Course Offerings

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

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

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

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

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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

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

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