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This MPB Mathematics course, a 4-week, fully asynchronous course designed for flexible, self-paced learning, offers an in-depth exploration of the Standards for Mathematical Practice (SMPs). Participants will not only deepen their theoretical understanding of these standards but will also collaboratively discuss and apply strategies for integrating the SMPs across all levels, from Middle Elementary through Algebra 1. The course emphasizes a practical approach, utilizing Project-Based Learning (PBL) to ensure participants can immediately learn and apply core concepts in their own teaching practice.
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Dates:
Start date 8/12/2026 End date 09/09/2026
Location:
Status:
25 open seats left
Class size:
30 seats
All teachers want to see their students be successful throughout the year and on year-end assessments. In their success, we can celebrate that learning has occurred, which is the ultimate goal in education! The primary focus when it comes to the year-end assessment of our students in Mississippi is the Mississippi Assessment Program (MAP). In this workshop, participants will learn to access, understand, and interpret available MAP English and Language Arts resources. Instruction and resources will be provided to help participants be able to better prepare their students for answering closed-ended, open-ended, and performance task items by developing, adjusting, and evaluating lessons, units, and assessments to be comparable to MAP testing. Finally, participants will be given instruction on how to locate and synthesize various text forms and genres and be provided with multiple suggestions for differentiating instruction in the ELA classroom.
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Dates:
Start date 8/12/2026 End date 09/09/2026
Location:
Status:
28 open seats left
Class size:
30 seats
Welcome to your future classroom! In this asynchronous, four-week course (30 hours of student engagement), you’ll explore how artificial intelligence (AI) shows up in everyday life and education, understand foundational concepts, and get hands-on practice using AI tools that can save you time, enhance instruction, and spark creativity. You’ll also lead discussions on ethics, bias, and data privacy. By the end, you’ll walk away with confidence in AI and a concrete action plan for bringing AI literacy to your students.
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Dates:
Start date 8/12/2026 End date 09/09/2026
Location:
Status:
15 open seats left
Class size:
30 seats
This professional development course is asynchronous, four-weeks (30 hours of student engagement), and introduces teachers to virtual labs and simulations, highlighting their benefits for student engagement and learning. Participants will explore a variety of lab platforms, watch instructional videos, read supporting articles, and practice integrating these tools into lesson plans. By the end of the course, teachers will be equipped with strategies and resources to effectively incorporate virtual labs and simulations into their own classrooms
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Dates:
Start date 8/12/2026 End date 09/09/2026
Location:
Status:
30 open seats left
Class size:
30 seats
This asynchronous, four-week course (30 hours of student engagement), introduces the changes made in November of 2021 by the Mississippi Legislature. The Mississippi Legislature revised the Healthy Hunger-Free Kids Act that required every local school to establish a local wellness policy based on the 2014 MS Public School Accountability Standard 17.5.1.The law places responsibility of developing a school wellness policy at the local level, so the needs of each school can be addressed most effectively. This course is designed to equip teachers and physical education instructors with the skills and knowledge necessary to implement some components of the wellness policy in the classroom or any school setting. In this course, participants will engage in a variety of activities and readings that focus on nutrition promotion and education, physical activity, and other school-based activities that promote student wellness.
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Dates:
Start date 8/12/2026 End date 09/09/2026
Location:
Status:
25 open seats left
Class size:
30 seats
This 4-week asynchronous course (30 hours of engagement), including a discussion component, focuses on reviewing strategies and investigating ourselves, as educators, to better understand both what we know and how to improve the implementation of assessments and evaluations. The course will briefly investigate the micro-science of test construction and how to help students with test-taking success.
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Dates:
Start date 8/12/2026 End date 09/09/2026
Location:
Status:
24 open seats left
Class size:
30 seats
This workshop is designed to assist K – 12 teachers in effectively adapting lessons to meet the needs of a diverse group of learners. Participants will explore creative teaching strategies and assessments that support differentiated instruction and become familiar with strategies for managing a DI classroom. Teachers are encouraged to try some of the strategies in their classroom and discuss pros and cons with other learners in weekly discussions. By the end of this workshop, participants will understand:
• Strategies that support DI.
• Become familiar with strategies for managing a DI classroom.
• How to develop a final product that incorporates DI strategies to meet the needs of learners.
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Dates:
Start date 8/12/2026 End date 09/09/2026
Location:
Status:
28 open seats left
Class size:
30 seats
This 4-week eLearning course supports educators in using Everlasting: Life and Legacy of Medgar Evers as a powerful instructional text through inquiry-based, standards-aligned lesson design. Participants will explore documentary storytelling, primary and secondary sources, and the Inquiry Design Model (IDM) to create engaging lessons that encourage students to ask questions, investigate ideas, and take responsibility for their own learning. Through collaborative discussion and practical application, educators will design classroom-ready lessons that promote active engagement, critical thinking, and student-centered instruction.
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Dates:
Start date 8/12/2026 End date 09/09/2026
Location:
Status:
30 open seats left
Class size:
30 seats
This asynchronous, four-week course (30 hours of engagement) is designed to help educators prioritize their well-being, manage stress, and build sustainable practices for a balanced professional and personal life. Participants will explore strategies for self-care, mindfulness, emotional regulation, and setting healthy boundaries to prevent burnout and enhance classroom effectiveness. Through a combination of interactive learning activities, reflective exercises, and structured discussion components, educators will engage with both content and peers in meaningful ways. By the end of the course, participants will develop a personalized wellness plan that supports long-term resilience, professional growth, and renewed joy in their work.
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Dates:
Start date 8/12/2026 End date 09/09/2026
Location:
Status:
8 open seats left
Class size:
30 seats
Ever since the inception of No Child Left Behind, there has been a broad focus on collecting data. The question is, now we have an abundance of data, so what? It seems that there is an intense focus on the percentage of students scoring proficient, yet a deep uncertainty among many teachers as to what else needs to be examined. Collecting the data is only a small piece of the puzzle. Yes, we must celebrate the students who are succeeding, but we must pay special attention to understanding why the others demonstrate more limited success. This course provides a stepwise approach to managing and evaluating ALL the other data and designing an effective plan for supporting the progress of the rest of the students in moving toward success.
Assessing the Design – Were assessment items presented in the same ways that students were accustomed to experiencing, or were students missing the point rather than failing to understand the algorithm or concept at hand? This gap might signal a need to revise the ways of assessment in the teacher-made instruments to better align with benchmark and MAAP methods of assessing.
Distinguishing the Algorithm from the Concept – Are students understanding how to work the basic math, but failing to understand when to use it? This gap probably means they need more practice with visualizing the concept in application.
Differentiation of Instruction – Has instruction been delivered in multiple ways to meet the variety of learning styles and performance levels represented? If not, reviewing it in the same way is unlikely to provide different results; louder and harder is not the recommended strategy.
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Dates:
Start date 8/12/2026 End date 09/09/2026
Location:
Status:
29 open seats left
Class size:
30 seats
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