This book study will help educators get a better understanding of assistive technology in an educational setting. The author focuses on how to develop a consistent approach for choosing technology to design accessible, inclusive, educational experiences for the benefit of students. Technology is ever evolving as are all successful educators. Each week participants will read required chapters, participate in discussions, and complete activities that can be applied to their classrooms. This class will meet both synchronously (5 hours) and asynchronously (10 hours).

Required Materials:

An electronic copy of the book will be provided "The New Assistive Tech: Make Learning Awesome for All" by Christopher R. Bugaj

Participants are required to have a personal Google account to access course materials.

Please note: District approval is needed for in-service credit. (15 CTLE Hours)

This course examines the nature, scope, and organization of the personnel function and will look at the planning process, collective bargaining (negotiations and contract administration), personnel recruitment (selection, induction, and development), and effective work performance (appraisal, compensation, and job security, issues). An examination of the federal and state laws and regulations that govern district personnel operations will be included. To accomplish these tasks it will require that you can effectively ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success, while establishing and sustaining a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement. At the heart of this position is for you to effectively recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty, that will act with cultural competence and responsiveness in their interactions, decision making, and practice. (PSEL Standards 3c, 3g, 6a, and 7c)

The course content will be delivered through both virtual meetings via Zoom and asynchronous work in Brightspace.

(co-requisite EDL 586-Internship Seminar)

EDL 585 is the field experience component of the corresponding and 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.

(co-requisite EDL 585-Internship)

This course is a co-requisite to EDL 585 Internship.

The Educational Leadership Internship is defined as the process and product that result from the application in a workplace environment of the strategic, instructional, organizational and contextual leadership program standards. It is strategically designed to immerse candidates in educational experiences that support and rely upon the information and skills attained from courses taken in the program. The internship includes a variety of substantial concurrent or capstone experiences in diverse settings planned and guided cooperatively by university and school district personnel and conducted in schools and school districts over an extended period of time. The experiences need to provide interns with substantial responsibilities, which involve direct interaction and involvement with students, staff, parents, community leaders, and social service organizations involved with inter-agency activities affecting schools. Through guided and specific tasks, projects and responsibilities you work be expected to work in all ten (10) PSEL standards and will be required to evaluate your growth in each standard at the end of the internship. As highlighted in the Internship Informational Booklet, you will also be required to become proficient in 16 specific PSEL Sub Standards, and demonstrate that you can address matters of equity and cultural responsiveness in all aspects of leadership. (PSEL Standard 3h)

*Prerequisite: Completion of all foundation and required coursework.

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

**Three Village 2nd Online Cohort (MESTRACT 5)

This course presents an examination of the duties and responsibilities of the school business administrator including an understanding of the role in relation to other members of the administrative team. Also examined during the course are other aspects of the business administrator's work such as office management, budget procedures, financial management, accounting and auditing, purchasing and supply management, insurance programs, capital outlay and debt service, school plant operation and maintenance, food service, and transportation. At the core of this administrative role is that you can effectively act ethically and professionally in personal conduct, relationships with others, decision- making, stewardship of the school's resources, and all aspects of school leadership, while being able to effectively establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement; while confronting institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status. The major goal of this role is for you to be an effective, responsible, ethical, and accountable steward of the school's monetary and non- monetary resources, engaging in effective budgeting and accounting practices. (PSEL Standards 2a, 3e, 3g, 7c, and 9d)

The course content will be delivered through both virtual meetings via Zoom and asynchronous work in Brightspace.

Padlet, an online bulletin board, can be used to educate educators and students alike. This class will focus on using Padlet to 1) present researched information to fellow participants and 2) engage your own students. After learning how to use Padlet, participants will research an instructional strategy/current educational trend and present that information via Padlet. The second part is to create Padlets for student interaction. See all that Padlet has to offer!

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

In this course, we will learn how multilingual learners are identified, serviced, and supported instructionally. We will explore different strategies and activities tailored to these students in the classroom.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours) Final course assignments' submissions will be due one week after the last synchronous session.

