Professional Development InitiativesRelicensure Seminars
Professional Development Initiatives
Toll Free Number: 877-218-4755
Saturday, Oct. 26, 2019
Saint Mary’s University offers the following seminars, which are state-required areas of study for teacher re-licensure:
BPA 1003: Reading Preparation (8 to 9:30 a.m.)
BPA 1007: Teaching English Language Learners (9:30 to 11 a.m.)
BPA 1004: Understanding Key Signs of Mental Illness w/ Suicide Prevention (11 a.m. to 1 p.m.)
BPA 1008: Cultural Competency Seminar (1 to 3 p.m.)
BPA 1006: Positive Behavior Intervention Strategies (3 to 4 p.m.)
- Each seminar is approximately 60-120 minutes long.
- All five seminars are offered in one day, usually a Saturday, on the Twin Cities Campus.
- Take one or all five – only what you need for your re-licensure.
- The cost for each seminar is $50.00.
- Confirmation of attendance is provided by Saint Mary’s.
- One grad credit option is available in independent study format.
- For seminar descriptions please visit the GPDE Course Catalog
- *Our Cultural Competency relicensure session does not cover the full 8-hours “expectation” that the state suggests as a minimum. Our offering is designed to meet 2-hours toward the Cultural Competency requirement. We do not claim to fulfill the complete expectation. Please check with your relicensure committee or PELSB for details on your specific license renewal requirements.
After registering, you will receive additional information via email approximately one week prior to the seminars.
Minnesota State License Renewal Website & Information
The Minnesota Department of Education has established a separate website for teacher license renewal. This page contains a wealth of information as well as a link to the Online License Renewal System. Information regarding clock hour allocations can be found at: Categories for Clock Hour Allocations.
When will the seminars be confirmed or canceled?
The Teacher Relicensure seminars will be confirmed or canceled seven days prior to the date of the seminar.
An email will be sent to inform those registered for the seminar of the seminar status.
What is the cost of a seminar?
The cost of each seminar is $50.00 unless otherwise noted.
When will I be billed for the seminar?
Once your registration is processed, Saint Mary’s will send a tuition statement for the full balance after the first of the month. If you want to pay for your seminar prior to receiving a tuition statement, send your payment to:
Saint Mary’s Student Services
700 Terrace Heights #8
Winona, MN 55987
Direct questions about your tuition to student services at 1-877-304-4273. In some cases, an invoice will be sent after the seminar takes place. Do not plan to pay the instructor while attending the seminars.
When should I register for the graduate credit?
It is recommended to register for the graduate credit once you have received confirmation of the seminar. Seminar confirmation will be emailed to all that are registered seven days prior to the date of the seminar. You will receive full information about the graduate credit with the confirmation and again during the seminars. You may let the instructor know at the seminar if you are interested and the Program office will contact you. Or you can call anytime at 1-877-218-4755 for more information or to register by phone.
How do I register for the graduate credit aligned with a Teacher Relicensure seminar?
To register for the graduate credit option, please go to the GPDE website, gpde.smumn.edu or contact the program office toll-free at 1-877-218-4755. The GPDE course you will want to register for is GPDE 5620 for 1, 2 or 3 graduate credits.
What is the cost of a GPDE graduate credit?
Tuition for the GPDE program is currently set at $275.00 per semester credit.
What is the format of an inquiry course aligned with a relicensure seminar?
Inquiry-based course participants attend the relicensure seminar, engage in learning connected to the key concepts of the seminar, and then identify a concept they would like to explore more fully. This inquiry can be done individually and/or collaboratively. The seminar instructors deliver the seminar content and may serve as instructional coaches for those who register for the GPDE course aligned with the seminar. Participants follow an action-research learning model and are required to submit an annotated bibliography or a written review of the literature, create a plan to implement their inquiry in their classroom or school setting, and communicate the process for collecting data from both students and through their own reflection and analysis. The course requirements will be completed in a timeframe based on an agreement with the learner and instructor aligned with University deadlines.
