Valdosta State University > Continuing Education > Online Courses > Teacher Recertification

Teacher Recertification

For more information, click on a class title below or scroll down the page. Click here for PLU Requirements

Self-paced PLU Approved Courses Online or on CD-ROM
Valdosta State University Continuing Education has partnered with Virtual Education Software, Inc.(VESi) to offer professional learning unit courses for K-12 educators. These interactive continuing education courses provide expert instruction at a pace that fits your schedule.	General Application Courses Advanced Classroom Management (3) Attention Deficit Disorder (3) Autism & Asperger's Disorder (3) Behavior is Language (4) Child Abuse (3) Drugs & Alcohol in School (3) Educational Assessment (3) Ethics & Safety in Education (3) (Online only) Harassment, Bullying & Cyber-Intimidation in Schools (3) Inclusion: Working with Special Needs (3) Learning Disabilities (4) Reading & Writing in Content Area (3) Talented & Gifted Students (3) Teaching Diversity (3) Teaching Elementary Math Conceptually: A New Paradigm (3) Traumatized Children (3) Try DI!: Planning & Preparing a Differentiated Instruction Program (4) Understanding Aggression (4) Violence in Schools (3) Why DI?: An Introduction to Differentiated Instruction (4)
Now available in two formats! Please specify your preference when registering 1. Online access - requires access to high-speed Internet 2. CD-ROM - using your own computer The content and assessments are the same in either format.
Click here for Computer System and PLU Requirements
Click on a course title for a brief description or Click HERE for complete information on all VESi courses (number in parenthesis = number of PLUs) Please note: Courses approved for PLU credit are not convertible to academic credit/semester hours.
Early Childhood Series 3 PLU credit courses: Infant & Toddler Mental Health: Issues & Information for Educators Early Childhood: Family-Centered Services 4 PLU credit courses: Early Childhood: Observation & Assessment Early Childhood: Program Planning Early Childhood: Typical & Atypical Development	Reading Fundamentals Series This series must be taken sequentially, but you do not have to take all three courses. Reading Fundamentals #1 An Introduction to Scientifically-based Research (3) Reading Fundamentals #2 (Pre-requisite: Reading Fundamentals 1) Laying the Foundation for Effective Reading Instruction (3) Reading Fundamentals #3 (Pre-requisite: Reading Fundamentals 2) The Elements of Effective Reading Instruction & Assessment (4)

Instructor-paced PLU Courses Online (all instructor-paced, 6 week online courses noted here are approved for 2 PLUs) Courses approved for PLU credit are not convertible to academic credit.
Click here for a schedule of starting dates	Click here for Computer System and PLU Requirements
All 6 week, instructor-paced PLU courses are $109 unless otherwise noted.	To register for any course in theis grouping, click on the title. For more registration information, click here.
Academic Content Areas Singapore Math Strategies: Model Drawing for Grades 1-6 Singapore Math: Number Sense and Computational Strategies Singapore Math Strategies: Advanced Model Drawing for Grades 6-9 Teaching Math: Grades 4-6 Teaching Science: Grades 4-6 Teaching Writing: Grades 4-6 Guided Reading: Strategies for the Differentiated Classroom Guided Reading and Writing: Strategies for Maximum Student Achievement Response to Intervention: Reading Strategies that Work Speed Spanish Speed Spanish II Spanish in the Classroom Classroom Technology Creating Web Pages Creating a Classroom Web Site Integrating Technology in the Classroom MS Word in the Classroom (2007or 2010) MS Excel in the Classroom (2007 or 2010) MS PowerPoint 2007 in the Classroom PowerPoint - Introduction (2007 or 2010) Teaching Smarter With SMART Boards The Classroom Computer Using the Internet in the Classroom Web 2.0: Blogs, Wikis, and Podcasts	General A to Z Grant Writing Leadership Homeschool With Success Ready, Set, Read! Creating K-12 Learning Materials (formerly titled: Big Ideas in Little Books) The Creative Classroom Solving Classroom Discipline Problems Solving Classroom Discipline Problems II Survival Kit for New Teachers ESL An Introduction to Teaching ESL/EFL Teaching ESL/EFL Grammar Teaching ESL/EFL Reading Teaching ESL/EFL Vocabulary Practical Ideas for the Adult ESL/EFL Classroom Meeting Students' Specific Learning Needs Creating the Inclusive Classroom: Strategies for Success Differentiated Instruction in the Classroom The Differentiated Instruction and Response to Intervention Connection Empowering Students With Disabilities Enhancing Language Development in Childhood Teaching Adult Learners Teaching Preschool: A Year of Inspiring Lessons Teaching Students With Autism: Strategies for Success Teaching Students With Learning Disabilities (formerly titled: Working Successfully With Learning Disabled Students) Understanding Adolescents

