During this 3hr online course, participants will engage in an introduction to the research proven SIOP Model©. This course will run through Google Classroom. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. Frontline Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the Frontline admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.

A wonderful way to build bridges with newcomer students is by having the students share their story. Participants in this 3hr online course will learn tasks and tools that help students create ways to tell their story and begin to build connections in the classroom. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. Frontline Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the Frontline admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.

In this 3hr online course, participants will focus on the Cross Cutting Concepts (CCC) found in the NYSSLS Science standards. There are 7 CCCs that participants will review and will look at resources available on how to bring them into our curriculum. An overview of what a model is will also be reviewed. Participants will go back to their grade-specific science standards and will develop a NYSSLS visual model based on NYSSLS requirements. This 3-hour course will be asynchronous and materials will be found on our Google Classroom. Participants will receive a rockteach.org email address to participate. Dates listed are the start date and end date.

QPR (Question, Persuade, Refer) teaches the general community how to reduce the risk of suicide in loved ones, colleagues, and neighbors. This is a "gatekeeper” training that helps participants feel equipped and comfortable in talking with people who are going through difficult times, and helping them connect to other supports when needed. Topics include warning signs of suicide risk, what to ask and how to respond, steps for referring someone to help, and resources for assistance. This training is facilitated by Velvet Hyland-Reda, Greater Mental Health of New York

This three-part series challenges educators to reimagine assessment practices that better support learning and student growth. Led by renowned educator Starr Sackstein, participants will explore the historical and psychological impacts of traditional grading, discover the power of peer and self-assessment, and gain actionable strategies to implement alternative models like standards-based grading, portfolios, and feedback-driven instruction. Through reflection, practical tools, and real-world examples, this series empowers educators to create more equitable, student-centered classrooms where assessment becomes a tool for learning, not just evaluation. This training is offered in conjunction with NYSASD (soon to be NYSALL) Session 1: Rethinking Assessment: Why Traditional Grading Fails Students The historical context of grading Research on grading's impact on motivation and learning The case for shifting toward feedback-driven assessment Takeaways for Participants: Self-reflection activity: Evaluate current grading practices. Research-based insights on grading's impact on student motivation. Strategies to initiate discussions with stakeholders (parents, administrators). Additional dates: Jan 27 and February 10. Separate sign up.

Students are affected by their experiences and impacted by the situations and events that they witness. Exposure to trauma and traumatic events often create social, emotional and behavioral problems that can hinder academic progress. For teachers, who are directly exposed to a large number of young people with trauma in their work, a secondary type of trauma, known as vicarious trauma (compassion fatigue), is a big risk. This seminar will provide School-Related Professionals (SRPs) with an understanding of how trauma affects students and offer an opportunity to develop strategies to support and promote school wide success. This training is provided by NYSUT ELT and is LIMITED to TEACHING ASSISTANTS and other SCHOOL-RELATED PROFESSIONALS. RTC Member districts SRPs receive priority registration. WKSSRP57

Students will acquire the practical and theoretical knowledge needed to guide the literacy development of young children. They will explore the developmental influences on preschool learning and examine the role of language in supporting literacy development and consider research-based early literacy activities and methods such as book reading, writing activities using invented spelling, storytelling, as well as other activities that foster phonemic awareness, print concepts, phonics skills, vocabulary development, and comprehension. Students will examine methods and materials to support literacy development. They will also consider the role of families in supporting the literacy development of young children. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

This course prepares specialists to work collaboratively with content area and grade level teachers in grades 7-12. The content includes the analysis of the language demands of texts, the skills needed to read texts with advanced language and to identify and implement strategies for acquiring the literacy skills of listening, speaking, reading, and writing at the secondary level. Differentiation of instruction and the collaborative process are significant parts of the course. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Participants in 3hr online course will participate in the lab experience based on the NYSSLS standards.They will develop a proper Google Form for data collection. Knowledge of Google forms is a pre=requisite to this course. Then, we will participate in the hands-on experience and collect data using our form. This 3-hour course will be asynchronous and materials will be found on our Google Classroom. Due to the class being asynchronous, a list of lab materials will be emailed in advance. They will be common items. Participants will receive a rockteach.org email address to participate. Dates listed are the start date and end date.

