Courses that do not fall into a regular OPEN NH Session are found in this category.  Special delivery courses and ongoing training courses fall into this category.

One of the most effective ways to keep new teachers in the teaching profession is to provide a mentor that supports their professional growth. Coaching is an essential tool the mentor uses to help new teachers develop. The process of coaching involves being non-judgmental, helping teachers to solve their own challenges, and using data collected during observations to help new teachers solve problems that they’ve identified. In this course, you will study and experience the steps of the coaching cycle, as well as gain additional practice in coaching techniques that you can use to increase your effectiveness as a mentor and guide new teachers towards increasing their skill and confidence.

This course is designed to inform both teachers and administrators about general issues of gender equity in science, technology, engineering and mathematics and ways in which to increase the opportunities for girls and women in your school STEM programs. The course uses resources from STEM Equity Pipeline Project which is sponsored by National Alliance for Partners in Equity. Throughout this course you will explore the issues surrounding equitable academic opportunities for girls and women in the STEM areas and become familiar with the process you can use in your schools to help build, support, and sustain the involvement of girls and women in STEM courses and career pathways. As a final course project, you will design a plan for improving gender equity throughout your school, district, or SAU.

This course provides an opportunity for elementary school teachers to gain an understanding of the special education process and to explore their role in that process in order to support instruction and learning in the classroom. Throughout the course, participants will become familiar with special education requirements, timelines and resources, explore strategies for collaboration and communication with other professionals and families, and enhance their ability to meet the needs of students with IEPs in their classrooms. This course is premised on the belief that students with disabilities are students first and that good instruction for all students is based on being responsive to individual learning needs.

This course will enable teachers to move beyond history textbooks to use primary sources and web-based lessons to make history come alive for their students. Participants will explore exemplary websites, learn how to integrate primary sources into different parts of instruction, discover a wide array of online resources, and learn how to find and create WebQuests. Peer support and feedback will enable all participants to become comfortable with online resources and primary sources. By the end of the course, each participant will have a selection of primary sources, online resources, and lesson ideas to implement into their curricula.

The purpose of this course is to provide educators with the basic knowledge and skills necessary to design online and blended learning experiences for students. These skills are also important for those who want to expand or move their courses or content to the online environment Online learning is similar in many ways to traditional face to face learning, yet there are some important differences that must be recognized and understood before effective online content can be delivered. Throughout the course, you will explore elements of instructional design and best practices for the development of online learning experiences. You will explore several key elements of online learning that differentiate traditional and online instruction, such as discussion forums, Web 2.0 tools, and multimedia resources, As a final project, you will develop an online unit that you can use with your students in either an online or blended learning experience.

This course is designed to provide you with an understanding of the nature of the matter and energy from which the universe is made. These concepts are basic to the development of science literacy in both teachers and students alike. Throughout this seven-week course, you will explore and discuss the meaning of the fundamental concepts necessary for literacy in science. The course will increase foundational knowledge and understanding of the nature of science, Newton’s laws of motion, energy, atoms and bonding, and quantum mechanics. Video from Annenberg Media ( will be used to enhance the content. You will be facilitated through an inquiry-based approach to learning as you explore web sites and online tutorials to uncover concepts. The course is appropriate for educators of all positions and grade levels. This course is the first in a series of three courses based on “Science Matters: Achieving Science Literacy” by Robert Hazen and James Trefil (Anchor, 1991).

This course is for teachers interested in helping their students develop a reflective digital portfolio that meets the New Hampshire ICT Literacy Program standards and engages and motivates students. Participants will learn about characteristics of reflective portfolios, be introduced to tools and process steps for creating digital portfolios, and review examples of portfolio contents and organization. As a final product, each course participant will create a sample student digital portfolio and a plan for improving student engagement in the portfolio process.

NH created the Pupil Safety and Violence Prevention Act in 2000 that required school boards to adopt a policy that addressed bullying in our schools. The problem was growing nationwide then and has continued to grow since. In 2010, the NH state legislature affirmed our belief in developing a culture and climate in our schools that was safe and promoted learning by strengthening the law. Bullying occurs in many forms, with cyberbullying becoming more prominent as technology and connectivity increases. In this course, you will examine the problem of bullying as it relates to the education and protection of our children. You will become familiar with strategies of prevention and for dealing with victims and perpetrators alike. Finally, you will review pathways for adding instructional activities dealing with bullying and creating a safe environment for learning into your school curriculum. As a final project, you will develop an action plan for implementing some of these strategies into your schools.