Course Offerings

PSY9501 Acting on Hope I: Introduction to Bible-Based Counseling   1 credit
The first in a series of courses to prepare trained counselors for their role as a Christian counselor. Students develop a personalized use of God’s Word within an evidence-based best practice counseling framework in a way that honors God’s Word and meets clients’ counseling needs.
A Siggelkow
Sep 11 – Dec 4
Online

Early Childhood Educator Series Courses

Find out more about  the Early Childhood Educator Series and Earning a CDA

EDU8101 Intellectual, Social, & Emotional Development   1 credit
The social and emotional development of preprimary children and its impact on cognitive functioning and instructional approaches.
J Sallquist
Nov 16 – Dec 16
Online

EDU8103 Developing Home & School Relationships   1 credit
Strong relationships are vital in early childhood ministries, especially in the area of mission outreach. Learn how to develop a family-oriented classroom, foster communication with families, and actively engage families in the school.
C Loomis
Aug 24 – Sep 18
Online

EDU8105 Encouraging Literacy Development   1 credit
Theoretical and practical approach to promoting children’s emergent language development in early childhood settings.
M Dorn
Oct 19 – Nov 13
Online

EDU8106 Play and Learning Experiences   1 credit
A study of young children’s learning through play. Includes identifying active learning experiences, establishing and maintaining an environment for play, and identifying teacher roles in play-based learning.
M Witt
Sep 21 – Oct 16
Online

THE8112 The Role of ECE in Mission Outreach   1 credit
Strategies to increase gospel outreach through early childhood education.
M Otterstatter
Oct 5 – Nov 7
Online

Master’s Courses

Learn More About the MS in Educational Administration-Early Childhood Director Program

EDU5309 Leadership for Change   3 credits
Creating a culture of learning and achievement that reflects Christ’s love for all. Identifies contemporary issues facing schools, including diversity and equity issues. Explores data-driven decision making and professional learning communities. Examines the dynamics of change in organizations and individuals, and how to lovingly implement needed reform.
J Meyer
Aug 24 – Dec 11
Online

EDU5312 School Leadership   3 credits
An overview of leadership theory and application in contemporary schools. Leadership topics include servant leadership, leadership aptitudes, personal leadership profile, and team leadership as applied to modern school issues – especially diversity and special education.
T Plath
Aug 24 – Dec 11
Online

EDU5321 Early Childhood Director as Leader   3 credits
Reviews the role and responsibilities of the early childhood director as facilitator for areas of health and safety, human relations, student and enrollment management, and other duties. Develops skills in leading meetings, setting agendas, and communicating effectively.
R Burgess/R Klindworth
Aug 24 – Dec 11
Online

EDT5001 Enhancing the Curriculum with Technology   3 credits
Does your classroom computer sit idle? Does your computer lab time seem wasted? Develop classroom practices that seamlessly merge technology and curriculum to enhance student learning.
R Feld/J Grunwald
Aug 24 – Dec 11
Online

EDT5004 Coordinating Technology in Education   3 credits
An investigation of common duties and responsibilities of a technology coordinator in an educational setting. Topics include school technology plans, curriculum plans, learning spaces and environments, ethics, digital equity, technology policies, management of resources, and technology training for faculty/staff. Basic infrastructures, such as hardware, software, operating systems, networking, equipment care, security issues, etc., are included.
G Potratz
Aug 24 – Dec 4
Online

EDT8601 G Suite for Education Administration   1 credit
Google offers powerful tools as part of its G Suite for Education Administration (formerly Google Apps for Education), but you need to navigate and utilize their administration console to make the best use of them. This course will help faculty and staff alike create, maintain, and use their G Suite for Education Administration console.
R Martens
Aug 24 – Sep 25
Online

EDU9524 ePortfolios That Work   1 credit
An examination of the use of ePortfolios in education, together with instruction and modeling in how to create and use them with students.
G Potratz
Sep 14 – Oct 16
Online

EDT5001 Enhancing the Curriculum with Technology   3 credits
Does your classroom computer sit idle? Does your computer lab time seem wasted? Develop classroom practices that seamlessly merge technology and curriculum to enhance student learning.
R Feld/J Grunwald
Aug 24 – Dec 11
Online