The School Building and District internship experiences provide substantial, sustained, standards-based opportunities for leadership candidates to apply leadership competencies in real settings. During the internship, the leadership intern is supported by the college internship supervisor and the cooperating administrator. Bi-monthly seminars provide an opportunity for leadership interns to discuss their experiences, to relate them to best practices and theory, and to offer support and suggestions to one another. Students will complete a minimum of 400 hours in a public or non-public school setting. Students in full-time employment should be able to complete this requirement in their own schools or districts by arranging a special schedule with their principal, head of school, or superintendent. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

This course will focus on the evolving and diversified role of the Superintendent as an organizational leader. Applying theoretical frameworks to practical realities, the focus will be on identifying those processes and practices though which the Superintendent can successfully engage district stakeholders in actualizing a shared vision. A series of case studies and situational analyses will illuminate the Chief School Administrator's (CSA) role as it relates to the Board, staff, students, parents and community as well as to the various conflicting and competing aspects of the role. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

This course examines contextual issues and current trends school and district leaders should consider when implementing local, state and/or nationally adopted standards and curriculums. Standards and curriculums will be examined by evaluating the structure and content of the curriculum, the effectiveness of the delivery system, its overall alignment with the school system's learning priorities, and the corresponding teacher professional development. Effective instructional design that supports differentiation, integrates learning and child development theories, and proven "best practices" will be emphasized. The course seeks to instill a mindset that instructional leaders must come from a base of teaching excellence. An action research project will provide a valuable learning opportunity to apply research-based practices to support an identified school or classroom-based need. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

This course combines an introduction to sound business practices in schools that includes basic accounting and budget procedures and provides an overview of basic personnel functions such as hiring, supervision, termination, and collective bargaining. The influence of larger contextual issues that include economic, political, and demographic factors in the financing of education will be explored. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

The Community internship experiences provide substantial, sustained, standards-based opportunities for leadership candidates to apply leadership competencies in real settings. During the internship, the leadership intern is supported by the college internship supervisor and the cooperating administrators. Seminars provide an opportunity for leadership interns to discuss their experiences, to relate them to best practices and theory, and to offer support and suggestions to one another. Students will work a minimum of 100 hours in a community setting and attend seminars. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

The School internship experiences provide substantial, sustained, standards-based opportunities for leadership candidates to apply leadership competencies in real settings. During the internship, the leadership intern is supported by the college internship supervisor and the cooperating administrator. Bi-monthly seminars provide an opportunity for leadership interns to discuss their experiences, to relate them to best practices and theory, and to offer support and suggestions to one another. Students will complete a minimum of 300 hours in a public or non-public school setting. Students in full-time employment should be able to complete this requirement in their own schools or districts by arranging a special schedule with their principal, head of school, or superintendent. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Technology can increase teachers' capacity to support the learning of individual students with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage and remember. To do this efficiently and effectively technology should be carefully selected, purposeful planned and thoughtful implemented. Not all technology is useful for all students. Required Texts: "Integrating Technology in the Classroom: Tools to meet the needs of every student”, by Hamilton, Boni. (2018) (2nd Ed.) Washington DC: International Society of Technology in Education; "How to Differentiate Instruction in Academically Diverse Classrooms”, by Tomlinson, Carol Ann, (2017), Alexandria, VA, Association for Supervision and Curriculum Development. *If you are taking this course for Graduate Credit, participants must also register with Manhattanville through Instant Enrollment on Service Hub. Email Colleen Gill at cgill@rockteach.org for more information. Note: Official graduate transcripts will not be available until the official end of the college semester.

In this course, students will understand how to construct, teach, and enhance writing responses to historical fiction texts. They will learn how to implement a yearlong framework that will move students from simple responses to multi paragraph essays. Students will learn how to adapt their lessons to reach all learners. Finally, they will use the lessons taught to create a structure that is relevant to their particular students. Required texts: Douglas Fisher, Nancy Frey. (2013). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition Paperback. Alexandria, VA:: ASCD. Kylene Beers and Robert E Probst. (2013). Notice & Note Strategies for Close Reading. New Hampshire: Heinemann. *If you are taking this course for Graduate Credit, participants must also register with Manhattanville through Instant Enrollment on Service Hub. Email Colleen Gill at cgill@rockteach.org for more information. Note: Official graduate transcripts will not be available until the official end of the college semester.