Preparation for Teaching AP® Classes - 2013 Summer Institutes Details available in January 2013 Each course approved for 3 PLUs
Course	CollegeBoard Consultant	Dates	Click HERE for Housing and Travel Information
English Language and Composition	7/8 - 12/2013	Terry Filippo	Click HERE for Housing and Travel Information
US History	7/8 - 12/2013	David Bilka
Biology	7/15 - 19/2013	Tom Willis
AP® Summer Institute classes will be held at: Valdosta State University Regional Center for Continuing Education 903 N Patterson Street

Online and CD-ROM courses

Advanced Classroom Management: Children as Change Agents (3 PLUs)

Welcome to Advanced Classroom Management: Children as Change Agents, a course geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologist, counselors) serving children and youths presenting behavior problems the school or community. Focuses on cognitive- and cognitive-behavioral interventions (often lumped together under the rubric "social skills") with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that you take an introductory behavior management course to learn the basic terms and concepts of behavior management prior to taking this “Advanced” course.

      Dates: Open Entry: Specify preferred starting date on your registration form under "section"
      Time: At your convenience
      Location: 2 formats avaiable - Please specify preference when registering
                        1.  Online access using a computer with access to high-speed Internet
                        2.  CD-ROM Based Instruction using your own computer
     Instructor: Mick Jackson
      Fee: $179

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Reading & Writing in Content Area (3 PLUs)

The course Reading & Writing in Content Area has been divided into four chapters. This course will provide information on such issues as recognizing reading difficulties, assessing textbooks, and the integration of reading strategies within a content area. The strategies taught are aligned with the Praxis Reading Across the Curriculum test guide and the Reading in the Content Area national standards.

The first chapter is an overview of theories of teaching adolescents and language acquisition. The second, third, and fourth chapters discuss current theory regarding the teaching of reading, including phonics, fluency, and motivation. In addition to the theory, these chapters challenge the learner to use specific teaching reading strategies. Strategies are given with step-by-step directions for a teacher to integrate into curriculum the next day.

These four chapters should give you an understanding of the various strategies with step-by-step teaching techniques to successfully integrate reading into your daily content teaching.

After you have completed each chapter of the course, an examination will be used to evaluate your knowledge and ability to apply what you’ve learned.

      Dates: Open Entry: Specify preferred starting date on your registration form under "section"
      Time: At your convenience
      Location: 2 formats avaiable - Please specify preference when registering
                        1.  Online access using a computer with access to high-speed Internet
                        2.  CD-ROM Based Instruction using your own computer
     Instructor:Mick Jackson
      Fee: $179

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Try DI!: Planning & Preparing a Differentiated Instruction Program (4 PLUs)

This course, Try DI!: Planning & Preparing a Differentiated Instruction Program, has been divided into four chapters. As the second course in a multi-course series on Differentiated Instruction, the emphasis is on providing examples of strategies and methods associated with a DI approach. The course has been organized to ensure that each strategy, or idea on “how to” implement DI, is an extension of the DI approach as a whole and not just presented as a disjointed list of ideas to try. The first course in the series, Why DI?:An Introduction to Differentiated Instruction, focused on the What, Why, and Who of a classroom that reflects a Differentiated Instruction approach. Try DI!: Planning & Preparing a Differentiated Instruction Program, will indirectly address the conditions, or When, Where, and How of the DI approach. Because DI is not a recipe for teaching or a prescriptive model, the structure of the course reflects a range of entry points for educators to consider as they reflect on the considerations teachers make when differentiating.

