintaining appropriate boundaries; (3) examine the concept of sexual misconduct by educators; and (4) address the legal and ethical responsibilities of reporting educator misconduct, including sexual misconduct. Successful completion of this course will satisfy, in part, the training requirements of Act 126 of 2013, Child Abuse Recognition and Reporting Act. - 3 Hours |Self-Paced
Staff Track - Educator Discipline Act 126 (non-facilitated)
This course is tailored for non-certified school based professionals/staff members and consists of four modules designed to enhance understanding of educator conduct. The modules will: (1) review the laws and regulations that govern educator conduct in Pennsylvania and the legal processes for addressing misconduct; (2) discuss the student-teacher relationship, focusing on the establishment and maintenance of appropriate boundaries; (3) examine the concept of sexual misconduct by educators; and (4) address the legal and ethical responsibilities to report educator misconduct, including sexual misconduct. Successful completion of this course will satisfy, in part, the training requirements of Act 126 of 2013, Child Abuse Recognition and Reporting Act. - 3 Hours |Self-Paced
Teacher Track - Educator Discipline Act 126 (non-facilitated)
This course is designed specifically for teachers and is structured into four informative modules. These modules will: (1) review the laws and regulations that govern standards of conduct for educators in Pennsylvania and the legal processes for addressing misconduct; (2) discuss the student-teacher relationship, with a focus on establishing and maintaining appropriate boundaries; (3) examine the concept of sexual misconduct by educators; and (4) address the legal and ethical responsibilities regarding the reporting of educator misconduct, including sexual misconduct. Successful completion of this course will satisfy, in part, the training requirements of Act 126 of 2013, Child Abuse Recognition and Reporting Act.
ParaprofessionalSee all
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- 2 Hours |Self-Paced
Paraprofessional Credential of Competency Entry Level Training Series: Competency 1
In this 2-hour module, you will: become familiar with the principles, standards, and policies that a paraprofessional must follow; understand how biases and differences can influence our practice supporting students and working with other professionals; and understand why continued learning is an important practice for paraprofessionals. - 4 Hours |Self-Paced
Paraprofessional Credential of Competency Entry Level Training Series: Competency 2
In this 4-hour module, you will: examine strategies for addressing the diverse learning needs of individual students; gain insight into how disabilities can influence development and affect both students and their families; learn how to foster growth, independence, and self-advocacy in students with disabilities; and, develop an appreciation for diversity and the value of individual differences. - 2 Hours |Self-Paced
Paraprofessional Credential of Competency Entry Level Training Series: Competency 3
In this 2-hour module, you will: demonstrate understanding of the unique learning needs of individual students, understand the impact of disabilities on development for individual students and their families, promote the growth of students with disabilities and encourage their independence and self-advocacy skills, and understand and value the diversity and individual differences. - 3 Hours |Self-Paced
Paraprofessional Credential of Competency Entry Level Training Series: Competency 4
In this 3-hour module, you will: understand the purposes and rationale of various types of assessments and data collection processes, as well as the link between these assessments and individualized instructional planning; apply multiple types of data collection strategies; and use strategies and methods to collect accurate data. - 5 Hours |Self-Paced
Paraprofessional Credential of Competency Entry Level Training Series: Competency 5
In this 5-hour module, you will: support paraprofessionals in enhancing their ability to distinguish the unique learning needs of students, identify High-Leverage Practices in academic instruction, explain the differences between instructional technology and assistive technology, and demonstrate the differences between various instructional strategies in academic instruction. - 2 Hours |Self-Paced
Paraprofessional Credential of Competency Entry Level Training Series: Competency 6
In this 2-hour module, you will: discuss the basic principles of behavior and consideration of how function plays a part, touch on classroom management and discuss user-friendly strategies to proactively and preventatively ward off any challenges within your classroom, and discuss the connections between positive behavior interventions and supports and multitiered systems of supports, demonstrating cohesiveness. - 2 Hours |Self-Paced
Paraprofessional Credential of Competency Entry Level Training Series: Competency 7
In this 2-hour module, you will: identify integral members of the school team, use effective strategies, collaborate with multiple team members, and improve student outcomes. - Up to 20 Hours |Package
Paraprofessional Credential of Competency Entry-Level Training Series
This series provides aspiring and current paraprofessionals with the foundational knowledge and skills required for entry-level certification. Through seven focused courses, participants build competencies in instructional support, classroom management, communication, and collaboration with teachers and families to effectively support student learning. - 2 Hours |Self-Paced
Paraprofessional Credential of Competency Intermediate Pathways: Competency 1
In this 2-hour module, you will: Identify the principles, standards, and policies that guide ethical practice a paraprofessional must follow; distinguish between implicit and explicit biases and how that influences our practice in supporting students and working with other professionals; and, realize the importance of continued learning for paraprofessionals. - 4 Hours |Self-Paced
Paraprofessional Credential of Competency Intermediate Pathways: Competency 2
In this 4-hour module, you will: recognize how culture and language impact communication styles and learning; understand the impact of speech/language development on learning; identify and support nonverbal communication methods, including AAC, and students’ use of self-assessment, problem-solving, and cognitive strategies; and, facilitate verbal and nonverbal communication to help students express thoughts and feelings and social connection. - 2 Hours |Self-Paced
Paraprofessional Credential of Competency Intermediate Pathways: Competency 3
In this 2-hour module, you will: demonstrate understanding of the unique learning needs of individual students; understand the impact of disabilities on development for individuals and their families; promote growth of students with disabilities and encourage their independence and self-advocacy skills; and understand and value the diversity and individual differences. - Up to 20 Hours |Package
Paraprofessional Credential of Competency Intermediate-Level Training Series
Building on entry-level foundations, this series advances paraprofessionals' skills through seven specialized courses focused on differentiated instruction, data-informed support, behavioral strategies, and deeper collaboration within instructional teams. Completion prepares participants for intermediate-level certification and expanded roles in supporting diverse learners.
Test CoursesSee all
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- 30 Hours |Package
Act 13 and Beyond: School Leaders Driving Instructional Excellence
Act 13 requires a deep understanding of the supervision and evaluative process. School leaders need to be positioned to engage in supervision and evaluation with knowledge, skills, and confidence whether new to the leadership role or experienced. Act 13 and Beyond: School Leaders Driving Instructional Excellence is designed to underscore the importance of the supervision and evaluation model for elevating classroom instruction and building faculty capacity.