We've all had to work with colleagues, but does it always feel like time well spent? And, in some classrooms, does it feel as though one teacher does too much of the work? In this course, participants will learn collaboration and co-teaching practices that can support multilingual learners. Participants will learn collaboration techniques to plan, teach, and reflect with colleagues. We will also discuss co-teaching models of instruction. Lastly, we will discuss coaching techniques to support our colleagues to reach their goals. As an implementation project, participants will create a co-taught lesson plan relevant for multilingual learners.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

Please note: District approval is needed for in-service credit. (15 CTLE Hours)

Do you want to get and keep your students engaged in content, while fostering their creative and collaborative sides? Look no further than the number one video game of all time, Minecraft.

Minecraft Education allows teachers to engage students with the best parts of the commercial game, while giving educators the ability to create, monitor, and challenge learners safely. In this 5 hour introductory course, we will look at basic game play, pedagogy for using it with your students, multiplayer, and assessment.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (5 CTLE hours)

This course will provide participants with different "tech tools” to use in the classroom. While the main audience of these tools is English Language Learners, these tools could be use with all students. As the course progresses, it will follow the components of the SIOP model in order to align technology with a model of instruction for English Language Learners. Course assignments will be due one week after the last synchronous meeting.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course examines teacher resilience as a crucial role in education, focusing on teacher psychology as a critical component in teacher responsiveness, effectiveness, sense of agency, competency, autonomy, optimism, and emotional intelligence. Since a bidirectional relationship exists between the mind and body, an analysis of physiological responses to psychological stress will be explored. Lifestyle factors and nutritional deficiencies that can impair adaptability and the response to psychological stress will also be examined. Evidence-based mind and body techniques for building resilience will be investigated. Knowledge of science is not required.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom. A personal Google account is needed to access course materials.

Please note: Asynchronous work dates listed below are simply placeholders for the hours of work in the course. You may complete asynchronous work during the hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Explore New Pathways for Multilingual Learners, ENL, and Students who learn differently, such as Special Education, Gifted, etc. Student Successes with Thinking Maps (Editors: David Hyerle & Larry Alper) includes case studies showing how to empower students to make their thinking visible using Thinking Maps; a set of 8 visual tools, tied to 8 cognitive processes, used in all content areas and grade levels.

Participate in this book study to learn how educators are applying Thinking Maps to enhance teaching and learning. Differentiating instruction with Thinking Maps is easy and fun! Thinking Maps helps educators level the playing field for all students-particularly those that require additional support. Be inspired!

An electronic copy of Student Successes with Thinking Maps will be provided.

Each session will focus on a different section of the free electronic copy of the book. As a special bonus, the creator of Thinking Maps, David Hyerle, will be joining one of the synchronous sessions. You'll be able to learn straight from the source and ask questions of the author.

Note that this course has been customized for NYSTC and is being sponsored by Long Island Network of Teacher Centers. It is not a training for Thinking Maps, rather this book study focuses on the theory behind and impact of Thinking Maps in the classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (10 CTLE hours)

Compassionate School Practices: Fostering Children's Mental Health and Well-Being discusses how educators can establish a compassionate cultural foundation for strong relationships and holistic skills to weather stress, trauma, and promote well-being for their entire school population. The authors of this book explain how educators can discover a collaborative visioning process to elevate compassion through dialogue, policies, and protocol. Participants will explore how compassion shapes professional practice and organizational functioning. We will read and discuss insights about how educators can be more prepared to deal with students who face struggle, and hardship. Compassion has the potential to transform schools into places of healing, comfort, belonging, and connection amid these difficulties. Participants will also learn skills needed to demonstrate and nurture compassion within their schools, districts, and communities, and will better understand how compassionate instruction can directly support vulnerable populations within schools.

Required Materials:

An electronic copy of the book will be provided through our Gale eBook library.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Join this book study to learn more about the power of Thinking Maps and other concepts aimed at developing cognitive skills and dispositions for thinking in an information-overloaded world. This book study will take participants on a deep dive into the following powerful concepts for short and long term school improvement: Thinking Maps, Dispositions for Mindfulness, and Questioning for Inquiry. Pathways to Thinking Schools provides case studies laying out the pathway to elevate content based instruction supplemented by the development of powerful thinking skills and dispositions.

This book study includes an electronic copy of Student Successes with Thinking Maps.

Each session will focus on a different section of the free electronic copy of the book. As a special bonus, the creator of Thinking Maps, David Hyerle, will be joining one of the synchronous sessions. You'll be able to learn straight from the source and ask questions of the author.

