Catalog: Rockland/Westchester Teachers' Center Institute

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1. EDPD 5013.01 - Digital Tools to Support Meaningful Learning

Location: North Rockland High School (North Rockland HS, )

Dates: 7/22/2024 to 8/16/2024

Starting Soon
Educators and support staff will become experts on using digital tools to communicate, create, collaborate and assess students. Participants will gain an understanding of Internet tools to create online resources, screencasting, assessments, online portfolios, communication options for students and parents, and how to maximize the learning environment to reach students through different learning mediums. No textbook is required for this course. Critical reading of assigned articles and supplementary materials are embedded throughout the course. *Final projects and reflections due online on Aug. 16, 2024. If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details.

2. Book Study - Thrivers by Michele Borba (7/23 - 8/8/24)

Location: Online (online, ny)

Dates: 7/23/2024 to 8/8/2024

Wait ListStarting Soon
This book study is based on Thrivers, The Surprising Reasons Why Some Kids Struggle and Others Shine by Michele Borba. We will discuss the certain traits that set Thriver students apart. The traits include: confidence, empathy, self control, Integrity, curiosity, perseverance and optimism. According to the author these traits can be taught to children at any age by parents and teachers. The author gives strategies to help teachers teach children and older students how to cope today so that they can thrive tomorrow. Participants will be expected to complete the work on google classroom. Participants will be responding to journal questions and discussion posts about the book. Participants will be expected to complete an action plan that they will use in their classrooms with the new knowledge gained in the book. Participants must secure a copy of the book prior to the course start date.Member districts have priority for registration.

3. Youth Mental Health First Aid - Zoom

Location: Zoom (Zoom, Zo)

Audience: school staff, social workers, coaches, law enforcement, camp counselors, youth group leaders, clergy, and parents

Dates: 7/24/2024

Starting Soon
Youth Mental Health First Aid (YMHFA) is an evidence-based training that teaches participants how to identify, understand and respond to a young person who may be experiencing a mental health or substance-use challenge, a mental health illness or a mental health crisis and how to connect them with appropriate professional, peer, social or self-help care. The course teaches participants how to use a 5-step action plan for both crisis and non-crisis situations.Local and national resources will be provided.

Complete the course and get certified as a Youth Mental Health First Aider by the National Council for Mental Wellbeing for three years.
Requirements:

Participants MUST complete a required 2 - hour self-paced webinar (Pre-work) by July 17, 2024 and have a laptop or desktop computer with camera and microphone capabilities to participate in the 6- hour virtual Instructor-led training.



Laptop or desktop computer with a camera and sound. Cell phones are not compatible.

Participants must be present 90% of the time to get certified by the National Council for Mental Wellbeing as Youth Mental Health First Aiders.

Participants who register for the training will receive an email from Karen Roselle-kroselleymhfa@gmail.com with directions to complete an account profile and to access and complete the required Pre-work.

The course is offered for FREE through a federal (SAMHSA) grant awarded to Community Synergy, a non-profit organization and in conjunction with Rockland Teachers' Center.

This course is offered to any adult over the age of 18.
Facilitators: Adam Billingslea

4. What is the Science of Reading? (Zoom)

Location: Zoom (Zoom, Zo)

Dates: 7/24/2024 to 8/21/2024

Starting Soon
Right now, there is a push to incorporate the science of reading into classrooms, but what exactly is the science of reading? In this six hour course, teachers will begin to unpack the research behind reading instruction and learn how to implement evidence-based practices into their teaching. Participants will meet synchronously on Zoom

5. EDU 5630.01 Multisensory Structured Literacy Instruction 1

Location: Online (online, ny)

Dates: 7/29/2024 to 8/2/2024

This course is offered through the Rose Institute for Learning and Literacy. Multisensory Structured Literacy Instruction 1 introduces participants to the fundamental elements of an Orton-Gillingham based approach characterized by explicit teaching of foundational literacy skills. The course includes an introduction to phonology and basic phonics, and focuses on instruction to promote fluency, vocabulary acquisition, and an understanding of the structure of the language. The content includes information on dyslexia and language-based learning disabilities, strategies for multisensory instruction, using assessment results for small/large group lessons, and planning an Orton-Gillingham lesson. The scientifically-based methodology is explicit,interactive, diagnostic, multisensory, and integrated. The course is designed for general and special-education teachers, administrators, curriculum specialists, and speech and reading specialists, and is recommended for instructional assistants and tutors. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Only start and end dates are listed. Please refer to service hub or the course syllabus for exact dates.

6. Level-Up Your Literacy Block (Zoom)

Location: Zoom (Zoom, Zo)

Dates: 7/29/2024

During this session participants will learn about ways to use technology to help differentiate for learners during their literacy block. Together we will explore different applications, how to create engaging digital lessons, and ways to clone yourself to help monitor tier one instruction. This training is geared toward elementary school educators.
Join us for a discussion of the book A Storm of The Heaven and Earth Grocery Store by Julianne MacLean. Candace will lead us in an interesting and thought provoking discussion on July 30 at10:00 AM. To receive the summary, Zoom link and the questions in a timely manner, please register by July 25.