This course will provide multiple strategies and approaches for use with students with exceptional learning needs (ELNs), as well as those for who are English as a New Language Learners (ENLs) in a PK-12 setting. The readings and discussions will center on topics such as creating an environment for success, differentiated instructional techniques, multiple intelligences, modifications and accommodations, working effectively with students from diverse linguistic and cultural milieus, and new approaches in the implementation of Inclusion, Response to Intervention, Positive Behavioral Interventions and Supports, and Common Core Standards. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Candidates work with children who have a variety of literacy needs in a supervised, clinical setting. Emphasis is placed on: a sound understanding of the reading and writing processes; the effect of teacher theoretical orientation to literacy assessment, instruction, choice of materials and students' view of reading and writing. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

This course focuses on a theoretical and practical approach to classroom management, organization and discipline. It includes an analysis of the way these issues relate to the nature of learning and classroom interactions. Methods and techniques of effective teaching will be addressed, including organizing the classroom environment to include different learning styles, multilevel instruction, managing cooperative learning groups, preventive, supportive and corrective discipline, behavior modification, self-management techniques and assessment. Teacher candidates will prepare a classroom management plan. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Explore recent research on the psychological, cultural, and related factors that influence the acquisition of a second language, including: linguistics and cognition, first- and second-language acquisition and social and affective variables in language learning. A foundation course is taken at or near the beginning of the program. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Focus on second language teaching techniques to improve an LEP student's proficiency in understanding content area subjects. Learn from required lesson and unit plans and peer teaching. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

The second part of Literacy Methods course that provides an understanding of research-based best practices in literacy instruction. Apply strategies and materials used in a comprehensive, balanced literacy program. Examine models of thematic units that integrate literacy with content areas. Construct a unit of study that demonstrates the ability to evaluate and select strategies that integrate a variety of texts across disciplines to meet the needs of diverse learners. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Survey and investigate methods for teaching reading to LEP students in the ESL classroom and in the mainstream. Learn how to assess reading attainment, adapt curriculum and tech-niques and help develop academic language proficiency. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Explore approaches to assessment, curriculum planning and instruction at the middle childhood and adolescence levels for Science education. Learn to use technology (including assistive technology) as well as a broad range of teaching methods and materials that will allow middle childhood and adolescent students within the full range of abilities to master the learning standards for Science. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Explore approaches to assessment, curriculum planning and instruction at the middle childhood and adolescence levels for Mathematics education. Learn to use technology (including assistive technology) as well as a broad range of teaching methods and materials that will allow middle childhood and adolescent students within the full range of abilities to master the learning standards for Mathematics. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Based upon current child development theories and principles, this course will examine methodology and resources applicable to teaching in the infant, toddler and early childhood classroom. Focus will be on the study, design and evaluation of developmentally appropriate curriculum in the areas of social studies, expressive arts, physical education, safety and health and ways in which these areas may be integrated with other areas of the curriculum. Emphasis will include fostering skills of inquiry, problem-solving and creative thinking in young children through discovery and play. Students will do classroom observations, create and execute lesson plans, develop curriculum units and conduct case studies for practical application of concepts and principles. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