Note that this course has been customized for NYSTC and is being sponsored by Long Island Network of Teacher Centers. This book study focuses on the theory behind and impact of Thinking Maps and other cognitive and metacognitive practices for cultivating critical thinking.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (10 CTLE hours)

Do you want to get and keep your students engaged in content, while fostering their creative and collaborative sides? Look no further than the number one video game of all-time, Minecraft. Minecraft Education allows teachers to engage students with the best parts of the commercial game, while giving educators the ability to create, monitor, and challenge learners safely.

In this second 5-hour course we will focus on teaching with Minecraft Education, Managing multiplayer tutorials and project based learning/assessment.

**Participation in Minecraft 101 is encouraged, but not required.**

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (5 CTLE hours)

Using the compelling stories and case studies of adolescence as a guide, this online course will give you a snapshot look at the complex world of the body, brain and mind. A "look inside” if you will of children battling eating disorders.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

In this course, we will study Maryann Harlan's book The Girl Positive Library: Inspiring Confidence, Creativity, and Curiosity in Young Women. This well-researched, straightforward work offers librarians and educators guidance in reading, critiquing, and recommending YA books that advance positive and accurate representation of girls and young women. Harlan's book discusses complex issues like character archetypes that define norms of adolescent behavior, body autonomy and sex positivity, and the importance of reading YA fiction through a lens of intersectional feminism. The text provides an accessible and thorough foundation for meaningful conversations surrounding representations of girlhood in media, particularly novels and film. About half of the work consists of in-depth reviews of YA fiction and the other half is practical suggestions for how to use and implement a feminist lens while reading, discussing, and reviewing titles.

A digital copy of the book will be provided through MESTRACT's Gale eBook library.

Please note: Course delivery will be through a combination of required synchronous meetings and asynchronous work in Google Classroom. District approval is required for in-service credit. (15 CTLE hours)

In this advanced Minecraft Education workshop we will look at coding, redstone, commands, special blocks, world creation and management. Looking to take your student's classroom Minecraft experience to the next level?

*Participation in Minecraft 101 & 201 is encouraged, but not required.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (5 CTLE hours)

In this course, participants will learn how working smarter, not harder means focusing the learning taking place in the classroom on the students with the instructor as an instructional content creator. By introducing Hyperdocs and Choice Boards into lesson plans, teachers will assist students in learning advocacy, decision-making and time management freeing up more time for instructors to provide feedback and guidance. Recapture a sense of balance to the teacher workload where instructor and students do equal work for a more individualized learning experience.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course explores the use of various types of scientific research to teach critical thinking skills in all academic subjects. Methods of evaluating the validity of published, peer-reviewed studies will be emphasized, with the same critical thinking skills having real-world application. The components of a research study will be reviewed, and a scaffolded approach students assessing studies will be presented. Participants will engage in digital discussions and complete activities that can be applied to their classrooms. Knowledge of science is not required.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Do you ever wish that your students would ask the questions instead of you? The seemingly "simple” skill of asking questions is often never taught but always expected, until now. This course will explore the simple strategies of asking questions using the Question Formulation Technique (QFT). This technique empowers students to ask important questions and seek answers while respecting each other's voices. QFT promotes inquiry, is easy to implement, adaptable to any classroom, and will transform the student-centered learning experience.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This online course aims to help K-12 teachers address learning loss caused by the disruptions of the pandemic. It begins by discussing the impact of COVID-19 on schools and providing strategies for addressing student trauma and anxiety. Teachers will learn research-backed best practices such as tiered lessons, guided inquiry, project-based learning, and active learning strategies to motivate students and bridge any learning gaps. The course will also cover high-yield instructional strategies, curriculum compacting, and technology integration to help teachers feel more confident in their ability to address learning loss. By the end of the course, teachers will have the tools and knowledge they need to embed high-yield best practices into their teaching habits to conquer learning gaps.