8. Hybrid: "Canva All Glowed Up" for Tarrytown Teachers Only, August 1 - August 26, 2024 (EWTC)

Audience: PK - 12 Teachers in Tarrytown Schools Only

Dates: 8/1/2024 to 8/26/2024

Location: Online

New
This hybrid course is ONLY open to Tarrytown teachers. Synchronous meeting dates will be on 8/12, 8/14, 8/19, 8/21, 8/22 from 6:30-8:30 pm via Google Meet. All other assignments are self paced. Canva All Glowed Up will introduce teachers to the new features of Canva that came out in June. This comprehensive 15-hour course is designed to empower teachers with the knowledge and skills to effectively utilize Canva tools in the educational setting. Unlock your creativity and enhance your classroom with our comprehensive Canva Masterclass for Teachers! This hands-on workshop will equip teachers with the skills to create stunning educational materials and interactive content. ● Magic Studio: Discover the magic of Canva's AI-powered tools to streamline your design process. ● Presentations: Craft engaging and visually appealing presentations that captivate your students. ● Video & Photo Editing: Learn to edit videos and photos like a pro, adding a dynamic element to your teaching resources. ● Working with Templates: Explore a variety of customizable templates to save time and maintain a professional look. ● Creating Whiteboards: Utilize Canva's whiteboard feature to brainstorm, plan lessons, and collaborate in real-time. PARTICIPANTS MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE. Your camera must be on and you must be present on-screen at all times during the Zoom sessions. Participation in the Zoom sessions, including responding to prompts in the chat, is required to receive full credit for the course.

9. Hybrid: Planning Interactive Read Alouds, August 1 - August 15, 2024 (EWTC)

Audience: PreK-5 Teachers

Dates: 8/1/2024 to 8/15/2024

Location: Hybrid

This Free class is only open to consortium members. This hybrid course will provide participants with the knowledge and skills necessary to plan and implement interactive read alouds in the classroom. The course will cover the following topics: . The benefits of interactive read alouds for students' literacy development . How to select high-quality, engaging texts for read alouds . Techniques for actively involving students in the read aloud process, such as predicting, questioning, and summarizing . Ways to use read alouds to support the teaching of reading comprehension strategies . Participants will have opportunities to practice these techniques through interactive activities and will receive feedback on their read aloud planning. Meeting dates will be on Wednesday, August 7 and August 14 from 7:00pm- 8:00pm. All other assignments are self paced. Participants MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE. Your camera must be on and you must be present on-screen at all times during the Zoom sessions. Participation in the Zoom sessions, including responding to prompts in the chat, is required to receive full credit for the course.

10. Online: A Fresh Look at Classroom Management, August 1 - August 28, 2024 (EWTC)

Audience: PreK - 12

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous

Closed
This Free class is only open to consortium members. In this course, participants will take a deep dive into classroom management. They will spend time researching and understanding eight (8) key components of classroom management. Throughout the course, participants will develop their own classroom management plan incorporating the different strategies and techniques discussed. Participants will be asked to reflect on and discuss with each other the course material. At the end of the course, participants will have a ready to implement classroom management plan and new strategies to refresh an already existing classroom management plan.
This Free class is only open to consortium members. Many educators use the terms culturally responsive teaching, multicultural education and social justice education interchangeably, which keeps educators from effectively implementing culturally responsive teaching. While they do overlap, they have very different purposes. Culturally responsive teaching is focused not on celebrating diversity but on using culture as a cognitive scaffold for processing new content during learning. It focuses on cognitive development and increasing brain power for culturally and linguistically diverse students. We will read and discuss, "Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students” by Zaretta Hammond, and share, discuss, and problem solve how to close the achievement gap by looking at culturally responsive pedagogy. IN ORDER TO PARTICIPATE IN THIS COURSE, PARTICIPANTS MUST PURCHASE A COPY OF THE BOOK PRIOR TO THE COMMENCEMENT OF THE CLASS.

12. Online: Canva for Classroom Teachers, August 1 - August 28, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous

Canva is an excellent tool for keeping students engaged and improving classroom communication. Whether you are creating worksheets for students or newsletters for communication, this course will assist you in mastering the ins and outs of Canva. You will be on the road to creating high quality finished products that will engage students and impress parents! PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

13. Online: ELL's Meeting the Academic Needs of English Language Learners August 1 - August 28, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous

English language learners present special challenges for teachers in today's classrooms. A successful ELL teacher learns to balance the language learning needs of the students with the appropriate content. The knowledge and skills students gain in ELL classes positively affect their lives at school and home. As the diversity of the United States increases, so too does the need for teachers of second language learners. Participants in this course will create lesson plans that incorporate strategies to reach ELL students. This class is appropriate for all K-12 teachers. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

14. Online: Introduction to the NYSED Literacy Briefs and the Science of Reading, August 1 - August 28, 2024 (EWTC)

Audience: Grades PreK-12 Educators

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous

This Free class is only open to consortium members. In this course participants will take a deep dive into the seven NYSED Literacy Briefs that focus on the science of reading. The literacy briefs will be used to strengthen teacher's knowledge of evidence-based literacy practices in PK-12 education and the science of reading to support students' learning and development. By the end of this course participants will have an understanding of the science of reading and will reflect on their instructional environment and practices in their classroom to identify if it supports the SoR research. Teachers will design a literacy plan for their classroom which includes the necessary shifts that need to be made to support the research.