This course should be taken near the end of the teacher-candidate's sequence of courses as it draws upon a broad understanding of the disability laws that govern the education of children with special educational needs and instructional strategies. Course participants will be required to expand upon their current level of knowledge by investigating literature reviews of contemporary data to develop either a research project or a grant that would enhance the quality of instruction and life for individuals with disabilities. Ethical considerations with regard to research and education of vulnerable populations will be emphasized. The purpose of the course is also to make students more aware of their social responsibility and the need to continue as lifelong learners in working with individuals where current strategies for intervention are constantly emerging. Literacy/Special Education dual candidates will conduct the research project in an area relating to teaching literacy to students with special needs. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Students will focus on second language teaching techniques to improve English Language Learners' attainment in understanding content area subjects, including learners with special needs. They will become familiar with NYS Learning Standards in the Content Areas and explore strategies for developing and promoting English and Native Language literacy through content. They will learn how to adapt content area materials and to use appropriate strategies for working with English Language Learners in content classrooms. They will develop lessons and units, using English and the native language, aligned with standards (NYS and national). They will learn techniques for assessing content knowledge in English and the native language. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Students will explore strategies for teaching English Language Learners through the native language and culturally-appropriate curriculum which promotes transfer of knowledge. They will learn methods for developing and promoting native language literacy and language arts and for advancing content area knowledge through the native language. They will survey and learn to choose appropriate native language curricular materials and appropriate assessments of native language attainment, content knowledge, and literacy, including for those with special needs. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

This course focuses specifically on the literacy needs of English Language Learners in the regular education classroom as well as students in compensatory language programs, with special attention to language acquisition, academic language, and acquiring the skills of reading, writing, speaking and listening. Candidates critically analyze current research in the literacy teaching and learning of young people who speak languages other than English in the home and community. They complete structured fieldwork with ELs to support their literacy development through culturally responsive project-based learning. Candidates participate in a family celebration in which the ELs share student work with parents and caregivers and draft reports on the students that can be shared with teachers and school personnel. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Candidates will work with students to learn and apply techniques for assessing the literacy abilities and needs of students, and identifying difficulties that may be confronted in acquiring the literacy skills, including dyslexia. Candidates design effective interventions based on learner needs. Candidates examine and analyze a broad array of formal and informal assessment techniques and their application to literacy instruction. They apply strategies for effectively communicating assessment results to parents, caregivers, and school personnel. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

This introductory course provides an overview of the field of American education. It investigates major issues, which have affected learning and teaching in the U.S. Through active class involvement, the learning/teaching dyad, its social, political, economic antecedents and possible consequences are analyzed. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Learn to build literacy skills in different content areas, developing strategies based on current theory and practice in teaching listening, speaking, reading, and writing. Candidates acquire an integrated and balanced approach for improving students' literacy development at the elementary, middle, and high school levels. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

This course is designed to provide an intensive study of the assessment process as it relates to the special education teacher. Students will learn the purpose of assessment, measurement concepts and technical adequacy and experience how to administer and interpret test data. Students will explore ways to communicate assessment information and assessment issues related to I.D.E.A. The focus will be on a combination of formal and informal assessment strategies. Teacher candidates will prepare a final report dealing with a comprehensive assessment to include the creation of an I.E.P. for a student with a disability. As part of a formative process, the required portfolio will be reviewed as part of the course. Field experience required. Recommended Textbook: Pierangelo, R. & Giuliani, G. (2022). Assessment in special education: A practical approach (6th ed.) Saddle River, NJ: Pearson ***In addition, please be aware of the following: Special Education in New York State for Children Ages 3-21: A Parent's Guide The University of the State of New York, The State Education Department for Special Education Services, Albany, NY 12234. You can access this guide by going to: http://www.p12.nysed.gov/specialed/publications/policy/parentsguide.pdf. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Review English grammar for the purpose of developing classroom activities and materials for the teaching of semantics, syntax, morphology and phonology of English to students with limited proficiency. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Explore curriculum approaches, teaching and assessment strategies, classroom management, and other critical issues in teaching at the middle childhood and adolescence levels. Become familiar with the ways in which middle and high schools function, both within their buildings and within their broader communities. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

This course is designed to provide an overview of the field of special education. The objectives are to make the teacher-candidate more aware of federal and state special education laws which provide for the identification of individuals with disabilities, the process of determining entitlements to special education services, and the models of teaching that provide for educating the child in the least restrictive environment (LRE) under the umbrella of IDEA and NCLB. The importance of inclusive education and the use of Response to Intervention (RtI) are also addressed. The course provides an overview of theories, diagnostic procedures, and remedial teaching strategies which address students with the broad spectrum of ELNs including: learning disabilities, emotional and behavioral disorders, physical disabilities, autism spectrum disorders, intellectual disabilities, other health impaired, and low incidence disabilities (deaf/hearing impaired, blind/visually impaired). Fifteen hours of field experience in diverse settings is an integral component of the course in order to assist the course participant in linking the classroom didactic with life experiences in the schools and agencies providing education and intervention. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

