• Do your administrators believe that you do not give your best efforts to educating Black students?
  • Do you feel exhausted due to negative student classroom behaviors?
  • Do you get blamed for low Black student achievement?
  • Do parents complain about the way that you interact with their children in school?
  • Do administrators limit your power to discipline Black students?
  • Does your ability to teach become reduced because Black’s students do not do your homework?

If you answered yes to any of these questions, the course will help you!


The Promoting Positive Racial Teacher Student Classroom Relationships course has several features that will help teachers. After completing the course:

  1. Administrators will believe that you give your best efforts when teaching Black students
  2. Administrators will be reluctant to reject your discipline referrals for Black students
  3. Teachers will eliminate stress and exhaustion when teaching Black students
  4. Teachers will increase the number of Black students who complete their homework
  5. Black Parents will support your teaching efforts

Embedded with the course are requirements outlined by the nationally acclaimed Danielson Framework which helps teachers to meet teacher evaluation obligations. The Danielson Framework serves as a guide for coaching and mentoring in schools across the country. The framework identifies aspects of a teacher’s responsibilities, which are supported by empirical studies and help to improve student learning.

The course helps teachers meet teacher evaluation obligations in the areas of:

  • 2a – creating an Environment of Respect and Rapport
  • 4c – Communicating with families
  • 4e – Growing and Developing Professionally

The course also has activities embedded that enable participants to meet the nationally accepted 21st Century Professional Development guidelines.


  1. Course is approved for:
  • Instructional Certificates – The Instructional certificate is issued to a person whose primary responsibility shall be direct contact with learners in teaching-learning situations.
  • Educational Specialist Certificates – Type Code 31 – The Educational Specialist certificate is issued to a person whose primary responsibility shall be to render professional service other than classroom teaching.
  • Supervisory Certificates – The Supervisory certificate is issued to a person whose primary responsibility shall be to supervise educational programs and direct the activities of professional and non-professional employees in such programs.
  • Administrative Certificates (Principal and Career and Technical Directors) –The Administrative certificate is issued to a person whose primary responsibility shall be to direct, operate, supervise, and administer the organizational and general education activities at a school.

  1. Exceeds The Following Provider Application Standards
  • Standard 1: Professional development activities have clear objectives for increasing student achievement and school success.
  • Standard 2: Professional development activities are based on principles of adult learning theory to engage educators in professional growth.
  • Standard 3: Professional development activities are aligned to at least one component of one domain within the Danielson Framework for Teaching.
  • Standard 4: Professional development activities are aligned with the current and applicable Pennsylvania Core Standards or Pennsylvania Academic Standards.
  • Standard 5: Professional development activities utilize a curriculum that is based on research or best practice and a delivery model that emphasizes sustained, job-embedded professional development.
  • Standard 6: Assesses participant proficiency through an end-of-course assessment.
  • Standard 7: Assesses participant satisfaction and impact on professional practice through surveys of all enrollees that are used by the provider for continuous improvement.
  • Standard 8: Evaluates through multiple measures of student achievement within the context of educator effectiveness to determine impact on student learning, educator effectiveness and/or school performance.


  • Participants learn strategies that result in transforming negative administrator, student, and parent perceptions
  • Participants receive professional development credits
  • Participants will effectively communicate with Black parents
  • Participants will effectively reduce limitations of standardized testing for Black students
  • Participants learn to effectively eliminate blame for low Black student achievement on standardized tests

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This course is also approved by The Pennsylvania Department of Education Too

AUN – 300004257 

Complete the Course from the Comfort of Your Home