Required Materials:

An electronic copy of the book will be provided through our Gale eBook library.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

This course is designed for school social workers, school psychologists, and school counselors, but is relevant for any school-based professional interested in learning more about available community based supports in Suffolk County. The course will provide an overview of current mental health and substance use supports accessible to our Suffolk County students, as well as how to access and leverage them for our K-12 students and families. The course will provide participants with an opportunity to share resources amongst one another. There will also be opportunities for anonymous case conferencing in which participants will be able to assist one another in problem solving for students in real-time.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

As teachers, we utilize technology to engage and to support students learning in a variety of ways. In this professional development, we will explore the best technological tools to develop lesson plans that are connected to the Anchor Standards of Communication for all languages. We will explore how to utilize technology to interpret learning material through the lenses of the three modes of communication (Interpretive, Interpersonal, Presentational) proposed by the Anchor Standard of Communication. In addition, we will use authentic material and address the Cultural Standard standard as well.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: District approval is needed for in-service credit. (9 CTLE hours)

Participants will learn "Everything Google” and how to use the Google applications to increase student participation, engagement, and communication. You can expect to learn the skills & tools for each platform and discuss curriculum integration starting with Google Classroom - such as email notifications, gradebook, plagiarism checker, and rubrics. Find out how Google Classroom integrates with your Google Drive and how to keep it in check!

Google Slides tools and how to create interactive, engaging lessons such as escape rooms and hexagonal thinking will also be explored. Ways to modify the lessons and provide accommodations will also be discussed. Templates will be provided so you'll be able to start creating lessons for your classroom during asynchronous time.

Google Jamboard tools and how to customize backgrounds will be shared. Strategies and examples of how to use Jamboard to increase student engagement & accountability, and to assess their understanding of the topic will also be covered. Google Docs offers many features such as citations, drop down tools, voice to text. Different ways to integrate these tools will be modeled.

The content of this course will be delivered through synchronous meetings via Google Meet and asynchronous assignments in Google Classroom. A personal Google account is required to access course materials. Participants will be required to connect to the personal Google Classroom to engage in activities during the synchronous meetings.

Please note: Asynchronous assignment dates and times are simply placeholders for the hours of work in the course. You may complete the assignments on your own schedule. District approval is needed for in-service credit. (15 CTLE Hours)

This course will provide participants with different tools to enhance incorporation of language domains with technology. Primarily, we will use tools Adobe Cloud Express to create exemplars of potential future activities for your students. Adobe Cloud Express is a free tool for education organizations to create social media post images, videos, and webpages. These opportunities help English Language Learners create authenticate works without necessarily being proficient in English. Course Assignments will be due one week after final synchronous meeting.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

With all the buzz about ChatGPT and other Artificial Intelligence (AI), it is time for staff to experience exactly what ChatGPT and AI is all about. In this class, you will be introduced to the possibilities that AI can provide and the challenges that will be faced. Gain a solid understanding of AI vocabulary, tools within our technology platforms, responsible use, ethical considerations and how to apply AI to current teaching practices. You will end this week-long course with skills, confidence and understanding of AI.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

*The content of this course may be sensitive to some.* School Social Workers, School Psychologists, and School Counselors frequently assess for safety risk in their students throughout the school year. This course will analyze the current data related to the very sensitive and serious topic of suicidality in K-12 students, and will explore best practices for responding to our most at-risk students experiencing a mental health crisis in the school setting. This course will also cover available Suffolk County resources that are specific to responding to mental health crisis situations. This course will also provide opportunities for case conferencing and will offer resources to prevent burnout.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

In this 5 week online course, participants will explore the 2021 NYS Learning Standards for World Languages. Participants will utilize backward design to align standards with Integrated Performance Assessments (I.P.A.). Participants will be able to identify Communication Standards and create Performance Tasks and rubrics with appropriate Proficiency Targets.

Asynchronous work will be posted weekly, with two 30 minute virtual meetings within the 5 weeks.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Based on the book Learners without Borders, New Learning Pathways for All Students by Yong Zhao, professionals will dive into a book study thinking about the future of education and how students can be empowered "in a global learning ecosystem". Participants will analyze the traditional borders of education and decide if there is a need to shift thinking that may limit learning. This book will implore participants to "imagine a different kind of learning, without borders, and to begin the shifts in practice that will result in personalized learning for all students".