EDT5004 Coordinating Technology in Education   3 credits
An investigation of common duties and responsibilities of a technology coordinator in an educational setting. Topics include school technology plans, curriculum plans, learning spaces and environments, ethics, digital equity, technology policies, management of resources, and technology training for faculty/staff. Basic infrastructures, such as hardware, software, operating systems, networking, equipment care, security issues, etc., are included.
G Potratz
Aug 24 – Dec 4
Online

EDU5002 The School as a Learning Community   3 credits
How do school leaders impact student learning through the school climate and personal relationships? Participants connect a school’s philosophy to its practice and explore how that philosophy affects curriculum and instruction. See how staff development, strategic planning, internal and external relationships, group dynamics, team building, and managing change relate to curriculum, instruction, and leadership style in the school.
J Kolander
Aug 24 – Dec 11
Online

EDU5006 Foundations of Ministry   3 credits
Discusses the theological foundations of church and ministry and how these principles apply to the work of teachers and school leaders. Topics include biblical authority in a changing world, the Great Commission of church and school, understanding and articulating the Christian worldview, leadership and servanthood in the church, shared ministry in church and school, and preparation for service in the church. Through this course participants will develop a personal philosophy of the practice of ministry.  (Cross-listed with THE5006)
L Olson
Aug 24 – Dec 11
Online

EDU5102 Integrating the Language Arts   3 credits
Curricular and methodological issues of language arts based on current research. Uses national and state language arts standards to examine best practices for language arts instruction. Emphasis on the integration of the language arts components: reading, listening, speaking, viewing, and visual representation.
J Roux
Aug 24 – Dec 11
Online

EDU5109 Designing Classroom Instruction   3 credits
Constructing curriculum at the classroom level by creating units of instruction that align standards and desired outcomes with instruction and assessment, so that the needs of all learners are met.
K Rouech
Aug 24 – Dec 11
Online

EDU5309 Leadership for Change   3 credits
Creating a culture of learning and achievement that reflects Christ’s love for all. Identifies contemporary issues facing schools, including diversity and equity issues. Explores data-driven decision making and professional learning communities. Examines the dynamics of change in organizations and individuals, and how to lovingly implement needed reform.
J Meyer
Aug 24 – Dec 11
Online

EDU5311 The Principalship   3 credits
Reviews the role and responsibilities of the principal as policymaker and facilitator, especially in areas of health and safety, human relations, student and enrollment management, and other duties. Develops skills in leading meetings, setting agendas, and communicating effectively.
L Holtz
Aug 24 – Dec 11
Online

EDU5312 School Leadership   3 credits
An overview of leadership theory and application in contemporary schools. Leadership topics include servant leadership, leadership aptitudes, personal leadership profile, and team leadership as applied to modern school issues – especially diversity and special education.
T Plath
Aug 24 – Dec 11
Online

EDU5321 Early Childhood Director as Leader   3 credits
Reviews the role and responsibilities of the early childhood director as facilitator for areas of health and safety, human relations, student and enrollment management, and other duties. Develops skills in leading meetings, setting agendas, and communicating effectively.
R Burgess/R Klindworth
Aug 24 – Dec 11
Online

EDU6999 Continued Graduate Study   0 credits
Maintains active status for students not enrolled in coursework.

SPE5202 Diagnosis and Assessment of Students with Special Needs   3 credits
Administration and interpretation of standardized instruments used in the identification of students with disabilities.
D Hanneman
Aug 24 – Dec 4
Online

SPE5207 Behavioral and Emotional Disabilities   3 credits
Provides teachers of emotionally/behaviorally disordered students with an understanding of and practice with techniques derived from ecological, behavioral, and educational models for classroom interventions, as these models are interpreted and understood from a scriptural viewpoint.
D Gulczynski
Aug 24 – Dec 11
 Online