This course should be taken near the end of the teacher-candidate's sequence of courses as it draws upon a broad understanding of the disability laws that govern the education of children with special educational needs and instructional strategies. Course participants will be required to expand upon their current level of knowledge by investigating literature reviews of contemporary data to develop either a research project or a grant that would enhance the quality of instruction and life for individuals with disabilities. Ethical considerations with regard to research and education of vulnerable populations will be emphasized. The purpose of the course is also to make students more aware of their social responsibility and the need to continue as lifelong learners in working with individuals where current strategies for intervention are constantly emerging. Literacy/Special Education dual candidates will conduct the research project in an area relating to teaching literacy to students with special needs. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Candidates will work with students to learn and apply techniques for assessing the literacy abilities and needs of students, and identifying difficulties that may be confronted in acquiring the literacy skills, including dyslexia. Candidates design effective interventions based on learner needs. Candidates examine and analyze a broad array of formal and informal assessment techniques and their application to literacy instruction. They apply strategies for effectively communicating assessment results to parents, caregivers, and school personnel. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Focus on the integration of elementary school social studies and fine arts in an interdisciplinary teaching context. Field experience required. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.

Participants will engage in a book study utilizing the book, "Last Child in the Woods” by Richard Louv. Children are suffering from nature-deficit disorder and are on screens too much for their young age. Louv argues that American childhood has become overly standardized, overly structured, and overly saturated with technology. Many movements across the country have started around the concept of: "No Child Left Inside.” "The most important goal for our children, in their everyday lives, to experience joy and wonder, sometimes in solitude- for them to create their nature experiences and as they grow up, to expand the boundaries of their exploration.” Outdoor learning helps to increase attention, engagement, and reduce behavior problems in the classroom. The book study will focus on the importance of outdoor time for students and how it affects their academics. Participants must secure a copy of the book before the course begins. This course will be delivered in Google Classroom. A rockteach email address will be assigned to all participants. RTCI/WTCI course.

Executive functioning involves the neurological processes used to consciously control thoughts, emotions and actions so that goals can be set and achieved. When students have deficits in their executive functioning skills they tend to have difficulty grasping concepts, cannot maintain an organized workspace and despite having just heard directions, don't know where to start. In this 15 hour online class we will explore the executive functioning skills that control a student's ability to think metacognitively and also their ability to respond appropriately using their social emotional skills. We will explore the role of the working memory and the essential role it plays in processing, storing and retrieving information, as well as the other necessary skills of task initiation, planning, organization, self-monitoring, impulse control, flexibility and emotional control. We will develop strategies to address our students needs and learn to incorporate strategies to our teaching and learn that will allow students with effective functioning deficits to succeed academically and socially. This course will be delivered in Google Classroom. A rockteach email address will be assigned to all participants. RTCI/WTCI course.

"From Chaos to Collaboration: Advanced Classroom Management Techniques for Secondary Educators" is a comprehensive 15 hr online course designed to equip educators with advanced strategies for managing diverse, modern classrooms effectively. As we navigate the complexities of teaching grades 7-12 in the digital age, this course provides practical tools and insights to foster a positive learning environment conducive to student engagement and academic success. Throughout the course, participants will delve into various topics crucial for maintaining classroom order and promoting collaborative learning experiences. Emphasis is placed on understanding and addressing the unique challenges presented by the digital age and short attention spans, including the pervasive use of cell phones and social media distractions among students. This course is delivered through Google Classroom. A rockteach email address will be provided to participate. RTCI/WTCI course

This 15-hour online course introduces educators to the principles and practices of Task-Based Language Teaching (TBLT), a dynamic and effective approach to language learning. TBLT prioritizes real-world tasks, problem-solving, and project-based activities, encouraging students to use language in authentic contexts. TBLT focuses on practical application and encourages students to actively engage in using language to complete tasks, from group projects to presentations, which enhances both their language fluency and problem-solving capabilities. By integrating real-life scenarios, TBLT fosters critical thinking, collaboration, and the development of language skills in meaningful contexts. This course will run asynchronously through Google Classroom. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your course completion time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teachers' Center gmail account to participate in this course a few days before the start date. RTCI/WTCI course