After you have completed each chapter of the course, an examination will be used to evaluate your knowledge and ability to apply what you’ve learned.

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Ethics & Safety in Education: Guidelines for Teachers & Administrators (3 PLUs)

Ethics & Safety in Education: Guidelines for Teachers & Administrators, an interactive computer-based instruction
course, is a prevention course developed to help educators reduce and eliminate violations of ethics and professional
conduct codes. The course is intended to keep ethical teachers ethical and to be a part of a larger school district plan to
protect the district’s teachers, staff, and students.

The course’s central premise is that the vast majority of ethics and boundary violations occurring in schools today are
being committed by competent and ethical educators who, for reasons to be discussed, are making very poor decisions
during susceptible periods in their careers. All professionals have the potential to commit an ethics/boundary violation.
Understanding and addressing one’s violation potential before a violation occurs is essential in protecting students,
careers, and the teaching profession’s integrity. It is easier to anticipate and not commit a violation

This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and
evaluation all on your home or school computer.

Please note: This course is available in an online format only.

      Dates: Open Entry: Specify preferred starting date on your registration form under "section"
      Time: At your convenience
      Location: Online access using a computer with access to high-speed Internet
     Instructor: Larry E. Shyers, PhD
      Fee: $179

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Harassment, Bullying & Cyber-Intimidation in Schools (3 PLUs)

Harassment, Bullying & Cyber-Intimidation in Schools will discuss definitions and the personal, social, and legal ramifications associated with sexual harassment, bullying, and cyber-intimidation. The course will address what we know about these troubling areas. We will then explore preventative strategies as well as how school staff can address these issues when they occur. A clear understanding of what constitutes harassment and the harmful effects of harassment on people and institutions is essential to providing a safe and inclusive school environment for all.

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Teaching Elementary Math Conceptually: A New Paradigm (3 PLUs)

Teaching Math Conceptually: A New Paradigm is an interactive computer-based instruction (CBI) course designed to expand your methodology for teaching Mathematics. The course will explore an innovative teaching model that incorporates strategies for teaching concepts, constructively and contextually. The goal is for you to gain a deeper understanding of the underlying concepts of various math topics and explore the principles of teaching those concepts to learners. This course will focus on the topics of number sense, basic operations, and fractions.

The course Teaching Math Conceptually: A New Paradigm is designed to explain and connect the major concepts, procedures, and reasoning processes of mathematics. Current research and trends in math education will be discussed to outline a teaching methodology that is conceptual, contextual, and constructive. Activities are presented to explain underlying concepts and illustrate constructive teaching. The course has been divided into four chapters covering four math topics: number sense, addition and subtraction, multiplication and division, and fractions. Emphasis is on exploring how to develop mathematical understanding in learners.

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Attention Deficit Disorder: Information & Interventions for Effective Teaching
(3 PLUs)

Attention Deficit Disorder (ADD), an interactive computer-based instruction (CBI) course, is designed to help you achieve a better understanding of ADD and intervention strategies to facilitate positive student change. Attention Deficit Disorder provides information on the history of the disorder, accepted methods to assess and identify students with the disorder, and various treatment methods that are currently being used to treat the disorder. The course helps you through the referral process, when you feel a student needs services beyond what you are capable of or comfortable providing in your classroom environment. This course also lists resources for both teachers and parents who would like more help or information about ADD.

