Learn with the MTA and Earn PDPs

Format: Asynchronous course beginning October 1 with final assignment due by November 5. Must complete work each week.

This course provides educators with the practical strategies to strengthen reading comprehension for multilingual learners. Through engaging modules on vocabulary, comprehension strategies, culturally responsive instruction, and assessment, participants will gain tools to design inclusive literacy experiences. The course concludes with a project where educators will create a five-day reading comprehension unit tailored to diverse learners.

Participants who successfully complete all assignments will earn 15 PDPs in English Language Learners.

Format: Course with Zoom meetings on October 29 and November 12 from 4:30pm to 7:30pm, with final assignment due November 26. Additional assignments required for course completion.

This synchronous, highly interactive online course equips K–12 teachers with practical, asset-based strategies to better provide culturally responsive classroom environments to English Learners. Participants will deepen their understanding of culturally responsive pedagogy; examine language development through WIDA-aligned practices; design scaffolds that honor students’ home languages and identities; and apply equitable assessment, family engagement, and language-access routines that work in real classrooms. Each session blends mini-lessons, case studies from Massachusetts schools, and collaborative planning time. The course is ideal for classroom teachers and specialists committed to creating inclusive, high-expectation learning environments for English learners.

Participants who successfully complete all assignments will earn 15 PDPs in English Language Learners.

Format: Asynchronous course beginning October 15 with final assignment due by November 19. Must complete work each week.

This 5-week course is designed for K–4 educators seeking to strengthen both their math instruction and their support for multilingual learners. Each week focuses on one foundational math concept, including number sense, operations, place value, geometry, and data, while embedding research-based strategies that promote language development, accessibility, and culturally responsive teaching. Through slide presentations, videos, interactive resources, and weekly application tasks, teachers will explore how to scaffold math content using visuals, sentence frames, oral language routines, multilingual supports, and real-world connections. The course is grounded in Universal Design for Learning (UDL) and honors the diverse cultural and linguistic assets MLLs bring to the classroom.

Participants who successfully complete all assignments will earn 15 PDPs in English Language Learners OR Mathematics.

Format: Course with Zoom meetings on October 6, 20, 27 and November 3 from 4pm to 7pm, with final assignment due November 3. Additional assignments required for course completion.

Massachusetts’ 2024 NAEP results placed the Commonwealth #1 in all four tested categories for the first time since 2017. Yet data reveal persistent opportunity gaps, with Black and Hispanic students from our state performing at levels similar to students in the lowest-performing states. These disparities underscore the urgent need for targeted, equity-focused action in classrooms and school systems across the Commonwealth. By confronting these disparities head-on, we can create learning environments where every student, regardless of race or background, can thrive. This course engages educators in an equity-centered action research cycle using Culturally and Linguistically Sustaining Practices (CLSP) to address those gaps in their contexts. Participants will: Identify patterns and inequities by examining state, district, and classroom data. Apply equity protocols (Data-Driven Dialogue, Five Whys, Tuning, Success Analysis) to uncover root causes and co-create solutions. Create, apply, and assess CLSP-aligned strategies to test effectiveness. Refine action research and present it in a creative format of choice, using peer feedback to reflect on and strengthen strategies.  

Participants who successfully complete all assignments will earn 15 PDPs in Safe & Supportive Schools.

Format: Course with Zoom meetings on October 6, 20 and 27 from 6pm to 8pm, with final assignment due November 7. Additional assignments required for course completion.

Today’s students need explicit instruction and practice in the skills they are losing.  Social and Emotional Learning (SEL) instruction in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making can result in improvements in behavior, well-being, and classroom culture.  But it can be challenging to teach it well, embed it in the culture, do so in ways that enhance - rather than take away from - instructional time, and get student buy-in for it all.  This course will help participants seamlessly weave SEL instruction into existing classes and programs in exciting, impactful ways without losing instructional time.  It will provide all participants with engaging activities and helpful resources to incorporate SEL competencies into their teaching and the culture of their groups. Time will be included for participants to collaborate and plan adaptations to their own grade level, subject, population, and teaching style.  Participants who already teach SEL or have curriculum provided will incorporate fresh ideas to address aspects they would like to improve. 

Participants who successfully complete all assignments will earn 10 PDPs in Safe & Supportive Schools.

Format: Course with Zoom meetings on October 23 and November 13 from 4:30pm to 6pm, with final assignment due November 20. Additional assignments required for course completion.

When a teacher writes "struggles with focus" instead of "benefits from movement breaks" in an IEP, unconscious bias shapes student outcomes and AI can help us catch these moments before they limit potential. 

This course offers a unique opportunity to understand and address unconscious bias in teaching practices. By learning how to use AI as a real-time bias-interruption tool, teachers can identify and mitigate cultural assumptions, deficit-based language, and accessibility barriers in their existing curriculum and IEP accommodations.

Participants will learn practical AI strategies to audit their lesson plans, accommodation materials, and assessment language for bias. Through hands-on practice with multiple AI platforms, teachers will develop personalized 'bias-checking' protocols they can use immediately in their classrooms, making the training immediately relevant and valuable.

• Day 1: Making Invisible Bias Visible - Understanding how bias shows up in special education materials and introducing AI as a diagnostic tool. 
• Day 2: AI in Action - Hands-on practice using AI prompts to transform existing materials and create more inclusive, culturally responsive accommodations.

This course is designed for special education teachers, general education teachers, and curriculum coordinators who are looking to enhance their understanding of unconscious bias and its impact on their teaching practices.

Participants who successfully complete all assignments will earn 15 PDPs in Special Education OR Technology OR Safe & Supportive Schools.

Format: Asynchronous course beginning October 20 with final assignment due by December 11. Must complete work each week.

What if assessments weren’t just a measure of what students know, but a tool to help them grow, take risks, and build confidence? This workshop invites educators to reimagine how we assess student learning, centering curiosity and self-reflection instead of perfection. We will explore fun and challenging non-traditional assessments to demonstrate learning beyond the standards. You’ll learn how to:

• Create space for mistakes as a vital part of the learning process
• Offer optional, meaningful challenges that inspire curiosity—not anxiety
• Use feedback and reflection more effectively than grades alone
• Rethink assessment as a collaborative, student-centered experience

You’ll also explore a model of incentive-based challenges that deepen engagement without impacting grades, offering students the freedom to explore, try, and learn without fear of failure. Leave with reimagined assessment strategies, concrete examples, and renewed energy to help your students own their learning journey.

Participants who successfully complete all assignments will earn 15 PDPs in Curriculum & Instruction.

Format: Asynchronous course beginning October 12 with final assignment due by December 14. Must complete work each week.

In this course, participants will complete six different environmental science outdoor activities, each of which can be adapted to work with students from every level - from preK to 12.  Each activity will give participants a chance to experience the NGSS science standards first hand. Activities include- Recognizing biodiversity- Digging holes - soil horizons and/or the water table- Soil analysis - Sun angle - Overwintering activities. The goal is to give you the tools you need to get your students outside! 

Participants who successfully complete all assignments will earn 15 PDPs in Science.