This 15-hour asynchronous course focuses on integrating mindfulness strategies into teaching practices to enhance student engagement, focus, and well-being. Participants will explore various techniques and practices that can help students stay present and involved in learning, fostering a purposeful and productive classroom environment. This course emphasizes the importance of self-awareness, emotional regulation, and reflective practices for both teachers and students, contributing to an environment of positive, mindful learning. This course will be delivered in Google Classroom. A rockteach email address will be assigned to all participants. RTCI/WTCI course.

As a result of this course, participants will develop methods and strategies to integrate the core skills of listening and speaking into their curriculums. They will be able to infuse real-world problem-solving skills into content area curriculums. Participants will make student learning more enjoyable by better teaching the "noncognitive skills of learning” (Opitz & Ford, 2014). In this course, participants will learn to embed content-rich experiences into the classroom. Not only will participants achieve better product results from their students, but also witness students developing the lifelong learning skills of critical thinking, linguistic aptitude and cooperation. Participants will be able to make an immediate impact upon their teacher and the learning outcomes for students in their classes. The small group work and correspondence will be completed on the class wiki page. The link for the course is drgillwiki.wikispaces.com. This portion of the course requires posting on a discussion board. Participants will work towards a final project, creating interconnected lessons and reflections aimed at improving student learning. Participants will provide repository of classroom documents aligned with current NYS Learning Standards. Required Readings: "Engaging Minds in the Classroom: The Surprising Power of Joy”, by Opitz, Michael & Ford, Michael, 2014, Alexandria, VA: ASCD; "Teaching the Core Skills of Listening and Speaking”, by Palmer, Erik. (2014). Alexandria, VA: ASCD. *If you are taking this course for Graduate Credit, participants must also register with Manhattanville through Instant Enrollment on Service Hub. Email Colleen Gill at cgill@rockteach.org for more information. Note: Official graduate transcripts will not be available until the official end of the college semester.

Participants will engage in readings, discussions, case studies, and hands-on explorations of AI-powered tools. By incorporating historical and contemporary research, educators will analyze AI's potential to disrupt or reinforce systemic inequities and develop actionable strategies for equitable AI integration. A midterm assessment in Week 4 will allow educators to apply their learning by designing AI-infused lesson plans, while the final assessment will require participants to develop a comprehensive AI integration strategy for their classrooms. Through reflection, collaboration, and practical application, this course equips educators with the knowledge and skills to harness AI for meaningful, inclusive, and ethical teaching. If you are taking this course for Graduate Credit, participants must register with Manhattanville through Instant Enrollment. Email Colleen Gill at cgill@rockteach.org for more information. Note: Official graduate transcripts will not be available until the official end of the college semester.

Join NYSED leaders and teachers/teacher leaders at High School grade level from across the state as we explore NYSED resources, discuss curriculum issues and trends, and network with fellow educators and friends. Great opportunity to develop partnerships and share ideas with colleagues throughout the state. Facilitated by AMTNYS HS Grade level Reps Christopher O'Sullivan and Daryl Cox.

Participants will access, develop and utilize reading comprehension strategies that will actively engage their students in the learning process. Participants will have the opportunity to develop, implement and discuss instructional strategies to improve the literacy development of students within all classrooms. Participants will learn effective strategies to improve students' acquisition of competencies in listening, speaking, reading, vocabulary, written expression (i.e. mechanics, grammar, sentence and paragraph structure, and editing skills). Participants will access the information and tools necessary to focus student learning through reading and writing across the curriculum. Teachers involved in this course will have the chance to reflect, discuss, and implement strategies to improve understanding of nonfiction text. More specifically, participants will develop strategies to improve their students' writing skills in any type of classroom setting. Required Readings: "The Highly Effective Teacher", by Marshall, Jeff (2016); "Strategies that Work", by Harvey, S. and Goudvis, A. (2000). Course will run asynchronously. No in person instruction. Only start and end dates are listed. Offered through the Rockland/Westchester Teacher Center Institute.