THE5006 Foundations of Ministry   3 credits
Discusses the theological foundations of church and ministry and how these principles apply to the work of teachers and school leaders. Topics include biblical authority in a changing world, the Great Commission of church and school, understanding and articulating the Christian worldview, leadership and servanthood in the church, shared ministry in church and school, and preparation for service in the church. Participants will develop a personal philosophy of the practice of ministry. (Cross-listed with EDU5006)
L Olson
Aug 24 – Dec 11
Online

THE5206 Creation Apologetics   3 credits
Prepares called and lay members to address the relationship between contemporary science and the Christian faith by exploring 20th- and 21st-century philosophies of science, analyzing scientific claims in typical textbooks and media reports, and investigating historical debates between those who believe in creation and evolution.
R MacPherson
Aug 24 – Dec 11
Online

EDU5903 Observation and Conferencing   1 credit or 12.5 clock hours
Prerequisite(s): EDU5901
Develops ways to collect observation data in relation to teaching standards and to critique the ways in which data can be shared with the beginning teacher to improve their instructional practice and consequently student achievement.
J Meyer/R Pierson
Sep 28 – Nov 9
Online

EDU5904 Coaching in Complex Situations   1 credit or 12.5 clock hours
Prerequisite(s): EDU5901, EDU5903, EDU5907
Analyze case studies and solutions to address challenging situations facing beginning teachers using research-based techniques and an understanding of human dynamics.
J Meyer/R Pierson
Sep 7 – Oct 19
Online

EDU5905 Using Data to Inform Instruction   2 credit or 25 clock hours
Prerequisite(s): EDU5901
Apply tools and strategies to help beginning teachers analyze student needs, plan for differentiated instruction, and ensure equitable learning outcomes.
J Meyer/R Pierson
Nov 2 – Dec 14
Online

Learning-Focused Instruction

for Teachers

BDG0100 Developing Background   5 clock hours
Teachers who earn the developing background micro-credential are able to connect students’ prior knowledge with new material to build understanding.
A. Uher

BDG0101 Essential Questions   5 clock hours
Teachers who earn the essential questions micro-credential create and use overarching unit questions    that stimulate student curiosity by connecting the key inquiries of the subject matter to students’ lives.
J. Meyer

BDG0102 The Learning Target   5 clock hours
Teachers who earn the Learning Target Micro-Credential can design and share learning targets to support student learning. Evidence of learning is shown through an assessment called a performance of understanding.
C. Melendy

BDG0103 Quick Formative Assessments   5 clock hours
Teachers who earn the Quick Formative Assessment Micro-Credential can quickly check all students for understanding during the lesson and use responses to adjust the lesson and increase student learning.
J. Meyer

BDG0104 Full Formative Assessments   5 clock hours
Teachers who earn the Full Formative Assessment Micro-Credential check all students for a full or complete understanding of the learning target near the end of the lesson and use responses to adjust the lesson and increase student learning.
J. Meyer

BDG0105 Active Engagement   5 clock hours
Teachers who earn the active engagement micro-credential engage learners in high cognition and high participation activities within a lesson to build student understanding.
A. Uher

BDG0106 Summary & Practice   5 clock hours
Teachers who earn the summary & practice micro-credential create meaningful lesson closure, which includes skill reinforcement aligned to the lesson’s learning target.
A. Uher

Learning-Focused Supervision

for Supervisors

BDG0113 Look-Fors   5 clock hours
The instructional supervisor who earns the look-fors micro-credential knows and clearly communicates what to look for when observing a teacher.
A. Bitter

BDG0114 Data-Scripting   5 clock hours
Principals, directors, or instructional coaches who earn the data-scripting micro-credential can collect data on carefully selected classroom interactions using a Formative Scripting Tool and sort the data in ways that lay the foundation for providing effective feedback to teachers.
J. Schaefer

BDG0115 Data-Seating Chart   5 clock hours
Principals, directors, or instructional coaches who earn the Data-Seating Chart micro-credential can collect and sort data on carefully selected classroom interactions around students’ understanding and engagement using a formative classroom charting tool.
J. Schaefer

