The Professional Development Center (PDC) is the inservice agent of the School of Education and Human Development (SEHD) of the University of Southern Maine. Its mission is to provide sustained, high-quality professional development that enables K-12 educators and human resource professionals to continue learning throughout their careers.
Browse courses by area of interest
- Teaching and Learning In and Outside of the Classroom
- Tools for working with those with diverse abilities
This course builds on the principles and practices of the Southern Maine and National Writing Projects introduced in EDU 525, Invitational Summer Writing Institute. Fellows (i.e., those enrolled as students in the course) will further explore and reflect upon the craft of writing through reading and discussion, and continue to learn effective practices for the teaching of writing. In addition, Fellows will complete portfolios of their writing, participate in writing groups, demonstrate writing strategies through various activities, and develop a philosophy on the teaching of writing. Lastly, Fellows will engage in reflection and/or research to develop their teaching practice and to share their learning with others. Cr.3.
Class Notes: Saturday dates TBD
This is a practical course for the prospective or continuing ESL teacher which will examine the various linguistic elements of the English language and their relevance to the teaching process of English as a Second or Other Language. We will be focusing on analyzing the grammatical and phonological aspects of the English language as well as looking at morphology and lexis, semantics, and such social aspects of the language as register and speech variation. Primary emphasis will be placed on a better understanding of English through class discussion, oral presentations, and practical application for teaching in the ESL classroom. Cr.3.
This course is designed to be the first course taken in the educational leadership program which may lead to certification as a principal, special education director, or curriculum coordinator. The course has two major foci: the characteristics of good leadership and the skills of effective educational leadership. Since many students who enroll in this course are exploring a career transition into administration, a goal of the course is to give participants a clear understanding of the decisions faced by educational leaders, the skills and knowledge necessary to perform effectively, and to give participants an opportunity to explore strategies for balancing the demands of the job, personal commitments, and responsibilities. Cr.3.
This course is for teachers who serve gifted/talented students within the structure of the regular classroom. Topics include adapting the "required" curriculum to meet the needs of students; teaching/facilitating independent/small group activities; using learning centers, task cards, and student contracts; working successfully with parents, resource teachers, and administrators; and considering current issues in gifted child education specific to the regular classroom environment. Cr. 3.
Class Notes: This course has ONE synchronous online session, Tuesday, October 10 from 4:00PM – 6:45PM
EDU 514 Improving Teaching in Content Areas through Literature for Those with Diverse Abilities and Backgrounds
This content area literacy course focuses on helping students develop strategies for strategic, independent learning. All students, including those with diverse abilities and culturally diverse backgrounds, will come to understand that learning is an active, constructive process. Therefore, teachers of all subjects and grade levels will demonstrate knowledge and application of sound reading and writing strategies to enhance learning in the classroom. These strategies will create readiness for learning, use reading and writing to promote content understanding, and provide a means for assessing what has been learned. Major emphasis is given to comprehension instruction, vocabulary acquisition, and metacognition. Cr. 3.
Class notes: This course meets asynchronously online with some synchronous group meetings, dates to be determined.
This course will provide advanced training in application of knowledge and skills related to response to intervention (RTI) methods to support elementary mathematics instruction and assessment. Students will learn how to select and use universal benchmark screening measures, empirically-based core curricula, supplemental and intensive math interventions, and weekly progress measures. Through readings, discussion and practice, students will develop the skills necessary to set up, implement, and evaluate RTI practices to support elementary math achievement for all students. Cr. 3.
Class notes: Class is meeting at the Margaret Murphy Center