Libraries

Reading / Language Arts

Instructional Strategies

English Language Learners

Transforming Instruction with Technology

Classroom Management / Creating Effective Learning Environments

Beginning Teachers

Special Education

School-wide Programs – Title I, Part A

Counselors

Support Staff

Customized Libraries

Highly Qualified Teacher Title II, Part A

Welcome Humboldt State University

Start

Select a course from any of the libraries on the left.

System Requirements
What you need to know

CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.

  • Standards-based
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills
  • Facilitated by highly trained moderators.

Humboldt State University (HSU): HSU offers post baccalaureate, 700 level credits based on a semester system. The credit fee due from the student is $50 per credit.  

Initiating Your University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit.  Upon completion of your course, you have two weeks to apply and pay for university credit.   University credit fees are not included in the price listed.  Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information regarding this process you may visit University Affiliations.

Your State Information

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits

  • 45 hours = 3 semester credits
  • 30 hours = 2 semester credits
  • 15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Promotions

How to "Read and Write" in Math: Improving Problem Solving and Communication in Mathematics


  • $249 through August 31, 2015
  • Use promo code AUG15 at checkout

Newsletter


CE Credits Online is pleased to announce it is launching the CE Credits Online Monthly Newsletter. Every month the newsletter will offer a discount on one or more CE Credits Online courses—often with savings that can amount to hundreds of dollars. The only way to receive these discounts (using a promotional code) is to receive the newsletter. The newsletter is free and will have various features we believe will be of interest to all educators.

Once you sign up for the newsletter, you will receive a confirmation email and a link to the CE Credits Online Newsletter and the discounts that are being offered for that month. Discounts change monthly.

Click Here to Sign Up.

*Does not apply to all districts

Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • Standards-based
  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff
Reviews
  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

    What a participant from California said about Improving English Language Learner Instruction through the Use of Technology
  • This is my first time using CE Credits online and I was very impressed. The material was very informative and helpful and easy to navigate through. I will definitely take another course!!                                

    What a participant from California said about Conducting the Parent Conference
  • This course provides educators with a foundation to impact the greatest number of students in a most effective and focused manner. Most every class is comprised of various levels of readiness, ability and achievement. All of these classes can benefit from the use of differentiation and will see real results in the form of student's increased learning. The key learnings of this course for me included, instructional strategies, differentiated assessment models, anchor activities, tiered instruction applications, use of differentiation through: content, process, and product. It also provided guidance in the use of learning modalities, in differentiation. All of these practices will be utilized in my classroom. I also found the, "Asking Powerful Questions," to be particularly informative and useful. The incorporation of strategies to increase active student participation, will also be reflected in my classroom. "Scaffolding performance tasks," was very helpful in supporting differentiation during the assessment phase, as were the many suggestion for assessing. I learned a great deal from this course and plan to incorporate as many, if not most of the practices. I plan to increase the use of these strategies, as I become more experienced in using them and as I see their effectiveness. I was particularly grateful for the overall viewpoint and approach the course had and the obvious sensitivity to the needs of all children. I believe that the course was reflective of the understanding that all children are equally valuable and have the potential to make important contribution to society, in many different ways and forms. It conveyed to educators that we are a vital and critical force in determining the path to success for our students. It also conveyed, that we must take responsibility if we prepare students in a manner that is not equitable. We can expect all students to reach their full potential if we are the vehicle which supports their individual learning needs and design our instruction around that belief. Every child has much to offer, but need us to believe in their potential and give each of them equal, individual support, for this to be realized. I appreciate the overall philosophy that every child has the right to and must have a quality education, in order to be able to become a productive member of society.

    What a participant from California said about Differentiating Instruction in Your Classroom
  • The lessons and course information was extremely useful and informative. I enjoyed gaining the new information and am looking forward to implement the vast majority of it in my classroom. The ideology of the coursework was also enlightening and enhanced my understanding of the course material.                                

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I found this class enlightening and encouraging. Due to working with students with severe needs I found that I already implement some of the tactics in my teaching such as scaffolding and utilizing different learning styles such as tactile and audio. I found it interesting that I tend to have the students produce the same end product when I know that the students differ in their learning styles. Reflecting on this I realized that I use what is comfortable to complete and what I feel is easiest to grade. I don't have it all figured out and there is much more that I can implement in my class. I was a little worried that differentiating instruction was going to mean that I had to individualize to each student but through working the chapters I realized that it is giving students opportunities to demonstrate their knowledge and receive knowledge through different modalities. I am aware through this class that I need to break my lesson into three pieces the content, process and product. Even though they are different I learned that all three parts blend and compliment each other.The tools I learned are the basics and foundations of good teaching. Implementing them in my classroom will not allow students to be successful but will enhance my teaching and breath new life into my lessons.