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Learning Disabilities: Practical Information for the Classroom Teacher (4 PLUs)

Learning Disabilities, an interactive computer-based instruction (CBI) course, is designed to provide an introduction to the field of Learning Disabilities for special teachers, general classroom teachers, integration teachers and related professionals, especially those working in the areas of language, psychology and counseling. Learning Disabilities will cover diverse theoretical approaches, lay the foundations for sensitive and appropriate assessment and evaluation of students, provide directions for program planning and implementation, indicate the importance of and the need for a close and positive partnership with parents (or alternative caregivers) and consider ways for ensuring that the home-school axis is effective and meaningful. This program will also consider some major trends and unresolved issues in the field of Learning Disabilities.

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Autism & Asperger's Disorder: Information & Effective Intervention Strategies (3 PLUs)

Autism and Asperger’s Disorder, an interactive computer-based instruction (CBI) course, is designed to help you achieve a better understanding of Autism and Asperger’s Disorder, intervention strategies to enhance communication and learning and to teach more conventional behaviors. Autism and Asperger’s Disorder provides information on the characteristics of the disorder, learning styles associated with the disorder, communication weaknesses, and various intervention strategies that have proven to be successful when working with students with Autism spectrum disorders.

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Talented & Gifted: Working with High Achievers (3 PLUs)

Talented and Gifted, an interactive computer-based instruction (CBI) course, is designed to help you achieve a better understanding of the talented and gifted student, methods used in identification, and strategies for instruction of these students in an inclusive classroom. Talented and Gifted provides information on the history of the exceptional in relation to education, current law, and accepted methods for referral, assessment, and identification of these students. The course also covers major program models and methods of differentiating instruction to meet the rate and level of learning of those students identified. The course gives you an understanding of ways to meet the affective needs of the gifted and talented student in the regular classroom. This course also lists resources for teachers and parents who would like more information about the talented and gifted.

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Behavior is Language: Strategies for Managing Disruptive Behaviors (4 PLUs)

Behavior is Language®, an interactive computer-based instruction (CBI) course, is designed to give you a new perspective on student behavior and effective tools for facilitating positive student change. Behavior is Language provides a developmental framework for understanding what students are trying to tell you through the “language” of their behavior. The course teaches techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control, and reduce your workloads and burnout. This program helps you, as well as students, find creative, effective solutions to problems.

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Teaching Diversity: Influences & Issues in the Classroom (3 PLUs)

This course is designed to give you the knowledge, tools and dispositions to effectively facilitate a diverse classroom. This course will help you understand and identify differences in approaches to learning and performance, including different learning styles and ways in which students demonstrate learning. An emphasis in this course will be on understanding how students’ learning is influenced by individual experiences, talents, disabilities, gender, language, culture, family and community values. You will be challenged to apply knowledge of the richness of contributions from our diverse society to your teaching field.

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Child Abuse: Working with Abused and Neglected Children (3 PLUs)

Child Abuse, an interactive computer-based instruction (CBI) course, is designed to help you identify and effectively teach students affected by child abuse and/or neglect. This course teaches you to recognize the signs of physical abuse, emotional abuse, sexual abuse, physical neglect, and emotional neglect in students. It also discusses the specific factors that exist in families who abuse or neglect their children. A major emphasis in this course is on helping the participant understand the special learning needs of the abused or neglected child and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized.

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Traumatized Child: The Effects of Stress, Trauma, & Violence on Student Learning (3 PLUs)

Traumatized Child, an interactive computer-based instruction (CBI) course, is designed to help you identify and effectively teach students affected by stress, trauma, and/or violence. This course teaches you to recognize the signs of stress, trauma, or violence in students. It also discusses the specific factors that exist in families and communities where stress and violence are common. A major emphasis in this course is on helping the participant understand the special learning needs of the student who is experiencing stress, trauma, or violence in his/her life and how to meet his/her needs in the regular classroom. Working with parents and community agencies is also emphasized.

