Professional Development for PreK–12 Teachers, Community Educators, and School or District Leaders

The Center for Advanced Professional Studies in Education (CAPSE) serves educators throughout their careers by providing professional development that addresses critical content areas in teaching and learning. Such areas include the arts, literacy, environmental education, ELL/bilingual education, civic engagement, social and emotional learning, special education, STEM (science, technology, engineering, and math), and trauma in learning.

Building upon Lesley's reputation for preparing experts in teacher education, our varied offerings will apply culturally responsive and innovative approaches to ensure that educators can help all learners—especially English language learners and children with special needs—reach their full potential. 

Participants can take courses for graduate credit or Continuing Education Credits (CEUs). See our summer 2019 offerings and registration information below. 

Summer 2019 Institutes

All institutes will take place on the Lesley University campus in Cambridge, MA, near Porter Square, from 9:00 am–5:00 pm each day.

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  • July 8-12 | Movement and Migration: Teaching with Children's Literature

    Human beings are on the move. Climate change, political unrest, and economic instability have unleashed unprecedented migrations globally. How do we respond to students who have experienced traumatic relocation? How do we help all of our students understand the people behind the news stories? What can we learn from the past that helps us to understand the present? During our week together, we'll explore a range of children’s, middle grade, and young adult books that convey contemporary and historic refugee and immigrant experiences.

    We’ll hear from authors as well as experts in immigration and the global refugee crisis. Ultimately, we’ll explore the potential for multimodal, multigenre text sets to anchor explorations of human movement and migration in language arts, social studies, and science in grades K–12. With an emphasis on curriculum development, the institute will focus on the use of young people’s literature as a vehicle to explore multiple perspectives, teaching strategies for various genres, and issues related to differentiated instruction and text complexity.

    Lesley University Faculty Speakers: Erika Thulin Dawes and Mary Ann Cappiello

    Learning Objectives:

    • To make careful selections from a range of texts, selecting books that foster student inquiry and consideration of multiple perspectives for content area instruction
    • To develop strategies for locating high-quality children’s and young adult literature titles for classroom use
    • To select children’s and young adult literature as instructional material for the goal of supporting students’ growth in the language arts
    • To begin to make accurate judgments about text complexity, considering factors related to the content of the text, the reader’s prior knowledge and reading strengths, and text features and organization
    • To evaluate texts for their potential to differentiate instruction for academically, linguistically, and culturally diverse students

    Who should attend:

    • Early childhood, elementary, middle, and secondary school educators
    • School administrators, teacher educators
    • Community educators
    • School librarians, literacy coaches, curriculum coordinators

    For more information:

    Contact Rodney Durand at 617.349.8511 or at See registration and course number information below.

  • July 8–12 | Engaging All Learners Through the Arts: Integrated Arts Strategies for Inclusive Settings

    This institute explores how arts integration provides learning opportunities that enhance the ability of educators to respond to the needs of diverse student populations. Engage in visual and performing arts strategies to consider the multiple ways students learn and interact in the world. Explore how classroom teachers and arts specialists can collaborate to meet the Massachusetts arts standards on arts integration across content areas.

    We'll use Universal Design for Learning (UDL) and Differentiated Instruction (DI) frameworks to address the challenge of designing a flexible curriculum that allows all learners to experience success. In addition, we'll critically examine the political, social, and cultural implications of what it means to be ‘a person with a disability.’ Investigate the complexity of issues and deepen your understanding of disability through videos, readings, and arts-based explorations. The institute provides educators with engaging arts integration strategies for students to access curriculum, explore content, and represent and assess their learning. 

    Lesley University Faculty Speakers: Louise Pascale and Susan Fisher

    Guest Speakers: Martha McKenna, director, Center for Advanced Professional Studies in Education (CAPSE), and William Henderson, former principal, Boston, MA

    Dr. Henderson is the former principal of the Patrick O’Hearn Elementary School in Boston, a school where students with disabilities could learn in general education classrooms with their nondisabled peers. Upon his retirement, the school was renamed the Dr. William W. Henderson Inclusion School for his outstanding leadership in creating a school to serves children from early childhood through Grade 12 from diverse ethnic, linguistic, and ability backgrounds.

    Learning Objectives:

    • To develop arts-based pedagogies for teaching students of all abilities
    • To reflect critically on what it means to be ‘a person with a disability’ and the relationship of those beliefs to  educational practice
    • To learn about Universal Design for Learning (UDL), differentiated instruction, and Multiple Intelligences in relationship to arts integration and the enhancement of teaching and learning in diverse student populations
    • To explore arts integration in inclusive settings, including classroom management and assessment
    • To gain a deeper understanding and appreciation of the political, social, and cultural implications of the concept of ‘disability'
    • To develop one’s own creative potential in the arts as a source of self-expression, problem-solving, motivation, and critical thinking
    • To develop hands-on practices in visual and performing arts and connect how those experiences inform teaching students with disabilities

    Who should attend:

    • Early childhood, elementary, middle, and secondary school educators
    • School administrators, teacher educators
    • Community educators

    For more information:

    Contact Rodney Durand at 617.349.8511 or at See registration and course number information below.