Expectations for GPDE 5620:
GPDE 5620 – Choose one seminar to delve into more deeply and earn 1, 2, or 3 graduate semester credits aligned with that seminar. The inquiry learning process allows educators to connect their Teacher Relicensure seminar experience to an investigation that will lead them to deeper understanding, more effective instructional strategies, and improved student achievement. This course requires educators to engage in classroom or school-based inquiry on an independent basis and/or with colleagues. Participants design and implement their inquiry topic through research implementation, collaboration, and professional dialogue. Following their registration, participants receive a framework, resources, and required reading for conducting their inquiry.
GPDE 5620 Course Expectations/Assignments
Inquiry Topic/Need and Question (SLO’s A, C,D,and E)(1, 2 and 3 Credits)(10 points)
- Identify an inquiry topic/need which connects to the your classroom about social emotional learning.
- Draft an Inquiry Question (some call this an action research question) to explore as it relates to the workshop topics and/or ideas, and its connection to your professional environment (classroom, school, office, etc.) Include a description of why this question is of interest to you. (This is usually about 3/4 page.)
Analysis and Synthesis of Research (SLO’s A, B,C, and E) (1, 2, and 3 credits: use requirement checklists below)
- Use the inquiry question to guide thinking.
- Find additional research/resources (articles/books/TEDTalks, etc.) that provide more understanding related to the workshop content and inquiry question. Find articles/books that support and/or challenge his/her beliefs or past learning.
- For 1 Credit: 30 Points–2-3 resources
- For 2 Credits: 40 Points–4-5 resources
- For 3 Credits: 50 points–5-6 resources
- Communicate, in written form, ideas from workshop and chosen articles that support and/or challenge the learner’s beliefs or past learning.
- Identify the main ideas, patterns, key concepts, and themes from the workshop and articles.
- Explain how the new topics and ideas relate personally to teaching and learning.
- Communicate how the information has personally informed decision-making as a classroom teacher.
- Communicate how the topics and ideas have changed, clarified, and/or supported his/her beliefs.
Application-Based Writing (SLO’s A,B,C,D,and E) (30, 70, or 90 points)
Implementation plan: Develop an implementation plan – how could this information be used in a classroom setting? (This is the main part of your paper because you are bringing what you learned into practice. Explaining the techniques you used, or would like to use, and describing how they improve student learning/achievement and the effect on your teaching. For 1 credit: Usually about 4-6 techniques are explored. For 2 and 3 credits: Usually about 7-8 techniques are explored. About 3/4 page for each technique and explanation.)
Implementation Plan (use checklist below for self assessment):
- Describe the context of the classroom (description of the learners, class, or school)
- Communicate the objectives and goals for the plan, sharing how the inquiry question and new learning has shaped the direction of the implementation plan.
- Communicate the steps of the plan (How will the new learning be implemented into the classroom?) Create a general timeline.
- Communicate plans to assess what impact the plan has made on students. (What data will you collect to let you know your plan is working?)
- Communicate the data to be collected (both teacher and learner sources of information) to determine the impact of the plan in the classroom.
- 1 Credit: data to be collected is NOT required
- 2 Credits: Create 1 formative and/or summative assessment to measure the impact on student learning/achievement and effect on your teaching.
- 3 Credits: Create 2 formative and/or summative assessments
Analyzing and Communicating Findings and Conclusions (3 credit only)
Describe anticipated methods that will be used to make meaning of the data.
- Communicate what you hope to learn about teaching and students’ understanding?
- Communicate how the data (sources of information) could be used to guide and inform teaching and learning.
- Communicate how you could use the results to support, clarify, and/or deepen your beliefs/practices.
Comprehensive Reflective Summary/Self-Assessment (SLO’s B, C, F, and G) (30 Points)
Provide insights from your research and your implementation plan.
Provide descriptions of how it could impact student achievement.
Analyze your own learning and how it will impact your future teaching.
(This is an opportunity for you to tell your personal story as you move forward in your teaching career. 1-2 pages)
Will I receive a transcript?
Certificates of attendance (not transcripts) are handed out at the end of each seminar. Your local CEU coordinator will use this certificate to issue CEU’s.