Albion PD
Professional Development
Clock hour-based courses designed to support ongoing professional learning.
- Fully online, flexible learning
- Course completion documented using Satisfactory or Unsatisfactory (S/U)
- Practical, classroom-ready skills and tools
- Best for educators seeking clock hours
Albion PD+
Professional Development Plus
Graduate credit courses designed to elevate professional growth and support educators in advancing their careers.
- Fully online, flexible learning
- Course completion documented using a letter grade (A-F)
- Practical, classroom-ready skills and tools
- Graduate-level learning experience
- Petitionable towards graduate degree programs at Idaho State University
- Best for educators seeking graduate credits
Course Catalog
A Classroom for Everyone: Understanding Disabilities in the Inclusive Classroom (PD)
A Classroom for Everyone: Understanding Disabilities in the Inclusive Classroom prepares K–12 educators and school leaders to better understand and support students with learning disabilities in inclusive educational settings. Participants will explore current laws related to students with disabilities, examine both common and less common learning disabilities encountered in schools, and identify strategies for providing appropriate accommodations that support students’ individual learning needs. Participants will also develop strategies for creating positive, supportive learning environments that encourage academic success and engagement. By strengthening their knowledge of learning disabilities, legal responsibilities, equitable instructional practices, and classroom supports, educators can make informed decisions that improve teaching effectiveness and help students with learning disabilities succeed.
What Every Teacher Should Know About ADHD (PD)
Attention-Deficit/Hyperactivity Disorder (ADHD) is highly common among school-age students, making an understanding of ADHD essential for K–12 educators and school leaders. This course examines how the ADHD brain functions and how ADHD can influence students’ academic, social, and emotional experiences. Participants will develop greater insight into the needs and strengths of students with ADHD and consider how informed support can improve students’ learning experiences and sense of self. Participants will learn practical, evidence-informed strategies for supporting the academic, social, and emotional growth of students with ADHD. Research shows that the more trained and equipped educators and leaders are in working with neurodivergent students, the less burned out and more confident they feel in working with these students The course also addresses approaches that can strengthen teacher-student and parent-teacher relationships, helping educators create more effective and supportive learning experiences for students with ADHD.
What Every Teacher Should Know About ADHD: Advanced Application (PD+)
Building on foundational knowledge of ADHD, What Every Teacher Should Know About ADHD 2: Advanced Application is a graduate-level course designed for K–12 educators and administrators seeking to implement high-impact, evidence-based practices in real-world educational settings. The course deepens participants’ ability to analyze and apply advanced strategies for ADHD learners related to executive functioning, motivation, emotional regulation, and independent learning. Drawing on current research, educators critically evaluate organizational and time-management supports, compare traditional and ADHD-specific behavioral frameworks, and examine the complex factors influencing homework completion, self-regulation, and student engagement. Emphasis is placed on applying this knowledge to diverse classroom contexts and aligning supports with individual student profiles. The course is grounded in applied learning and university-level rigor, with knowledge acquisition measured through assessments, structured activities, and sustained engagement. Participants design, implement, and refine practical systems and interventions, collaborating with families and integrating classroom accommodations to support student success across school and home environments. Assignments culminate in the development of a comprehensive ADHD Student Support Portfolio, including executive functioning systems, motivation and regulation plans, homework and study supports, and a collaborative family-centered plan aligned with IEP/504 processes. Substantive participation, critical analysis, and ongoing feedback from a university instructor and expert practitioner ensure a rigorous learning experience. By the conclusion of the course, educators will possess a cohesive, implementation-ready framework of tools, strategies, and resources to enhance outcomes for students with ADHD.
What Every Teacher Should Know About ADHD: Foundations (PD+)
Given the high prevalence of Attention-Deficit/Hyperactivity Disorder (ADHD) in school-aged populations, K–12 educators and administrators are increasingly responsible for designing instruction and learning environments that effectively support students with ADHD. However, formal preparation in ADHD—particularly its neurological foundations and practical implications for teaching and learning—remains limited. This graduate-level course, What Every Teacher Should Know About ADHD 1: Foundations, provides a rigorous, research-based introduction to ADHD as a neurodevelopmental condition, emphasizing its presentations, symptoms, and underlying brain-based functioning. Participants will examine how ADHD influences academic performance, attention, behavior, and engagement, and apply this knowledge to inform instructional decision-making in diverse educational settings. Grounded in applied learning, the course requires participants to demonstrate knowledge acquisition through assessments, structured activities, and sustained engagement. Educators will analyze common learning challenges and design, implement, and refine evidence-based strategies to support focus, task completion, and positive classroom behavior. Assignments are intentionally practice-oriented, guiding learners in the creation of classroom-ready tools, instructional strategies, and behavior supports that can be immediately implemented. University-level rigor is reflected through assessed participation, critical analysis, and ongoing feedback from a university instructor and expert practitioner. By the conclusion of the course, participants will have developed a comprehensive, implementation-ready set of strategies to enhance inclusive practices and improve outcomes for students with ADHD.