Research-based Course Development
With over 40 years of experience in providing on-site graduate-level professional development courses for teachers, our instructional design process incorporates the principles of adult learning and best practices for experiential learning.
Courses embody a commitment to technology, which is integrated throughout the curriculum, instructional delivery, field experiences, clinical practice, assessments, and evaluation.
Our research-based course development process is expanded through routine collaborative reviews and revisions during the instructional design cycle.
To ensure that course participants move along a continuum of proficiency—from simple awareness to knowledge mastery, skill acquisition, classroom application, and problem solving—we use the Joyce, Showers and Fullan (2002) skill development process, which comprises a cycle of five critical steps in teacher education:
Course assessments give participants an opportunity to apply course skills into their individual teaching situations.