NEW! Implementation & Impact of Teaching Self-Regulation (Grades K–12): Spring 2027 Semester Course

This asynchronous, facilitator-led course, which runs January 19–May 1, 2027, is designed for Kansas educators (K–12) who are promoting academic success by guiding students to apply Self-Regulation Strategies.

This course is designed for educators who have completed the Kansans Can Competency Framework schoolwide professional development or have studied the ebook Teaching Self-Regulation and used the Self-Regulation Lessons [Primary, Intermediate, or Secondary] (2nd edition).

In this self-paced course, you will reflect on how you’ve guided students to learn and apply the Self-Regulation Strategies. You will log in regularly to an online community to share progress updates, access implementation support, and reflect on the impact of your instruction, including your students’ learning, application, and outcomes. You will receive feedback from the instructor. During the semester, you will also participate in two Zoom coaching sessions, scheduled at your convenience. Because the course is asynchronous, you can complete coursework anywhere, at any time day or night.

This course is valued at $150 but is being offered in 2026–27 to Kansas educators for free through a collaboration with the Kansas Department of Education.

Course completers will earn 14 implementation professional development hours, with an option to receive one graduate credit from Baker University (additional payment is required; details provided during the course). You are eligible to receive Baker credit even if you’ve taken a self-regulation course from us in the past. This is new content.

View course assignments.

NOTE: Please ignore the date/time information provided through the TASN website. Limitations of the registration system require this information. This course is asynchronous, so you can engage whenever it fits within your schedule each week. You will receive an email with course materials a week before the course starts.

1. I have refined my instructional practices to expand students’ respectful communication through the use of the Self-Regulation Strategies.
2. I have determined students’ growth in self-regulation and the resulting impact on other student outcomes.
3. I have reflected on my self-regulation instruction, including guided application of the Self-Regulation Strategies within content-area learning or student support processes.