Course Offerings

1-Credit Courses

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 12 – Oct 14
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.

After successfully completing this course you will earn three Micro-Credentials–Learning Target, Quick Formative Assessment, and Full Formative Assessment.
J Meyer
Oct 10 – Nov 11
Online

__________

EDU9525 Reading Intervention That Works: A Multisensory Approach   1 credit
The most well-known, research-proven approach to teaching struggling readers, particularly those with dyslexia, is the Orton-Gillingham approach, now also referred to as Structured Literacy. This short course will deepen participants’ understanding of this approach and help them gain the skills to implement it confidently.
J Mose
Sep 12 – Oct 14
Online

___________

EDU9526 A Math Word Problem Intervention That Works   1 credit
Provides a grounded understanding of schema-based instruction for solving math word problems, an intervention for students with learning disabilities as well as an effective method for teaching all students, with practical applications in the classroom through modeling, planning, and implementation of the strategy.
J Mose
Oct 17 – Nov 18
Online

Register before September 26 to avoid cancellation.

 

Webinars

Webinars can be viewed at any time on the dates listed. To receive clock hours, assignments must be submitted by the last date of the webinar. 

WEB0101 Understanding Learning Differences   4 clock hours
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 3 – Oct 28
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 3 – Oct 28                         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 3 – Oct 28
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 3 – Oct 28
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 3 – Oct 28
Online

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 14 – Dec 9
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 22 – Sep 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 17 – Nov 11
Online

___________

EDU8106 Play and Learning Experiences   1 credit
A study of young children’s learning through play, with a focus on ages 3-5. Includes identifying active learning experiences, establishing and maintaining an environment for play, and identifying teacher roles in play-based learning.
M Witt
Sep 19 – Oct 14
Online

__________

THE8112 The Role of ECE in Mission Outreach   1 credit
Strategies to increase gospel outreach through early childhood education.
M Otterstatter
Aug 22 – Oct 3
Online

EDUCATIONAL TECHNOLOGY CERTIFICATE

TEACHING ONLINE CERTIFICATE

MS in EDUCATION–EDUCATIONAL TECHNOLOGY

MS in EDUCATIONAL ADMINISTRATION–TECHNOLOGY DIRECTOR

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
Aug 22 – Dec 9
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 22 – Dec 9
 Online

___________

EDT5009 Issues in Educational Technology   3 credits
A deeper dive into legal topics related to technology in education, including copyright, digital citizenship, licensing, data sharing and protection, children and technology, etc. Addresses the unique challenges of using technology in education and the data collected by companies and schools related to students, faculty, and staff. (e.g. FERPA, COPPA, CIPA)
M LaGrow
Aug 22 – Dec 9
Online

CHAPLAIN CERTIFICATE

THE9520 Communicating Forgiveness   3 credits
A study of the scriptural teaching of forgiveness and the many ways this truth can be communicated vividly and meaningfully by God’s messengers.
H Lyon
Aug 22 – Dec 9
Online

__________

THE9523 Ministering to the Incarcerated and Their Families   3 credits
Strategies to initiate and implement a gospel ministry to the incarcerated.
R Knepprath
Aug 22 – Dec 9
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 22 – Dec 9
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 22 – Dec 9
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.
J Fischer
Aug 22 – Dec 9
Online

EVANGELISM CERTIFICATE

THE9103 Friendship Evangelism   1 credit
Designed to enable learners to confidently share the faith they are already publicly sharing at worship each Sunday in a personal, transparent, and informed approach.
J Fricke
Sep 12 – Oct 14
Online

MLC’S MASTER’S DEGREES

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
Aug 22 – Dec 9
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 22 – Dec 9
Online

EDT5009 Issues in Educational Technology   3 credits
A deeper dive into legal topics related to technology in education, including copyright, digital citizenship, licensing, data sharing and protection, children and technology, etc. Addresses the unique challenges of using technology in education and the data collected by companies and schools related to students, faculty, and staff. (e.g. FERPA, COPPA, CIPA)
M LaGrow
Aug 22 – Dec 9
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 22 – Dec 9
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 22 – Dec 9
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 22 – Dec 9
Online