Required Materials:

An electronic copy of the book will be provided through our Gale eBook library.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course provides educators with a deep dive into each of the newly required middle school science investigations. We will go through the background content and instruction that should be covered with students before conducting the investigation as well as discussion the best practices for instructing and facilitating the investigation with students.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

"Culturally Responsive Teaching for Multilingual Learners” is NOT just for English as a New Language (ENL) Teachers. It is a guide for ALL teachers who have students from different linguistic and cultural backgrounds in their classrooms. In their innovative book, Sydney Snyder and Diane Staehr Fenner share research-based tools, case studies, videos, and sketches to promote the success of Multilingual Learners in and out of the classroom. In this 8-week course, participants will keep a reflection journal where they will reflect on each chapter. Participants will collaborate through discussion questions on Google Classroom. Finally, participants will create a lesson plan focusing on the five principles of culturally responsive teaching.

An electronic copy of the book will be provided through our Gale eBook library.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

This book is geared toward both new and experienced teachers. The content focuses on developing effective classroom management skills and strategies specifically examining how to reach those students with emotional and behavioral disorders. In this book study, participants will explore ways in which they can create a positive classroom community where students thrive and learn to the best of their ability. It will empower teachers by providing tools to improve student behavior and managing their classrooms. The text also includes an assortment of self-assessments we will review and discuss how to utilize in order to improve instruction and classroom management.

Required Materials:

An electronic copy of the book will be provided through our Gale eBook library.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

The objective of this course is to conduct a comprehensive analysis of the book, Removing Labels: 40 Techniques to Disrupt Negative Expectations about Students and Schools, written by Dominique Smith, Douglas Fisher, and Nancy Frey. The course is designed to use the main objectives of the book to help educators "interrupt the cycle caused by labeling students". We will review common assumptions, expectations, labels, conclusions, and judgements teachers and administrators sometimes make in their classrooms and schools. Additionally, we will explore methods that may be used to disrupt these cycles through building relationships with individual students in the classroom.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Required Materials:

An electronic copy of the book will be provided through our Gale eBook library.

As the population of English language learners continues to rise, teachers need to devise lessons to accommodate many diverse needs. LACI, or a Language Based Approach to Content Instruction, is a framework that has been developed to help classroom teachers in content area instruction and lesson plan creation. This research based framework focuses on the "6 C's” of language demands in classrooms with English language learners. These six principles are connection, culture, code-breaking, community and collaboration, challenge and classroom interactions. Within each principle comes elements of instructional strategies and activities to help culturally and linguistically diverse learners. While this framework is representative of good overall teaching, it is most specifically geared towards language acquisition for English language learners.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This 15-hour online class will help educators get a better understanding of children who may experience more externalizing challenges because of divorce. Some challenges may be learning, behavior disorders, depression/anxiety and even trauma. In addition, children may also experience more conflict with peers and adults after a divorce. Learn how we, as educators/adults can show understanding and create a supportive learning environment for children experiencing the challenges of divorce.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

STEM education is an excellent way to spark learning science engagingly. Research shows that STEM is an approach to learning that positively impacts student achievement and teacher efficacy.

This course engages K-8 teachers in hands-on activities, investigations, data analysis, and productive, collegial talk, including collaboration and sharing practices. Participants will learn STEAM resources and meaningful activities to integrate concepts of Science, Technology, Engineering, and Mathematics. The class will explore the relevant Next Generation Learning Standards to provide a productive and exciting learning environment that prepares students for ongoing STEM interests.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit.

In this three-week / 15 hour course participants will explore the impact of "lesson shells" also know as EduProtocols to build a teaching portfolio that can transition throughout content areas and grade levels. No more "reinventing the wheel" with every grade level change or curriculum initiative. Using simple, easy-to-follow steps, participants will learn how to incorporate building parameters for class activities that can be filled in my students independently or in group environments. Based on the books by Jon Corippo and Marlena Hebern, this teaching strategy will save teachers time and energy granting them the opportunity to provide more immediate feedback and guidance of their student work.

The course will include a blend of synchronous meetings and asynchronous work for participants to complete at their own pace while also engaging in collegial conversations.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Chart a New Course is a book written by Rachelle Dene Poth who identifies the top skills students needed to succeed in the future. These skills are identified as: the ability to communicate, work in teams, think creatively, problem solve and design. This book shows educators how to help students develop essential skills needed through authentic, real-world learning experiences, building a pathway for the future of learning and work. This course will offer tools educators need to design more purposeful learning experiences to drive student engagement, promote creativity, model risk-taking and build classroom culture. Each module will explore digital tools and strategies, and offer clear examples, as educators create practical lessons that they can use in their classrooms. Each week you will read required chapters, participate in discussions, and complete challenges that can be applied to your classroom.