  • July 15–19 | The Controversial Constitution: Civics and Democracy

    Join us for an in-depth exploration of the founding and the continued impact of the U.S. Constitution on our lives. Led by Lesley faculty and guest experts, in this institute, we'll use the Constitution to explore social controversies past, present, and future. Dive into Massachusetts civics standards and develop curriculum and pedagogy to support students in becoming engaged citizens.

    Through content experts as well as active learning exercises, simulations, role-playing, and other hands-on activities, you'll get the chance to dive into the controversial content of the Constitution while working with active learning ideas to engage your own students over questions of the current meaning and impact of the Constitution.

    Lesley University Faculty Speakers: Jo-Anne Hart and Susan Patterson

    Guest Speakers: Among the guest faculty are former US Congressman William Delahunt, Special Counsel to the President for the Clinton White House Margaret McKenna, and Supreme Court Fellow and current Clark University Government Professor Mark Miller. In addition, authors of the celebrated young adult text Fault Lines in the Constitution Cynthia and Sanford Levinson will participate in the institute, bringing their expertise in education, public policy and law.

    Learning Objectives:

    Among the goals of the Massachusetts Curriculum Frameworks in History and Social Science are to prepare people to continue the legacy of democracy in the United States. To achieve this goal in your school, in this institute you will:

    • Describe how to exercise your rights and responsibilities in local, state, and national government based on the purposes, principles, and practices of the United States government as established by the Constitution
    • Discover, that in the United States, the Constitution has continued to be vibrant and relevant through amendments and decisions of the federal courts
    • Critique how individuals, groups, organizations, and governments have addressed obstacles to democratic principles by working within the structure set forth in the Constitution
    • Analyze local, state, and national politics and policies to understand how the balance of power in American political institutions is at work in political processes and conflicts today
    • Discuss complex and controversial issues and ideas with people of different views, learning to speak with clarity and respectfulness
    • Develop an action plan to practice habits of civic engagement and participation in a democratic government.

    Who should attend:

    • Elementary, middle, and secondary school educators
    • School administrators, teacher educators
    • University students
    • Community stakeholders

    For more information:

    Contact Rodney Durand at 617.349.8511 or at See registration and course number information below.

  • July 9–11 | Mathematics Content Coaching Institute | 8:30 am–4:30 pm

    Metamorphosis Teaching Learning Communities and Lesley University's Center for Mathematics Achievement are excited to invite you to participate in the second annual Mathematics Content Coaching Institute. Join us for an unrivaled three-day Mathematics Content Coaching Institute designed for coaches, teacher leaders, and math specialists, along with their partnering administrators or building evaluators. Content Coaching is a powerful, research-based model designed to transform school cultures into vibrant multi-generational learning communities rooted in proven practices focused on improving student learning and academic achievement.

    You and your team will engage in case studies, observe coaching in action through video analysis, and attend differentiated breakout sessions focused on the effective implementation of content coaching. Participants are eligible for 21 professional development hours/points (MA or NY) or 1 college credit*.

    To learn more and register for this institute, see the Mathematics Content Coaching Institute page.

How to Register

Register by June 21, 2019

Register for the courses listed below (see read more), for either credit or CEUs.

Cost for 3 graduate credits: $2,925 plus $20 registration fee
Cost for 6.75 Continuing Education Credits (equal to approximately 68 PDPs): $600 plus $20 registration fee

Registration form [PDF]: download, print and fill out, and send to:
University Registrar
Lesley University
29 Everett Street
Cambridge, MA 02138

You may also walk in the registration form: 1815 Massachusetts Avenue, Cambridge, 02140, third floor, or fax it to 617.349.8717.


You can send a check for the course amount, plus the $20 registration fee, with your registration form. If you prefer, you can be billed. In that case, once your form is received and processed, you will be invited to join the Lesley Student Accounts Center for e-billing and payment.

See "read more" for first three courses and numbers. (The Mathematics Institute has a different registration procedure. See the Mathematics Content Coaching Institute event page for information.)

For Movement and Migration Institute:
Course title: Literature and Learning in the K-8 Classroom
Course number for credit: EEDUC 6059.01 (Summer 2019)
Course number for CEUs: EEDUC 6059.CEU1 (Summer 2019)

For Engaging All Learners Through the Arts Institute:
Course title: Integrated Arts Strategies for Inclusive Settings
Course number for credit: EARED 6002.01 (Summer 2019)
Course number for CEUs: EARED 6002.CEU1  (Summer 2019)

For The Controversial Constitution Institute:
Course title: Civics and Democracy
Course number for credit: EEDUC 5160.01 (Summer 2019)
Course number for CEUs: EEDUC 5160.CEU1 (Summer 2019)

Registration form [PDF]

Contact the Center