EDU5301 Educational Leadership   3 credits
Provides an overview of school leadership in Lutheran schools, including such topics as the biblical model of servant leadership, leadership aptitudes, personal leadership profile, team leadership and its application in the congregational setting, and the role of school leader and pastor in relation to the Lutheran school.
D Johnson
Aug 22 – Dec 9
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 22 – Dec 9
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 22 – Dec 9
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 22 – Dec 9
Online

EDU5324 Legal and Ethical Issues in Early Childhood Education   3 credits
Describes the legal and ethical issues surrounding early childhood education in general, and Lutheran early childhood ministries in particular. Focuses on both responding to and influencing the political arena for the benefit of children and their families.
R Burgess, R Klindworth
Aug 22 – Dec 9
Online

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.
R Youngblom
Aug 22 – Dec 9
Online

SPE5213 The IEP Process and Professional Practice   3 credits
Roles and responsibilities of the special education teacher in planning and delivering instruction.
A Lienig
Aug 22 – Dec 9
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 22 – Dec 9
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 22 – Dec 9
Online

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

MENTORING & COACHING CERTIFICATE

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 Schaefer
Sep 26 – Nov 7
Online

Register before September 5 to avoid cancellation.

__________

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 Schaefer
Sep 6 – Oct 18
Online

__________

EDU5905 Using Data to Inform Instruction
2 credits 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 Schaefer
Oct 31 – Dec 12
Online

Register before October 10 to avoid cancellation.

TEACHING CERTIFICATION

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 22 – Dec 9
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 22 – Dec 9
Online

__________

Early Childhood Teachers

Check the Early Childhood tab for additional courses.

__________

STAFF MINISTRY CERTIFICATION

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 22 – Dec 9
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 22 – Dec 9
Online

__________

THE4001 Lutheran Confessional Writings   3 credits
Prerequisite(s): THE1001 or THE1002 or THE2001 or THE3001 or THE3002 or consent of instructor
The origin, content, and significance of the confessions of the Lutheran Church as contained in the Book of Concord (1580).
M Lenz
Aug 22 – Dec 9
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 22 – Dec 9
Online

__________

THE9103 Friendship Evangelism   1 credit
Designed to enable learners to confidently share the faith they are already publicly sharing at worship each Sunday in a personal, transparent, and informed approach.
J Fricke
Sep 12 – Oct 14
Online

LEARNING-FOCUSED INSTRUCTION

For Teachers

Earn the following Micro-Credentials and receive . . .

• 5 clock hours for each
• And the badge for each which you can display on all your social media platforms
• And the Learning-Focused Instruction Meta Badge when all seven Micro-Credentials are completed

This is self-paced, independent, competency-based learning.

1. REGISTER any time during the semester.
2. COLLECT the evidence of your competency.
3. SUBMIT your evidence.
4. RECEIVE your digital badge and share it on all your media platforms.

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 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 EC Directors, Principals, and Instructional Coaches

Earn the following Micro-Credentials and receive . . .

• 5 clock hours for each
• And the badge for each which you can display on all your social media platforms
• And the Observation Meta Badge
• And the Conferencing Meta Badge
• And the Learning-Focused Supervision Uber Badge when all the Micro-Credentials are completed

This is self-paced, independent, competency-based learning.

1. REGISTER any time during the semester.
2. COLLECT the evidence of your competency.
3. SUBMIT your evidence.
4. RECEIVE your digital badge and share it on all your media platforms.

OBSERVATION META-BADGE

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 Walk-Through Micro-Credential can conduct brief classroom visits that efficiently gather and communicate worthwhile and usable information about student learning.
A Bitter

CONFERENCING META-BADGE

BDG0117 Pre-Conference   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

Stand Alone Micro-Credentials that are part of the Learning-Focused Supervision Macro-Credential

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

MS in Education–Special Education with or without MN LD Licensure

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.
R Youngblom
Aug 22 – Dec 9
Online

__________

SPE5213 The IEP Process and Professional Practice   3 credits
Roles and responsibilities of the special education teacher in planning and delivering instruction.
A Lienig
Aug 22 – Dec 9
Online

WEBINARS

Webinars can be viewed at any time on the dates listed.
To receive clock hours, assignments must be submitted by the last date of the webinar.

WEB0101 Understanding Learning Differences   4 clock hours
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 3 – Oct 28
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 3 – Oct 28
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 3 – Oct 28
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 3 – Oct 28
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 3 – Oct 28
Online

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 9 – Dec 2
Online