Professional Practice (Course 3): Professional Practice (Course 3): In this course, teachers will strengthen their skill in building successful professional relationships with their students' families, their paraeducators, related service teams and co-teaching partners that are interactive and supportive of student outcomes. Teachers will understand the fundamental role of transition in IEPs and how to apply their skills as a case manager to create a supportive, informative IEP. Teachers will analyze the role of special educator as a resource and advocate for inclusive communities.

Prerequisite: Course 1

This course starts on December 2nd and ends on December 23rd, 2020.

The content of this course will delivered synchronously from 4-5:30 pm via Zoom on the following dates: December 2nd, December 9th, December 16th. Content will be delivered through Google Classroom (You must have a personal Google account to access the materials).

This course provides 15 CTLE hours upon completion. District approval is needed for in-service credit.

This Stony Brook University course focuses on the leadership and administrative roles of elementary and secondary school building leaders. Topics include: tasks of a building administrator; building organizations and staff utilization; curriculum development; evaluating the school or program performance and involving the staff in making changes; leadership; engaging teachers, staff, and parents in the decision-making process; facilities management; employee relations, student affairs; public relations; maintaining collaboration between the home and the school and school law.

This course starts on Monday, January 4th and runs through Monday, March 15th, 2021.

Instruction will be delivered through both asynchronous assignments in Blackboard and synchronous face to face meetings via Zoom scheduled by the instructor throughout the course.

Required Textbook: Aquino, J., Desravines, J., & Fenton, B. (2016). Breakthrough Principals: A Step-by-Step Guide to Building Stronger Schools. San Francisco: Jossey-Bass. Available on Amazon or BN

(co-requisite EDL 586-Internship Seminar)

EDL 585 Internship in School District/School Building Leadership (co-requisite EDL 586) This course is a cooperatively guided leadership experience at the school district central office level and school building level, strategically designed to immerse candidates in educational experiences that support and rely upon the information and skills attained from courses taken in the combined certification program. A plan of leadership, administration and supervisory tasks must be submitted to the internship coordinator.

The internship is conducted in schools and school districts over an extended period of time. Achievement will be determined against a stated list of competencies as assessed by the school district personnel and the SBU supervisor. Field experiences are structured so that candidates gain proficiency in all twelve NY State Leadership competencies. S/U Graded.

*Prerequisite: Completion of all foundation and required course work.

This course is a co-requisite to EDL 525 Internship.

This course consists of weekly seminars for the consideration of problems and current issues confronted in the field. The internship Seminar will provide a forum for sharing insights, understanding and developing collaborative problem-solving and decision-making skills. The purpose of the Internship Seminar is to facilitate the blending of practical field experience with academic learning.

Course meetings will be arranged by the instructor spanning multiple terms.

*Prerequisite: Completion of all foundation and required course work. Students may not enroll themselves in EDL 585 and EDL 586.

Students who have completed the prerequisite course work should contact the Internship Coordinator, Dr. Robert Scheidet, for enrollment.

In this course, students will take a step back and look at how technology affects our overall wellness and state of mind. Technology drives our every move in this fast paced society. Everywhere you look, our youth is connected to a device and has access to unlimited information.

This course explores the use of technology among the younger generation and examines the impact emotionally and physically. Students will research policy and practices to help create a life, technology balance and show educators how to develop techniques to help students become more mindful and well rounded in this technology saturated living environment. By the end of this course, students will have developed multiple techniques and strategies essential for balancing wellness, mindfulness, and technology into K-12 classroom curriculum.

The required books that will be used in this course are available through Amazon or Barnes and Noble. They are:
Gunatillake, R. (2017). Modern mindfulness: How to be more relaxed, focused, and kind while living in a fast, digital, always-on world. New York: St. Martins Griffin. ISBN-13: 978-1250116413

Gazzaley, A. (2017). Distracted Mind: Ancient brains in a high-tech world. S.l.: MIT PRESS ISBN-13: 978-0262034944

Recommended Reading:
Jennings, P. A. (2015). Mindfulness for teachers: Simple skills for peace and productivity in the classroom. New York: W.W. Norton & Company. ISBN-13: 978-0393708073

The content of this course is delivered both asynchronously in Blackboard and synchronously via Zoom meetings weekly on Tuesdays at 4:30 pm throughout the course.

This course starts Tuesday, January 5th and ends on Tuesday, March 16th, 2021.

This course covers the basic aspects of the supervisory process. Areas included are an overview of supervision, theory and research, organization and function, roles of various personnel in the supervisory process, factors influencing change, improving instruction through individuals and groups, curriculum development, effective use of learning resources and evaluating supervisory programs.

Instruction for this course will be delivered through both asynchronous assignments in Blackboard and synchronous meetings via Zoom throughout the course scheduled by the instructor.

The course starts on Tuesday, January 5th, 2021 and ends on Tuesday, March 16th, 2021.

Internal and external stress has a significant impact on every dimension of our lives: our wellness, our mental health, and our social well-being. In this workshop, we will explore the Seven Dimensions of Wellness, learn how to apply the Three Keys to Ignite Potential, and experience tools that support us to deal more effectively with stress and overload. These small shifts have a significant impact; bringing more energy, more presence, more potential, and more innovation into our work and personal lives.

Culture drives results; leaders drive culture. In order for our schools to build cultures that support wellness, mental health, and social well-being, teachers, staff, and administrators must examine their own health and wellness, explore strategies based in neuroscience, and experience mindfulness practices to ignite their leadership potential. This workshop is highly interactive, incorporates brain-based learning techniques and utilizes discussion, group exercises, focused visualization, emotional mastery exercises, and constructive collaboration. Our mission is to support all participants toward effective, efficient and inspired leadership.

This course will be delivered through scheduled Zoom meetings (synchronous) and assignments in Google Classroom (asynchronous). Zoom meetings will take place on Tuesday's from 4:30 pm to 6:30 pm on January 5th, January 12th, January 19th, January 26th and February 2nd, 2021.

Please note: This course will provide 15 CTLE hours upon completion. District approval is required for in-service credit.

In this Stony Brook University graduate course, you will learn how to integrate educational technology tools and applications, explore instructional best practices, methods, and strategies that will support the needs of diverse student populations. Participants will plan, design and deliver a teacher centered educational technology workshop focused on leveraging technology to enhance curriculum and engage all student groups including special needs, ELLs (English Language Learners), at-risk students and gifted and talented students. By the end of the course, participants will be able to fully understand how to harness the power of technology and engage all learners, so they reach their highest potential.

This course will begin on Wednesday, January 6th, 2021 and run through Wednesday, March 17th, 2021.

The content of the course will be delivered asynchronously through Blackboard and with live virtual face to face meetings using Zoom on Wednesday's at 4:30 pm.

The required texts are available on Amazon or BN:

1) Ell Frontiers: Using Technology to Enhance Instruction for English Learners-This book is grounded in the latest research on EL language and literacy development and technology integration, this timely book will serve as your road map for navigating the exciting new frontier of digital instruction. Learn how to improve academic outcomes, enhance language acquisition, and cultivate digital citizenship through ELL Frontiers'.

2)Handbook of Professional Development in Education: Successful Models and Practices, PreK-12 This comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation.

3)Digital Technology for Students with Special Needs: An essential guide to Occupational Therapists and related professions.-This book offers ‘jargon-free' resources and ideas to match these students with the latest digital technology.