15. Online: The Key to Conversation, Comprehension, and Assessment, August 1 - August 28, 2024 (WTCI)

Audience: All Educators

Dates: 8/1/2024 to 8/28/2024

Location: Online

This course, which is a compilation of teaching strategies, comprehension techniques, and assessment practices, will introduce participants to learning through intentional lesson planning. We will begin the course by learning how to build conversations and create a safe environment where students are able to take risks and contribute to classroom conversations. In order to build comprehension, we will look at the course objectives and decide what we want the students to take away from the experience. We will explore the use of classroom questioning (and follow up) strategies, fiction and non- fiction book talks and design curriculum wide hands-on activities to improve student participation and comprehension. Exploring a variety of assessment strategies is a key part of the process. By implementing a backward design lesson plan, teachers can focus on the goals they hope to achieve, making their classroom time more intentional and their lesson plans more effective in the production of the desired result. The strategies and tools explored in this class can be applied to any curriculum and will enhance your current classroom tools. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

16. Online: Cultivating a Positive Classroom Environment through Children's Literature, August 1 - August 28, 2024 (EWTC)

Audience: Elementary Educators

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous

This Free class is only open to consortium members. In this course, participants will be asked to read and discuss various pieces of children's literature with a focus on cultivating a positive classroom community. Participants will spend time researching and understanding seven (7) components of classroom environments that will lead to student success. Time will be allotted for teachers to create and share various resources that can be implemented in the classroom. Participants will read, discuss, and create activities using children's literature and, at the end of the course, will have the tools needed to support a classroom that is engaging, inclusive, and successful for all learners.

17. Online: Exploring ChatGPT and AI in Education Today, August 1 - August 28, 2024 (WTCI)

Audience: Content Area Classroom Teachers in Grades 3-12

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous/Online

This course will provide participants with a comprehensive understanding of the history, development, and practical applications of ChatGPT and AI in teaching. You will gain knowledge on how to effectively communicate and share ChatGPT technology with both students and parents, as well as how to integrate innovative ideas in the classroom. Tools for study skills, lesson planning and assessments such as Quizlet, Gimkit and Magic School will be shared and many new ideas will be researched and implemented as we move through each section of the course. At the end of the course, you will have a toolbox you can bring back to the classroom as well as a working knowledge of ethical classroom behaviors and how to set reasonable expectations. This course applies to content area classroom teachers in grades 3-12.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

18. Online: Using Data to Improve Student Learning and Performance, August 1 - August 28, 2024 (WTCI)

Audience: All

Dates: 8/1/2024 to 8/28/2024

Location: Online - Asynchronous

Using data can be a manageable and engaging process and, when properly organized and managed, can increase student learning. In this online course, you will develop the skills needed to enhance the management and organization of classroom data to inform and improve teaching and learning. We will explore research-based strategies for analyzing data, examine a collaborative inquiry approach to data study and compare these strategies with those currently being utilized in the classroom. We will also explore the use of small group vs. whole group instruction and how that affects data collection and student learning. At the end of the course, you will have the necessary tools to efficiently use and apply classroom data to enhance student learning.Using data can be a manageable and engaging process to increase student learning.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

19. Fluency (Zoom)

Location: Zoom (Zoom, Zo)

Dates: 8/1/2024

Reading fluency is more than just how quickly a reader can read. It is about rate, speed, and accuracy. Fluency is an important part of being a reader and is often overlooked when building skills in readers. In this course, participants will learn about building fluent readers and why oral reading fluency is the key to helping readers grow. Participants will meet synchronously on Zoom from 4:30-6 pm on 8/1 Facilitated by Dr. Christina Clark
This book study is geared for early childhood teachers from preschool through 1st grade. Participants will be part of a book study where they will get to collaborate in online discussions with participants and discuss developmentally appropriate practices for young learners. "Christakis's new ideas, analysis and methods serve to guide and support teachers, policy makers, and parents in understanding the inner lives of children to stimulate their learning and ‘help young children be young children.” The New York Times The book will discuss best practices in the early childhood classroom and how we can ignite learning for young children and truly give young children what they really need to be healthy, young learners. By reading this book, participants will learn how to create the optimal learning environment for their young students. Participants will be required to purchase their own copy of the book and participants will be assigned a Rockland Teacher gmail account to participate in the online component of the course. Participants must secure a copy of the book, The Importance of Being Little- What Children Really Need From Grownups by Erika Chrisakis prior to the course start date.RTCI/WTCI Course Required Text: The Importance of Being Little- What Young Children Really Need from Grownups by Erika Christakis
Join us for an interactive session that brings food, nutrition, and physical activity into the classroom through dynamic and engaging hands-on activities. During this workshop, we will describe how youth champions can partner with SNAP-Ed Educators to provide practical tools and creative strategies that build a fun and healthy relationship with food and movement at no cost to schools. Participants will have some fun exploring SNAP-Ed educational activities through cooking demonstrations, interactive nutrition games, or movement-based learning exercises. This session aims to inspire a holistic approach to student wellness and academic success.