BDG0116 Walk-Through   5 clock hours
Principals or instructional supervisors who earn the walkthrough micro-credential can conduct brief classroom visits that efficiently gather and communicate worthwhile and usable information about student learning.
A Bitter

BDG0117 Pre-Conferencing   5 clock hours
Teachers who earn the pre-conferencing micro-credential can carry out a pre-visit conference that sets the tone for a growth-oriented visit focusing on student learning.
K. Horn

BDG0118 Post-Conference   5 clock hours
Teachers who earn the post-conferencing micro-credential are capable of conducting a post-visit conference that provides meaningful feedback to improve instruction and student learning.
K. Horn

BDG0119 Coaching Stance   5 clock hours
Principals, directors, or instructional coaches who earn the Coaching Stance micro-credential can utilize a combination of three stances appropriately when discussing instructional performance with teachers. Evidence of learning is shown through an assessment called a performance of understanding.
J. Schaefer

BDG0121 Evidence-Based Conversation   5 clock hours
Instructional supervisors who earn the evidence-based conversation micro-credential provide timely and effective observation feedback based on observable data while avoiding judgments and opinions.
J. Meyer

BDG0123 Ministry-Development Plan   5 clock hours
Teachers who earn the Ministry Development Plan micro-credential can facilitate a goal-setting conversation that allows an educator to develop a goal statement that addresses professional growth and the effect of that growth on student learning.
A. Bitter

BDG0124 Evaluation Form   5 clock hours
Teachers who earn the evaluation form micro-credential can appreciate the importance of summative teacher evaluations. In addition, they can collect evidence needed to properly, fairly, and thoroughly rate a teacher. Finally, they also demonstrate that they can use the new WELS summative teacher evaluation rubric to both collect relevant evidence and conduct an end-of-year summative teacher evaluation conference.
J. Wiechman

CLICK HERE for More Information and Registration

THE1001 Biblical History and Literature I   3 credits
A survey of God’s grace through the literature of the Old Testament’s historical and wisdom writings, with a focus on the promises God made throughout the history of ancient Israel.
M Lenz
Aug 24 – Dec 4
Online

THE3001 Christian Doctrine I   3 credits
A study of those truths that the Bible, as the divinely inspired source of doctrine, presents concerning the author, the object, and the mediator of salvation.
D Scharf
Aug 24 – Dec 4
Online

THE5006 Foundations of Ministry   3 credits
Discusses the theological foundations of church and ministry and how these principles apply to the work of teachers and school leaders. Topics include biblical authority in a changing world, the Great Commission of church and school, understanding and articulating the Christian worldview, leadership and servanthood in the church, shared ministry in church and school, and preparation for service in the church. Participants will develop a personal philosophy of the practice of ministry. (Cross-listed with EDU5006)
L Olson
Aug 24 – Dec 11
 Online

THE9101 The Mission of the Church   1 credit
Foundational understanding of the church and the local congregation’s evangelism missions. Involves both evaluation of and planning for local congregation evangelism.
D Dobberstein
Sep 8 – Oct 13
Online

THE5206 Creation Apologetics   3 credits
Prepares called and lay members to address the relationship between contemporary science and the Christian faith by exploring 20th- and 21st-century philosophies of science, analyzing scientific claims in typical textbooks and media reports, and investigating historical debates between those who believe in creation and evolution.
R MacPherson
Aug 24 – Dec 11
Online

THE8112 The Role of ECE in Mission Outreach   1 credit
Strategies to increase gospel outreach through early childhood education.
M Otterstatter
Oct 5 – Nov 7
Online

THE9101 The Mission of the Church   1 credit
Foundational understanding of the church and the local congregation’s evangelism missions. Involves both evaluation of and planning for local congregation evangelism.
D Dobberstein
Sep 8 – Oct 13
Online

THE9521 A Scriptural Approach to Addiction Counseling   3 credits
An examination of addictions from a scriptural perspective, concentrating on the prevention and treatment of addictions. All common addictions will be studied, with emphasis given to alcohol, drug, and internet addictions.
A Siggelkow
Aug 24 – Dec 11
Online