This course will provide an overview of the characteristics of effective instructional strategies in a general education classroom. Participants will develop strategies to incorporate children with special needs and the programs and procedures used most effectively to serve them. It will also provide information about the laws guiding the education of special education students and the theories, diagnostic procedures and teaching strategies which are most effective with these students. By the end of this course students should have gained a full understanding of: Special health-related issues, Learning processes of the special education student, motivational and communication techniques, classroom management, the means to update knowledge and skills in the subject taught, current trends and issues, special education legislation, characteristics and etiology of specific disabilities, intervention strategies for children with disabilities, how to adapt the learning environment to meet the needs of exceptional children, and identification of students with disabilities. The text The Inclusive Classroom will provide theoretical support and research-based strategies to improve student learning in mainstream classrooms. Required Readings: "The Inclusive Classroom"-The Loose-Leaf Version-5th edition, by Mastropieri & Shruggs, 2014; "How to Teach Students so Students Remember" - 2nd Edition, by Sprenger, Marilee, 2018. Course will run asynchronously. No meeting dates. Only start and end dates are listed. Offered through the Rockland/Westchester Teacher Center Institute.

Participants in this 3 hr online course will focus on more of the Science and Engineering Processes. Participants will be provided with a Google Sheets file of authenticity collected data. Using Google Sheets, participants will analyze the data collected, and they will generate a graph as well as develop an evidence-based claim based on the data and the graphs. This 3-hour course is delivered asynchronously through Google Classroom. Participants will receive a rockteach.org email address to participate. The dates listed are the start and end dates. Course is available 24/7.

Participants will access text and research in whey which they will plan curriculum with the "end in mind.” Then, they will develop instructional units and learning strategies "to reach out to individual learners at their varied points of readiness, interest, and learning preference.” Course participants will develop curriculum adaptations and instructional strategies based upon tiered assessments. They will take these ideas and put them into action in their classrooms. Participants will develop the "big ideas” associated with curriculum designs. Then, participants will analyze and apply methods of differentiating products (content), process (instruction) and product (assessment). During input sessions, participants will learn to incorporate a variety of research-based strategies into their lessons. Course participants will develop curriculum adaptations that are responsive to the individual needs of all students while still maintaining a focus on academic proficiency and excellence for all students. These strategies will include: responsive teaching, ongoing formative assessment, and teaching for understanding in academically diverse classrooms. Participants will develop assessment tools to address the Six Facets of Understanding from the UBD model: Explanation, Interpretation, Application, Perspective, Empathy, and Self-Knowledge. Required Readings: "How to Differentiate Instruction in Academically Diverse Classrooms”, 3rd ed., by Tomlinson, Carolyn. (2017). Alexandria, VA: ASCD; "Essential Questions: Opening Doors to Student Understanding”. 2nd ed., by McTighe, J. and Wiggins, G. (2013). Alexandria, VA: ASCD. *If you are taking this course for Graduate Credit, participants must also register with Manhattanville through Instant Enrollment on Service Hub. Email Colleen Gill at cgill@rockteach.org for more information. Note: Official graduate transcripts will not be available until the official end of the college semester.

The first in a pair of courses that provides a research-based introduction to literacy teaching and learning for children in grades PreK-6. Students will be introduced to the theories, approaches and methodology of teaching reading and writing in the elementary classroom. Emphasis will be on helping students develop an informed, integrated and balanced approach to the planning and instruction of reading and the language arts; with a strong focus on phonemic awareness and strategies for teaching phonics. Field experience required. Required Texts: "Phonics they use: Words for Reading and Writing”, by Cunningham, P. (2013). New York, Pearson Publishing; and "Reading with Meaning”, by Miller, D. (2013). 2nd edition Portland, ME: Stenhouse Publishers. Enrollment is restricted to students admitted to an Advanced Certification or Master's degree program. Additional college tuition will be incurred. Registration is required on both Frontline and Service Hub to complete enrollment. Note, only start and end dates are listed. Please refer to Service Hub for exact meeting dates.