By the end of this session participants will be able to identify resources that bring the connection between food, movement, and resilience to the classroom in order to enhance students' readiness to learn.

The facilitator is Shayna Russo. The speakers are Maria Vele, Iluminada Vilca, and Megan Dhanabala. This session is part of the SNAP ED School Wellness Symposium.

Zoom link https://cornell.zoom.us/meeting/register/tJcrd-utqDkrH91xMJtRCk9CRVZPqsCucWJs#/registration
Join us for a panel discussion to learn more about making sure students have access to healthy foods in and out of school. You will hear from those who run and implement Backpack programs, School/Campus pantry, and other food service programs. Submit your panel questions with your registration, in the Questions & Comments section.

Educators will: (1) have the knowledge, skill, and opportunity to collaborate to improve instruction and student achievement in a respectful and trusting environment; (2) have the knowledge and skill to meet the diverse needs of all students; (3) have the knowledge and skill to create safe, secure, supportive, and equitable learning environments for all students; (4) have the knowledge, skills, and opportunity to engage and collaborate with parents, families, and other community members as active partners in children's education

The facilitators are TBD. The speakers are Alex Kennedy and TBD.This training is part of the SNAP ED School Wellness Symposium.

Zoom link https://cornell.zoom.us/meeting/register/tJwscO2vrz0vGtdXXDv-onJK1Ldo3cMOa837
We are all experts in our own food experiences, but how much do we know about: Policies influencing school cafeteria food? Farm to school initiatives occurring in schools?
This info-packed session will share insights on: programs supporting free meals for students, policies promoting local foods on school menus, and examples of innovative approaches to bring farm fresh foods to school cafeterias.

Objectives: This training is designed to ensure that educators have the knowledge and skill to create safe, secure, supportive, and equitable learning environments for all students;
and is designed to ensure that educators have the knowledge, skills, and opportunity to engage and collaborate with parents, families, and other community members as active partners in children's education;

The facilitators are Melissa Kimbrell and Trisha Shea. The panelists are Lauren Burr and Caitlin Parry. This training is part of the SNAP ED School Wellness Symposium.

Zoom link TBD

24. Vocabulary Building (Zoom)

Location: Zoom (Zoom, Zo)

Dates: 8/6/2024

Wait List
With so many words that students need to know to be successful, how can we target instruction to be the most useful? Words, Words, Everywhere, but Which Ones Do We Teach article by Michael Graves is the foundation for this one-hour class on building vocabulary in students. Participants will learn strategies for selecting vocabulary words for instruction to create powerful readers. Facilitated by Dr. Christina Clark

25. Working with Neurodivergent Youth Part 1

Location: Zoom (Zoom, Zo)

Dates: 8/7/2024

New
Join us for an engaging workshop designed to give educators insightful background information on youth who are neurodivergent to help sustain a successful classroom environment in which all students are supported for best learning.

Objectives: By the end of this session participants will have the knowledge and skill to create safe, secure, supportive, and equitable learning environments for all students around food, movement and wellness. Participants will . . .
1.Gain a foundational understanding of disability and neurodivergence
2.Acquire introductory knowledge of sensory processing
3.Understand the difference between sensory seeking and sensory avoiding/sensitive

The speaker is Kristie Cabrera.This training is part of the SNAP ED School Wellness Symposium.

Zoom link https://cornell.zoom.us/meeting/register/tJcrd-utqDkrH91xMJtRCk9CRVZPqsCucWJs#/registration
Join us for this intriguing follow-up session to, Working with Neurodivergent Youth, designed to leave educators with useful tips for creating sensory safe spaces around food and movement for neurodivergent youth.

Objectives: By the end of this session participants will have the knowledge and skill to create safe, secure, supportive, and equitable learning environments for all students around food, movement and wellness. Participants will . . .
1.Learn the steps to eating considering the sensory system, the environment and using sensory affirming options.
2.Explore ways of providing youth with a safe space to explore movement while considering the sensory system, giving sensory affirming options.
3.Gain practical application for both food and movement with neurodivergent youth.

The facilitator is Megan Dhanabala. The speaker is Kristie Cabrera. Thiss training is part of the SNAP Ed School Wellness Symposium

Zoom link https://cornell.zoom.us/meeting/register/tJwscO2vrz0vGtdXXDv-onJK1Ldo3cMOa837
Educators across New York are asked to balance many competing priorities, often prioritizing literacy and core academic standards at the expense of other important subjects like nutrition education. This session, led by two leading experts, will demonstrate practical strategies for seamlessly incorporating food and nutrition topics into literacy lessons. Educators will learn how to enhance students' reading and writing skills while promoting essential nutrition knowledge, empowering them to balance the competing priorities of academic achievement and student well-being. Earn professional development credits while discovering innovative ways to support your students' overall health and academic success.