THE9525 Geriatric and Care Facility Ministry   3 credits
A team-oriented approach to ministry for people who are aging or residents in care facilities. Provides both knowledge and skills for congregation members to provide spiritual care for the homebound and institutionalized.
D Krause
Aug 24 – Dec 11
Online

THE9534 Grounded in Scripture   3 credits
An introduction to theology that focuses upon the scriptural teachings of special importance to chaplaincy ministry.
P Ziemer
Aug 24 – Dec 11
Online

THE9601 The Spiritual Side of PTSD   3 credits
Helps spiritual advisors recognize the signs of post-traumatic stress disorder (PTSD) and provide appropriate spiritual care.
P Ziemer
Aug 24 – Dec 11
Online

PDS0105 Teaching the Way People Learn
Six modules that a) explore current research in neuroscience as it relates to teacher practice by taking valid conclusions from the lab and bringing them into the classroom, b) provide foundational principles for a mind-targeted model of teaching, and c) enhance the understanding of and appreciation for the complexity of God’s creation we call the brain.
P. Tess

PDS0901 Teaching Evolution in the Light of Scripture
Focuses on the need to address evolution. Examines the scientific evidence that seems to support the theory of evolution and how the same evidence can be viewed from a biblical standpoint. Suggests topics and approaches teachers may take when teaching evolution in the light of Scripture. Looks at how to balance faith and science.
D. Fenske

SPE5202 Diagnosis and Assessment of Students with Special Needs   3 credits
Administration and interpretation of standardized instruments used in the identification of students with disabilities.
D Hanneman
Aug 24 – Dec 4
Online

SPE5207 Behavioral and Emotional Disabilities   3 credits
Provides teachers of emotionally/behaviorally disordered students with an understanding of and practice with techniques derived from ecological, behavioral, and educational models for classroom interventions, as these models are interpreted and understood from a scriptural viewpoint.
D Gulczynski
Aug 24 – Dec 11
Online

WEB0101 Understanding Learning Differences   4 clock hours
God has designed each learner with a set of unique talents and challenges. This course will examine the various types of learning differences seen today in our WELS classrooms and discuss the specific strengths and weaknesses associated with those learning differences. The referral, assessment, and educational planning process will be examined with a focus on special education law in respect to private schools.
C Pfeifer
Oct 1 – Oct 30
Online

WEB0102 Differentiating Instruction to Benefit All Learners   4 clock hours
In a classroom of 25 students, most teachers will find 25 unique learners with specific and differing needs. How can one teacher address those unique needs in a manageable way? This webinar will show how differentiated instruction can work to the educational benefit of all of your students and respect your time and energy as a busy teacher. Planning structures, activities, and assessment ideas will be presented in addition to ways that teachers can modify and accommodate for students with learning disabilities.
C Pfeifer
Oct 1 – Oct 30
Online

WEB0104 Instructional Strategies for Students with Attention Disorders   4 clock hours
About 5% of students age 9-17 are dealing with diagnosed attention disorders (ADHD/ADD). These students want to succeed but need a teacher who understands how to work with their unique minds. This webinar will help you become that teacher. You will explore the brain basics of ADHD and ADD and practical strategies for working with the students who struggle with them.
C Pfeifer
Oct 1 – Oct 30
Online

WEB0105 Instructional Strategies for Students with Literacy Disorders   4 clock hours
Renewed interest in improving the basic skills of our students has increased pressure to start reading instruction sooner than ever before (Sousa 2007). But what is the developmentally appropriate time to teach reading and writing? How does the brain “learn” to read and write? This webinar will explore the brain processes involved in reading and writing and provide teachers with developmentally appropriate teaching strategies for students with reading and writing problems.
C Pfeifer
Oct 1 – Oct 30
Online

WEB0106 Instructional Strategies for Students with High-Functioning Autism   4 clock hours
Medical professionals are now diagnosing autism spectrum disorders at an alarming level. Some statistics indicate that 1 in 99 children now has some type of autism spectrum disorder. Therefore, many of our classrooms probably have students on the autism spectrum. This webinar will briefly review the indicators of autism, study how the autistic brain works, and provide ways to enhance learning in students with autism spectrum disorders.
C Pfeifer
Oct 1 – Oct 30
Online