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Drugs & Alcohol in Schools: Understanding Use & Abuse (3 PLUs)

Drugs & Alcohol in Schools, an instructional computer-based instruction (CBI) course, is designed to give you a more comprehensive understanding of alcohol, drugs, and their influences in your classroom. Drugs & Alcohol in Schools provides a contextual framework for understanding what students may be experiencing through their own substance use or the impact of substance use around them. The course provides a basic historical perspective of substance use along with descriptions of biological, psychological, and social factors that comprise the disease of addiction. This program will help you better understand a multitude of complex dynamics that contribute to this biological and social phenomenon.

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Understanding Aggression: Coping with Aggressive Behavior in the Classroom (4 PLUs)

Understanding Aggression, an interactive computer-based instruction (CBI) course, is about violence in America. Understanding Aggression is about the aggression in our schools, classrooms, streets, homes, and elsewhere. The course speaks to the hate, the fights, the anger, the crimes committed and the victims in our schools and society. It is a course about students, children, teenagers, adults, and neighbors, all of us. The course will consider the many forms of aggression, both criminal and otherwise; its costs and motivation; its perpetrators and targets; its likely and unlikely locations; its impact on our schools, the children; and, most especially, its several causes and promising solutions.

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Educational Assessment: Assessing Student Learning in the Classroom (3 PLUs)

This course is designed to further develop the conceptual and technical skills required by teachers to help them identify their educational goals, and implement meaningful instructional strategies for effective learning by students with special needs. The focus of this course will therefore be on assessment for instructional programming. The course will outline procedures for designing or selecting, administering and interpreting, a variety of informal assessment measures typically used in schools. The use of a range of informal assessment measures in the academic and social skills areas will form the core of the content to be covered. The presentation of assessment information in an acceptable format to parents and teachers will also be addressed.

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Violence in Schools: Identification, Prevention, & Intervention Strategies (3 PLUs)

Violence in the Schools, an interactive computer-based instruction (CBI) course, is designed to give you a better understanding of school violence and increase your interventions strategies. Violence in the Schools provides a foundational understanding of violence and motivational purposes behind aggression. The correlation and impact of the media, community and family upon violence will be investigated. The course teaches identification and intervention approaches to working with out-of-control behaviors. In addition, each student will receive information on national resources available for both parents and teachers. This course will help each person to increase his or her understanding of violence, the motivations behind the use of violence and specific strategies to minimize the occurrence of violence in a school and community.

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Inclusion: Working with Students with Special Needs in General Education Classrooms (3 PLUs)

Inclusion, an interactive computer-based instruction (CBI) course, is designed to help special and general educators like gain a better understanding of inclusion, one of the current educational reform movements that advocates for educating students with disabilities in the general education classroom.

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Why DI?: An Introduction to Differentiated Instruction (4 PLUs)

In the interactive computer-based instruction (CBI) course, “Why DI?: An Introduction to Differentiated Instruction”, you will explore why the differentiated approach is receiving so much attention. The historical, theoretical, systems-level, legal, and pedagogical factors that provide a supporting framework for implementing a differentiated instructional approach are defined. The role that instruction and assessment play in a differentiated classroom are discussed within a context of what are currently believed to be optimal learning conditions for students. A synthesis of ways in which differentiated instruction and “Understanding by Design” (UBD) mutually reinforce each other is provided.

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Early Childhood Series

Infant & Toddler Mental Health: Issues & Information for Educators (3 PLUs)

Infant and Toddler Mental Health: Issues & Information for Educators, an interactive computer-based instruction (CBI) course designed to help you achieve a better understanding of infant and toddler mental health, child development, and strategies you can use to promote positive relationships with children and their families. This course provides information that will help you to understand and identify your role as a child care provider, educator, and early childhood professional. Infant and Toddler Mental Health will provide you with research-based information on child development, attachment, temperament, and curriculum. This course also lists resources for both teachers and parents who would like more help or information about infant and toddler mental health.