Objective: Will expand educators' knowledge of integrating nutrition education with literacy instruction, and the knowledge and skills necessary to provide rigorous, developmentally appropriate instructional strategies and assess student progress in meeting Next Generation literacy standards through food and nutrition lessons.
Is research-based and provides educators with opportunities to analyze, apply, and engage in research in the field of integrating food and nutrition education with core literacy curricula.

The facilitators are Jessie Donaldson & Caitlin Fitzpatrick. The speakers are Meredith Hill-Patel and Pam Koch, EdD, RD, CDN of the Laurie M. Tisch Center for Food, Education & Policy at Teachers College, Columbia University. The training is part of the SNAP ED School Wellness Symposium.

Zoom link TBD
Join us for an engaging workshop designed to empower educators in fostering healthy growth, enhancing personal well-being, and cultivating a culture of health within schools and communities. This session will explore your role in using the Healthy Classroom toolkit to create a supportive classroom environment where both learners and colleagues thrive.

Objective:By the end of the workshop, you will leave inspired and equipped with actionable insights to support your own health, enrich classroom dynamics, and contribute to a healthier school and community environment. Prepare to discover exciting opportunities and plan ahead for implementing new strategies as you look forward to the upcoming school year in September.

The facilitators are Bintou Hinds and Megan Dhanabala. The speakers are Bintou Hinds,Megan Dhanabala,Kim Mullen, and Suzi Sullivan.This training is part of the SNAP ED School Wellness Symposium.

Zoom link https://cornell.zoom.us/meeting/register/tJcrd-utqDkrH91xMJtRCk9CRVZPqsCucWJs#/registration

29. Exploring a New Virtual Classroom Tool for Teachers

Location: Zoom (Zoom, Zo)

Dates: 8/8/2024

New
Discover an innovative virtual classroom tool designed to empower teachers with the resources and knowledge to create a healthy classroom environment at their own pace. In this interactive virtual session, educators will explore the features of this platform, which offers comprehensive tools and resources aimed at promoting wellness and healthy habits among students. Participants will have the opportunity to test the platform, provide valuable feedback, and contribute to its final development before the official launch.

Objective: By the end of this session participants will be able to identify resources that bring the connection between food, movement, and resilience to the classroom in order to enhance students' readiness to learn.

The facilitator is Shayna Russo. The speakers are Shayna Russo and Erica Dahl. This training is part of the SNAP ED School Wellness Symposium.

Zoom link https://cornell.zoom.us/meeting/register/tJwscO2vrz0vGtdXXDv-onJK1Ldo3cMOa837

30. Movement for All: Energizing Classrooms for Health & Happiness

Location: Zoom (Zoom, Zo)

Dates: 8/8/2024

New
Discover how incorporating movement into the classroom can enhance the physical and mental health of your students, including those with diverse physical abilities and neurodivergent learners. Learn practical strategies to integrate physical activity throughout the school day, helping to reduce behavior issues, boost learning capacity, and foster a happier, more joyful school year. This workshop will equip you with the tools and knowledge to positively impact your students' overall well-being while being inclusive of all ability levels.

Objective: By the end of this session participants will be equipped with the tools and knowledge to positively impact your students' overall well-being, while being inclusive of all ability levels, and contribute to one's willingness to engage in activity and perform to the best of their ability.

Facilitated by Erica Dahl. This training is part of the SNAP ED School Wellness Symposium.

Zoom link TBD

31. Foundations of Mentoring for Teachers

Location: Nyack Teacher Center (Nyack, NY)

Audience: Teachers with 5 years experience

Dates: 8/13/2024 to 8/14/2024

"Foundations of Mentoring” is a 15 hour course over 2 days and for teacher with 5 or more years experience. The model used for the course was developed by the New Teacher Center at the University of California, Santa Cruz. This course will prepare educators ro act as mentors to new incoming staff. Participants will understand the stages of adult learning, develop strategies and skills to be effective mentors, and gain an understanding of the trust, mutuality, and risk-taking within the mentor-protege relationship. The basic tenets of mentoring can help teachers to not only support new staff members, but develop better collegial relations with team members or grade level partners. Each participant will receive a binder of materials for the course. Faciilitated by Joe Fusaro, Director of Nyack Teacher Center. This training is offered in collaboration with Nyack Teacher Center and East Ramapo Teacher Center and priority is given to Rockland Teachers' Center member districts.

32. Voice Technology as an Effective Teaching Tool

Location: North Rockland High School (North Rockland HS, )

Dates: 8/19/2024 to 8/23/2024

One of the most effective teaching tools educators have is their voice. You are able to grab your students' attention, make "boring” topics interesting and inspire your students to learn. Students are surrounded and equipped with smartphones, computers, tablets, etc. and use them in numerous contexts in their daily lives. In any device, whether it is a mobile, tablet, or a computer, voice is a major part and source of engagement for the students which has changed the way they understand and study in today's time . This course will teach you about the many technology tools available to implement more voice in the classroom.