Required Materials: An electronic copy of the book will be provided through our Gale eBook library.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

The NYS Computer Science and Digital Fluency standards were adopted by the Board of Regents in 2020. These standards will ensure that every student knows how to live productively and safely in a technology-dominated world, including understanding the essential features of digital technologies, why and how they work, and how to communicate and create using those technologies. This course will explore these standards and how they can be incorporated into your subject area and grade levels. Lessons will be explored, created, and shared so you will have a toolbox of standard-aligned lessons that you can use in your classroom tomorrow.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

The purpose of this course is to assist Elementary teachers, counselors, support staff, etc. with identifying stressors within themselves and their students. Educators will be able to identify the impact that stress has on our minds and bodies. Participants will develop strategies to mitigate the negative impact of stress by developing a supportive classroom community and incorporating SEL techniques focusing on self-care and self-management.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Remember circling toys in the catalog as a kid, this is the professional educator's version! We will explore the favorite creative educational technology of 2024 with a focus on computer science, creativity, innovation, and learning. This fast-paced, fun session highlights tools, projects, pros, and cons of tools like Artificial Intelligence, Animation, 3D printing, laser cutting, design, gamification, and how to infuse the new CS & DF standards into the arts. Attendees will leave this session with an understanding of great creative projects and tools to infuse the CS & DF standards into the arts or any creative project.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (6 CTLE hours)

The New York State Learning Standards workshop is designed to empower educators with the knowledge, strategies, and resources needed to effectively implement the revised world language standards. Our sessions will address the critical role of language education in preparing students to thrive in an interconnected and diverse world.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This online class will help educators get a better understanding of children who experience grief through loss; the stages of loss; types of loss; the changes that occur after loss. We will learn, as educators, how to create a supportive and empathetic learning environment that fosters trust among all students in the classroom (or office).

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

We've all had to work with colleagues, but does it always feel like time well spent? And, in some classrooms, does it feel as though one teacher does too much of the work? In this course, participants will learn collaboration and co-teaching practices that can support multilingual learners. Participants will learn collaboration techniques to plan, teach, and reflect with colleagues. We will also discuss co-teaching models of instruction. Lastly, we will discuss coaching techniques to support our colleagues to reach their goals. As an implementation project, participants will create a co-taught lesson plan relevant for multilingual learners.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

Please note: District approval is needed for in-service credit. (15 CTLE Hours)

Out with the old and in with the new! Change is fastly approaching and it is time to start implementing meaningful changes into our science classrooms. The goal of the NYS Science Learning Standards is to reinvigorate science education at all levels, promote greater exploration, and better prepare students for careers in the 21st century. This course is meant to take the daunting and overwhelming tasks of this transition and turn them into possible and inspiring opportunities for our students and ourselves! This course will explore meaningful phenomena, examine Crosscutting Concepts, and strategize the implementation of Science and Engineering Practices.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

The purpose of this course is to assist teachers, counselors, support staff, etc. with integrating Service Learning into their school environments. Educators will be able to identify the need for Service Learning and how its benefits may be felt throughout the school and greater community.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

This course will focus on best practices and strategies to implement the new NYS Computer Science & Digital Fluency Learning Standards into K-12 classrooms. In this course, participants will explore Computational Thinking, Networks and Systems Design, Digital Literacy, and Impacts of Computing along with several edtech resources and tools that can support the integration of these learning standards into the classroom. This course is appropriate for all K-12 educators.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Participants in this course will develop a SEL tool kit for direct implementation in their classrooms highlighting topics and lessons aligned with New York State learning goals for Social Emotional Learning. We will explore a different CASEL core competency: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making each week.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Strategic games and board games can offer fun and engaging ways to teach Social Emotional Learning skills and incorporate Computer Science and Digital Fluency Skills. Take part in hands-on activities, foster a deeper knowledge of the standards and identify ways to incorporate the skills your students develop across all curriculum areas.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

The instructor will guide participants through the hidden culture of female aggression and steps educators can take to reduce these behaviors in our students. Relational aggression can take on many different forms, both verbal and nonverbal, and they can vary depending on the individual perpetrating the aggression as well as the culture in which it is occurring.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom. A personal Google account is needed to access course materials.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during the hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)