      Dates: Open Entry: Specify preferred starting date on your registration form under "section"
      Time: At your convenience
      Location: 2 formats avaiable - Please specify preference when registering
                        1.  Online access using a computer with access to high-speed Internet
                        2.  CD-ROM Based Instruction using your own computer
     Instructor:Aumony Dahl
      Fee: $179

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Early Childhood: Family-Centered Services (3 PLUs)
(formerly titled: Family-Centered Services: Birth to Five)

Family-Centered Services, is an interactive computer-based instruction (CBI) course, designed to give you a new perspective on serving the needs of young children and their families. In this course you will learn what is meant by family-centered services as it applies to diverse systems of care, gain an understanding of family diversity, and explore the major stress factors facing families today. We will discuss the theoretical basis for family-centered services, as well as reflect on current research and best practice. Family-Centered Services will also examine the role of early childhood educators and explore ways to build partnerships with parents and create communities of care—for the benefit of our children, and ultimately society as a whole.

This course is designed for anyone working with young children and their families: child-care providers, early childhood educators, and health care or social services providers, to name a few.

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Early Childhood: Observation & Assessment (4 PLUs)

Early Childhood: Observation & Assessment, is an interactive distance learning course which explores observation and assessment instruments, as well as recommended practices and available resources for infants, toddlers, and preschoolers. Content includes an emphasis on observing young children and assessing their early childhood learning environments. This distance learning course is a self-supporting program that provides instruction, structured practice and evaluation all on your home or business computer.

This course is designed for anyone planning programs for young children: child-care providers, early childhood educators, and health care or social services providers, to name a few.

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Early Childhood: Program Planning (4 PLUs)

Early Childhood: Program Planning, is an interactive distance learning course designed to give you a new perspective on planning and implementing developmentally appropriate programs for young children from birth through age eight. In this course you will learn what is meant by curriculum, assessment, evaluation, and program planning as these terms apply to early childhood education. We will discuss several historical perspectives and theories of child development, and examine best practice for early childhood education. We will also examine key concepts and specific activities for teaching various curricular content areas including language and literacy, mathematics and science, and the expressive arts. This distance learning course is a self-supporting program that provides instruction and evaluation all on your home or business computer.

This course is designed for anyone working with young children and their families: child-care providers, early childhood educators, and health care or social services providers, to name a few.

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Early Childhood: Typical & Atypical Development (4 PLUs)

Early Childhood: Typical and Atypical Development, is an interactive distance learning course which explores contemporary best practice and perspectives on early childhood development. Content includes patterns and sequences of typical development for children from birth to six years. Emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years. Discussion will also include instructional technology (IT) and assistive technology (AT) applications for this population. This distance learning course is a self-supporting program that provides instruction and evaluation all on your home or business computer.

This course is designed for anyone planning programs for young children: child-care providers, early childhood educators, and health care or social services providers, to name a few.

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Reading Fundamentals Series

The No Child Left Behind Act of 2001 mandates the use of scientifically based research in programs receiving federal funding that deal with remedial readers. The concept of scientifically-validated methods is so prevalent in the legislation that it appears 110 times when referring to Reading First. This three-course series will help improve your knowledge of science and the scientific process. This knowledge will make you a more informed consumer and an even better advocate for students. Courses must be taken sequentially; however, you do not need to tak all three classes.

Reading Fundamentals #1
An Introduction to Scientifically-based Research (3 PLUs)

The No Child Left Behind Act of 2001 mandates the use of scientifically-based research in programs receiving federal funding that deal with remedial readers (Fleishman, Kohlmoos, & Rotherham, 2003). The concept of scientifically-validated methods is so prevalent in the legislation that it appears 110 times when referring to Reading First (Slavin, 2003) (i.e., to date, the largest, most focused early reading initiative in the U.S.). The purpose of this course is to help improve your knowledge of science and the scientific process. This knowledge will make you a more informed consumer and an even better advocate for students. This is the first course in a three-course series.