33. Professional Development Mentor Program, Monday, August 26, 2024 from 9:00am - 3:30pm+ 2 Follow-up Dates TBD from 4:00pm - 6:00pm (EWTC)

Location: TBA (TBA, NY) - Room TBD

Audience: Teachers in Grades PreK-12

Dates: 8/26/2024 to 3/28/2025

Location: Room TBD

Whether you are currently a mentor teacher or would like to serve in this role in the future, this year-long program will provide you with the knowledge and expertise needed to become a skilled mentor. We will examine attitudes, skills, and components of a successful program and focus on teacher development, including how to guide, support, and nurture novice teachers. This Free course is only open to teachers from the Edith Winthrop Teacher Center of Westchester. In addition to the August 26 synchronous session (9:00-3:30), there will be two follow up synchronous meetings (4:00-6:00). The dates of the two follow up sessions will be determined at our summer session - one date will be in the Fall and the other in the Spring.There will also be an additional 5 hours of asynchronous course work. You must be present for all synchronous sessions and complete the 5 hours of asynchronous coursework in order to receive the full credit for this course.

34. EDU 5216.01 - Cultural Perspectives for Educators

Location: Online (online, ny)

Dates: 9/3/2024 to 12/20/2024

Utilize basic anthropological, psychological and historical principles for understanding cultural problems faced by non-native learners of English. Investigate the cultural background of various communities represented in New York State including selected Asian, Mediterranean and Spanish-speaking societies. Field experience required. Additional college registration and tuition fees will be incurred. If you are interested in this course please email jmurray@rockteach.org for details. Course runs from 9/3-12/20/24.

35. EDU 5374.02/Teaching Methods and Curriculum Grades 7-12

Location: Online (online, ny)

Dates: 9/3/2024 to 12/20/2024

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. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Runs asynchronously online from Sept. 3-Dec. 20. Please refer to service hub or the course syllabus for exact dates.

36. MAC 5100.01 Individual and Social Impacts of Computing

Location: Online (online, ny)

Dates: 9/3/2024 to 12/20/2024

This course will consider the ethical and social impacts of contemporary technology with an emphasis on the impact of computing, especially on children (e.g. how modern-day information technologies affect our privacy, how social relations are affected, how ethical decisions will need to be made, etc.). Our working thesis will be that technology is morally neutral, a tool that can be used well by understanding what a particular piece of technology promotes and discourages. Topics to be discussed include: ethics, social media, personal safety, reproductive and human enhancement technologies, information technologies, artificial intelligence, technology and the environment. If you would like to take this course please contact jmurray@rockteach.org for more information. Additional college tuition and fees will be incurred. Course will run asynchronously online from Sept. 3-Dec. 20, 2024.

37. EDPD 5018.01 Using Technology to Engage and Inspire Diverse Learners (Differentiating with Technology)

Location: North Rockland High School (North Rockland HS, )

Dates: 9/3/2024 to 10/29/2024

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. Additional college registration required to take this course for graduate credit. Email jmurray@rockteach.org for more information. Note: Official graduate transcript will not be available until the official end of the college semester.

38. EDU 5032.01/Collaboration and Consultation in Inclusive Settings

Location: Manhattanville University (Purchase, NY)

Dates: 9/3/2024

The course will examine the need for collaboration between teachers of children with both typical and special education needs. Students will become knowledgeable of state and federal laws which establish special education services (NCLB) as well as accommodations for those individuals who require instructional modifications and do not clearly fit into one of the IDEA classifications (section 504). They will become familiar with the characteristics of the major disability areas identified by law and the modifications of instruction and classroom setting necessary to meet the individual's needs. This will include those practices for planning and designing co-teaching and collaboration which have been shown to be effective in the collaborative setting. Classroom management needs and individualization of instruction of children in the inclusive setting will be addressed with emphasis placed upon the importance of using positive behavioral supports. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org before registering or call 845-553-9517X103. Additional college tuition will be incurred for graduate credits. Only start and end dates are listed, please refer to service hub or the syllabus for exact meeting dates.

39. EDU 5085.01/PK-12 Special Ed Cert Instructional Strategies

Location: Manhattanville University (Purchase, NY)

Dates: 9/3/2024 to 12/17/2024

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. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Only start and end dates are listed. Please refer to service hub or the course syllabus for exact dates.

40. EDU 5202.01 Intro to Language and Linguistics

Location: Online (online, ny)

Dates: 9/3/2024 to 12/17/2024

Explore the universal underlying logical structure of human languages. Discuss phonological, morphological, syntactic, and semantic patterns found in language. Consider the evolution and psychology of language. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred. Course will run synchronously online on Tuesdays. Note, only start and end dates are listed. Please refer to service hub for exact meeting dates.