EDU8534 Differentiated Lesson Planning That Works   1 credit
How do you plan lessons that help all students learn, no matter what their ability level? Design and create content area lessons based on student interests, needs, and strengths using differentiated instructional (DI) strategies such as flexible grouping, menu boards, cubing, web-quests, rafts, and tiered tasks.
C Pfeifer
Sep 21 – Oct 23
Online

EDU9520 Formative Assessment That Works   1 credit
Are all students engaged and understanding your lessons? The formative assessment process has been helping teachers improve student learning for the past 15 years. Learn how the process works and put it into practice in your own classroom.
J Meyer
Sep 21 – Oct 23
Online

EDU9521 Mathematical Problem Solving That Works   1 credit
Help your students become confident problem solvers. This course will help you understand why students struggle with math problem solving, and let you practice proven ways to teach reasoning and problem-solving strategies.
B Bain
Oct 5 – Nov 6
Online

EDU9523 Classroom Procedures That Work   1 credit
Helps teachers establish classroom procedures to preserve instructional time, add structure, and remove opportunities for misbehavior.
B Clemons
Sep 21 – Oct 23
Online

EDU9524 ePortfolios That Work   1 credit
An examination of the use of ePortfolios in education, together with instruction and modeling in how to create and use them with students.
G Potratz
Sep 14 – Oct 16
Online

EDU9525 Reading Intervention That Works: A Multisensory Approach   1 credit
Provides a grounded understanding of the Orton-Gillingham approach as one option for reading intervention for students with dyslexia, with practical applications in the classroom through modeling, planning, and implementation of the strategy. (Not intended for Orton-Gillingham certification.)
J Mose
Sep 21 – Oct 23
Online

WEB0101 Understanding Learning Differences   4 clock hours
God has designed each learner with a set of unique talents and challenges. This course will examine the various types of learning differences seen today in our WELS classrooms and discuss the specific strengths and weaknesses associated with those learning differences. The referral, assessment, and educational planning process will be examined with a focus on special education law in respect to private schools.
C Pfeifer
Oct 1 – Oct 30
Online

WEB0102 Differentiating Instruction to Benefit All Learners   4 clock hours
In a classroom of 25 students, most teachers will find 25 unique learners with specific and differing needs. How can one teacher address those unique needs in a manageable way? This webinar will show how differentiated instruction can work to the educational benefit of all of your students and respect your time and energy as a busy teacher. Planning structures, activities, and assessment ideas will be presented in addition to ways that teachers can modify and accommodate for students with learning disabilities.
C Pfeifer
Oct 1 – Oct 30
Online

WEB0104 Instructional Strategies for Students with Attention Disorders   4 clock hours
About 5% of students age 9-17 are dealing with diagnosed attention disorders (ADHD/ADD). These students want to succeed but need a teacher who understands how to work with their unique minds. This webinar will help you become that teacher. You will explore the brain basics of ADHD and ADD and practical strategies for working with the students who struggle with them.
C Pfeifer
Oct 1 – Oct 30
Online

WEB0105 Instructional Strategies for Students with Literacy Disorders   4 clock hours
Renewed interest in improving the basic skills of our students has increased pressure to start reading instruction sooner than ever before (Sousa 2007). But what is the developmentally appropriate time to teach reading and writing? How does the brain “learn” to read and write? This webinar will explore the brain processes involved in reading and writing and provide teachers with developmentally appropriate teaching strategies for students with reading and writing problems.
C Pfeifer
Oct 1 – Oct 30
Online

WEB0106 Instructional Strategies for Students with High-Functioning Autism   4 clock hours
Medical professionals are now diagnosing autism spectrum disorders at an alarming level. Some statistics indicate that 1 in 99 children now has some type of autism spectrum disorder. Therefore, many of our classrooms probably have students on the autism spectrum. This webinar will briefly review the indicators of autism, study how the autistic brain works, and provide ways to enhance learning in students with autism spectrum disorders.
C Pfeifer
Oct 1 – Oct 30
Online