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Reading Fundamentalst #2: (Pre-requisite: Reading Fundamentals 1)
Laying the Foundation for Effective Reading Instruction (3 PLUs)

The purpose of this second course in this three-course series is to lay the foundation for effective reading instruction. As part of this course, you will learn about the elements of effective instruction. It is important that all teachers have a firm understanding of effective instructional procedures. Teachers benefit, and more importantly, students benefit, both in terms of their behavior and their academic performance. Further, you will learn about the importance of reading instruction and read some sobering statistics on reading performance in this country and what happens when individuals are not proficient in reading.

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Reading Fundamentals #3 (Pre-requisite: Reading Fundamentals 2)
The Elements of Effective Reading Instruction & Assessment (4 PLUs)

This course will focus on learning to read, reading to learn, and an introduction to reading assessment. As part of these two key areas of reading instruction, the five elements of effective reading instruction will be highlighted, including definitions, implications for instruction, and future directions. These five elements include instruction in: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Further, we discuss information on teacher preparation in learning about comprehension strategy instruction and reading instruction, as well as how to integrate computer technology into the classroom. Additionally, the course will provide information on important assessment terms and definitions and will explore how reading assessment fits within the Reading First Program. This analysis includes specific recommendations on 29 reading assessments. Finally, the course describes how teachers can conduct pivotal curriculum-based measurement procedures in their classrooms.

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Additional Information:

To Register for our 6-week instructor-facilitated online courses you may select one of the following options:

Click on a course title and then click on "Enroll Now" next to the course description. Once you have completed the enrollment process, call our office (229-245-6484) and provide us with payment information, mail a check to VSU Continuing Education, 1500 N Patterson St, Valdosta GA, 31698-0435, or stop by our office located in the Regional Center for Continuing Education at 903 N Patterson Street, Valdosta GA.
Call our office (229-245-6484). We will take your registration and payment information and send you an email confirmation with instructions for completing the course orientation.
Stop by our office and drop off your registration and payment (Click here for PDF registration form). We are located in the Regional Center for Continuing Education at 903 N Patterson Street, Valdosta GA and we love to meet our customers!

Click here for a list of starting dates.

System Requirements for CD-ROM courses:
These computer-based software courses are designed to be run from the compact disc (CD) and saves user data on the hard drive of their Macintosh or Windows computer. You MUST begin and complete your course on the same computer.

Macintosh Requirements:

Operating system 9.2, OS10.x, OS X 10.5 Leopard
A color monitor, min. 15" capable of displaying 800x600 px
256 MB of RAM, 5MB of hard disk space
A printer attached to your computer

Windows Requirements:

Windows XP or newer
A color monitor, min. 15" capable of displaying 800x600 px
256 MB of RAM, at least 5 MB of available hard drive space
A printer attached to your computer

System Requirements for Online courses:
In general you will need a basic computer running Windows 98 or higher with Internet access, e-mail, Netscape or Internet Explorer web browser. For those courses related to a specific software application (PowerPoint, Excel, etc.) you will need to have the appropriate software installed on your computer.

PLU Requirements:
A "Prior Approval" form will be emailed to you upon registration. This form must be completed and signed by your superintendent or system designee and returned to VSU Continuing Education. If you are not currently employed in a school setting you must sign the bottom of the form. It is your responsibility to make sure your school system will accept courses delivered via Computer Based Instruction (CD-ROM) or Online Instruction for PLU credit. Courses approved for PLU credit are not convertible to academic credit.

Upon completion of the course you must submit the required assignments and original course completion certificate as directed in your course materials. For CD-ROM courses, mail or fax the certificate and evaluation form as instructed with your instructional package. Those taking online courses should mail or fax the certificate generated upon submission of the final to VSU Continuing Education (fax 229.333.5397). Upon verification of mastery a "Completion Letter" will be sent to your superintendent or system designee and a copy will be sent to you for your records.

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Teacher Recertification

Online and CD-ROM courses

Early Childhood Series

Reading Fundamentals Series

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