41. EDU 5204.01 Methods of TESOL

Location: Online (online, ny)

Dates: 9/3/2024 to 12/17/2024

Integrate language learning and theory into classroom practice. Develop instructional techniques and survey materials for promoting the four language skills of listening comprehension, speaking, reading and writing. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred. Course will run synchronously online on on Tuesdays. Note, only start and end dates are listed. Please refer to service hub for exact meeting dates.

42. EDU 5555.01 - Teaching Content in a Bilingual Context

Location: Online (online, ny)

Dates: 9/3/2024 to 12/17/2024

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. Additional college registration and tuition fees will be incurred. If you are interested in this course please email jmurray@rockteach.org for details. Note only start and end dates are listed. Course will run synchronously online on Tuesdays. Please refer to service hub or the syllabus for the exact meeting dates.

43. EDU 5389.01/Teaching Literacy Grades 5 to 9

Location: Manhattanville University (Purchase, NY)

Dates: 9/3/2024 to 12/17/2024

In this course students will define literacy and explore best practices in literacy to promote learning and understanding in the middle school classroom in grades 5-9. Students will examine various theory based models that help learners become literate and develop a toolbox of literacy strategies for student engagement and comprehension. Furthermore, students will learn to use diverse literacy strategies to explore middle schooler's experiences in diverse cultural and social settings. Field experience required. (Literacy course). If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred for graduate credits. Only start and end dates are listed. Refer to service hub or the course syllabus for exact dates.

44. Digital Citizenship for 21st Century Learners

Location: North Rockland High School (North Rockland HS, )

Dates: 9/4/2024 to 10/30/2024

Digital Citizenship for 21st Century Learners Technology use in our classrooms continues to increase at a fast pace. This course will teach you to develop a positive and healthy classroom environment where digital citizenship is embedded in all aspects of learning. Participants will develop strategies for teaching the nine essential elements of digital citizenship, including how to use proper online etiquette, find online resources for research and learning, appropriately report and prevent cyberbullying, and protect one's identity online. In addition, you will cultivate techniques for integrating digital citizenship lessons into instruction and assessments to help students make informed and responsible decisions when using technology. Students will be prepared to use technology in a safe, responsible and meaningful way.

45. EDAD 5501.01 Community Internship (2 Credits)

Location: Online (online, ny)

Dates: 9/4/2024 to 12/18/2024

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 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 work a minimum of 100 hours in a community setting and attend seminars. You must become a matriculated Manhattanville student to take this course. Email jmurray@rockteach.org for details. College registration is required. Additional college tuition will be incurred. Course will run on Wednesdays synchronously online. Note only start and end dates are listed, please refer to service hub or the syllabus for exact meeting dates.

46. EDAD 5502.01 Building Internship (2 Credits)

Location: Online (online, ny)

Dates: 9/4/2024 to 12/18/2024

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. You must become a matriculated Manhattanville student to take this course. Email jmurray@rockteach.org for details. College registration is required. Additional college tuition will be incurred. Course will run synchronously online on Wednesdays. Note only start and end dates are listed.

47. EDAD 5503.01 District Internship (2 Credits)

Location: Online (online, ny)

Dates: 9/4/2024 to 12/18/2024

The District internship experience provides 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 at the level of the school district. Students in full-time employment should be able to complete this requirement in their own districts by arranging a special schedule with their principal and/or superintendent. You must become a matriculated Manhattanville student to take this course. Email jmurray@rockteach.org for details. College registration is required. Additional college tuition will be incurred. Course will run synchronously online on Wednesdays. Note only start and end dates are listed.

48. EDU 5016.01/Foundations of Bilingual/Bicultural

Location: Online (online, ny)

Dates: 9/4/2024 to 12/18/2024

Develop a basic understanding of language and cultural diversity including aspects of sociolinguistics and multicultural education. Learn specifically about social and pedagogical issues regarding bilingual and total immersion curricula in the United States. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred. THIS COURSE IS USED FOR BOTH THE TESOL AND BILINGUAL PROGRAMS. Course will run on Wednesdays synchronously online. Note, only start and end dates are listed. Please refer to service hub or the syllabus for exact meeting dates.

49. EDU 5393.02 Foundations of Special Education

Location: Online (online, ny)

Dates: 9/4/2024 to 12/18/2024

Closed
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). In addition, the course will address the special needs of ELLs and students from different cultural milieus in accessing the school curriculum. Further, teacher candidates learn about effective practices for planning and designing co-teaching and collaboration with peers, individualizing instruction, and applying interventions to address student and classroom management needs. 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. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Note that only start and end dates are listed, please refer to service hub for all the dates.

50. EDU 5536.01 Field Based Educational Research

Location: Online (online, ny)

Dates: 9/4/2024 to 12/18/2024

This course provides an opportunity for students to understand the fundamental methods of qualitative educational research. Issues in current educational research are explored and implications for practice are outlined. Students develop and complete an original research project in relation to fieldwork/internship experience in an education-based setting. This course is a seminar and requires significant student participation, fieldwork, research, and writing. Fieldwork required. This course is open to matriculated students in the program only. Note additional tuition will be incurred. Course runs synchronously online on Wednesdays. Only start and end dates are listed. Refer to service hub or the syllabus for exact dates.