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I am surprised at the amount of material I’ve learned. Now I know the names and techniques of things I actually do within my classroom. One key component I have learned is that differentiation doesn't mean a different learning plan for each student, but using various modus operandi will address the needs of all learners in my classroom. If only just using different content, process and products doesn't reach all students then I can tier and scaffold lessons so that high, middle, and low struggling learners can reach the criteria and benchmarks that they need to meet. Students who are advanced or need extra encounters can work on anchor activities. I already have many ideas that I want to use this school year in my class, especially an "anchor wall" or an “on-going work folder” where students can come in contact with material or ideas to keep going and further their knowledge, understanding and awareness of a subject or academic focus. I do many of the things suggested in this course already, but I can do them more deliberately and with more diligence with the end in mind.

    What a participant from California said about Differentiating Instruction in Your Classroom
  • The Moderator comments were VERY useful. I love taking these courses.                                

    What a participant from California said about Rights & Responsibilities in the Disciplinary Process
  • Great course! Moderator responded VERY promptly! The information from this course I found most interesting was that there are described physical factors that can lead to the reasonableness and necessity of using force. I found it valuable to learn that my school should have a plan that describes when force can and should be exerted, and I will be doing more research into this plan or the implementation of a plan if none is discovered. I think knowing when force can and cannot be used will help keep things orderly in the school, as well as keep all students safe while respecting the rights and responsibilities we as teachers have.

    What a participant from California said about Rights & Responsibilities in the Disciplinary Process
  • All the information from “Today’s Classroom Foundation of and Current Trends in Education” has given me a lot to think about. Although, what I found to be most beneficial and useful is the understanding that not everyone is going to be equal in their abilities, but that we give everyone, through a good public education, an equal opportunity to increase their capabilities so that they can succeed in life. Some useful aspects from the information that I found to contribute to a good public education are: more insight into what is expected from the Common Core Standards, theories of learning, classroom management, and the utilization of alternative forms of assessments. Understanding of Common Core Standards, theories of learning, classroom management techniques, and alternative forms of assessments will give me as an educator the foundation needed to provide students with the learning environment they need to progress emotionally, physically and academically. By using Common Core Standards as my foundation, I can provide my students with a more in depth understanding of not only what they need to know but also the how’s and why’s of what they know. Incorporating the various models of learning, I can use research on learning that provides intrinsic and extrinsic rewards that motivate students to learn the concepts expected. For example, I plan to involve the ABC model of learning to enhance the enthusiasm for learning in my classroom. I plan to combine this research with the classroom techniques discussed in the course to enhance the learning environment of my classroom. Providing a personal and organized classroom with clear expectation and rewards will create a positive atmosphere for students to reach their potential. Assessments provide the tools to evaluate a student’s progress and plan accordingly. The ideas on alternative assessments have opened my eyes to creating tests and rubrics that evaluate the whole child. These aspects of the course are only a few examples of what I plan to draw on as an educator. This course has given me a firm and stable foundation to provide my students the skills they need to be successful inside and outside of the classroom. If every teacher in the United States implemented the information that has been given in this course, our schools would be more effective. I plan to take what I have learned and apply it to my classroom.

    What a participant from California said about Today's Classroom: Foundations of and Current Trends in Education
  • I have learned several things that are useful and will sustain me in the future as an effective teacher. First of all, I have been teaching for 6 years and never considered myself knowledgeable enough to offer anyone any real good advice on teaching. After this course however, I have learned that I have much to offer and gain from peer to peer coaching. I have learned at least 3 main points from this course. I learned that self reflection on one’s teaching is vital in creating long lasting effective teachers. I also learned that sometimes it is much more productive to invite someone to critique your teaching in order to point things that you cannot see yourself that might be hindering student learning. I also learned that having a data driven coaching conference is important so that one can stay as objective as possible and have credible outcomes related to the teaching objective. I have made it a priority to rid myself of things that will not increase student achievement like round robin reading, word searches and the like. I am now devoting myself to creating lesson plans that first focus on a learning goal and then acquiring reading material that will help students attain that goal. Before, I would choose a novel and then pick out reading standards that would fit what I was already teaching. This caused a great deal of confusion. Thanks to this course, I am moving away from that and calling other teachers to do the same.

    What a participant from California said about Coaching to Improve Reading