NEW! Teaching Self-Regulation (Grades K–12): Fall 2026 Semester Course

Course Description: This asynchronous, facilitator-led course, which runs August 18–December 1, 2026, is designed for Kansas educators (K–12) who want to teach students how to plan for success, manage distractions, and overcome challenges.

In this self-paced course, you will learn 10 Self-Regulation Strategies to teach students, either in core content or other applicable areas. You'll review 13 ebook chapters and demonstrate your understanding by answering a couple questions per chapter. The trainer will provide you with feedback. During the semester, you’ll participate in two Zoom coaching sessions, scheduled at your convenience. Because the course is asynchronous, you can complete coursework anywhere, at any time of day or night.

This course is valued at $250 but is being offered in Fall 2026 to Kansas educators for only $20 through a collaboration with the Kansas Department of Education.

Materials will be provided at no cost:

Gaumer Erickson, A. S., & Noonan, P. M. (2026). Teaching self-regulation [Ebook]. College & Career Competency Framework. 

Gaumer Erickson, A. S., Noonan, P. M., & Heger, E. (2025). Self-regulation lessons [Primary, intermediate, and secondary] (2nd ed.) [Teacher lessons and student workbooks]. College & Career Competency Framework. 

Complete the course by December 1 to earn 28 professional development hours, with an option to receive two graduate credit hours 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.

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. Information on accessing the course materials will be provided via email a week prior to the start date.

1. I can explain why teaching self-regulation is important.
2. I feel prepared to teach the instructional activities described in the Self-Regulation Lessons.
3. I have determined how to provide practice and feedback to my students as they learn ten Self-Regulation Strategies.
4. I can describe ways to assess student growth in self-regulation, including benchmarks for individualized support.