51. EDU 5000.01/Foundations of Education

Location: Online (online, ny)

Dates: 9/4/2024 to 12/18/2024

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. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Only start and end dates are listed, please refer to service hub or the syllabus for exact meeting dates.

52. EDU 5550.01 Research: Spec Ed & Literacy

Location: Online (online, ny)

Dates: 9/4/2024 to 12/18/2024

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. This course is open to matriculated student only. Additional college tuition will be incurred. Note, only start and end dates are listed. Please refer to service hub for exact meeting dates.

53. EDU 5550.02 Research: Spec Ed & Literacy

Location: Online (online, ny)

Dates: 9/4/2024 to 12/18/2024

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. This course is open to matriculated student only. Additional college tuition will be incurred. Note, only start and end dates are listed. Please refer to service hub for exact meeting dates.

54. EDAD 5220.01 School Law

Location: Manhattanville University (Purchase, NY)

Dates: 9/5/2024 to 12/19/2024

This course is designed to familiarize students with the basic legal principles governing the structure and operation of public and non-public schools and the legal problems encountered in the day-to-day operation of schools. It is designed to give students an understanding of statutory and regulatory requirements of schools as well as the ethical standards required for effective leadership. Students will be exposed to practical implementation of the law through policy development and other strategies to resolve conflict and effect change. You must become a matriculated Manhattanville student to take this course. Email jmurray@rockteach.org for details. College registration is required. Additional college tuition will be incurred. Course will run synchronously online on Thursdays. Note that only start and end dates are listed. Please refer to service hub or the syllabus for exact meeting dates.

55. EDPD 5010.01 - Cultivating Habits of Mind: Transforming Teacher and Student Mindsets to Improve Learning

Location: North Rockland High School (North Rockland HS, )

Dates: 9/5/2024 to 10/31/2024

Based upon the works of authors Arthur Costa and Bena Kallick, participants will learn and apply instructional practices to cultivate the "habits of mind” needed to be a successful student and citizen. These practices will assist teachers in not only teaching academic material but also instruct students in matters pertaining to social skills. The Habits of Mind include: persisting, managing impulsivity, listening with understanding and empathy, thinking flexibly, questioning and problem posing, gathering data through all senses, taking reasonable risks, finding humor, thinking interdependently and remaining open to continuous learning. In line with an educator's mission to educate the whole child, participants will develop strategies to develop these habits of mind. This topic is pertinent in all aspects of education; all educators have a shared responsibility to build powerful, life-long "habits of mind” with and for our students. Required Readings: "Learning and leading with habits of mind: 16 characteristics for success", by Costa, A. and Kallic k, B., 2008 Alexandria, VA: ASCD. *Final Projects and Reflections due by Oct. 31th. If you are taking for graduate credit you must also apply with Manhattanville. If you do not have a non-matriculant account, please email cgill@rockteach.org for details. Please note that an official graduate transcript will not be available until the official end of the semester.

56. EDU 5274.01/Methods Teaching Literacy II

Location: Manhattanville University (Purchase, NY)

Dates: 9/5/2024 to 12/19/2024

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. (Literacy Course) If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Note: Only start and end dates are listed, please refer to service hub or the course syllabus for all specific dates and times.

57. EDU 5323.01/Integrated Curriculum in Early Childhood Education

Location: Manhattanville University (Purchase, NY)

Dates: 9/5/2024 to 12/19/2024

Examine the evolving early childhood curriculum. Focus on the design of curricula that integrate language arts, mathematics, science, instructional and assistive technology, and expressive arts in a holistic framework. Examine numerous research-validated instructional strategies for teaching students with the full range of abilities. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Only start and end dates are listed. Please refer to service hub or the course syllabus for exact dates.

58. EDU 5344.01/Child Development and Learning

Location: Online (online, ny)

Dates: 9/5/2024 to 12/19/2024

Learn about the developmental milestones of childhood and adolescence. Explore ways in which the cognitive, emotional/ social, motor and linguistic aspects of student development influence the curricular and instructional choices that teachers make. Satisfies prerequisite requirement. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Only start and end dates are listed. Please refer to service hub or the course syllabus for exact dates.

59. EDU 5001.01/Apply Multisensory Phonics - 1 Credit

Location: Online (online, ny)

Dates: 9/5/2024 to 12/19/2024

Understanding the sounds, symbols, and structure of the English Language are fundamental components of providing effective literacy instruction. This course is designed to introduce the principles of phonics, including the origins of the English Language, morphology, phonemes, syllable types, common spelling patterns and an introduction to multisensory teaching. Students in this class will use their newfound knowledge about phonics to plan lessons, as well as assess and evaluate student work. This course is open to matriculated students only. Additional college tuition will be incurred for graduate credit. Prerequisite: EDU 5367 - Must be taken either prior to or at the same time as this course. Note, please refer to service hub or the course syllabus for the exact meeting dates.

60. EDU 5365.01 - Teaching Reading in ESL: Math, Science, and Technology

Location: Online (online, ny)

Dates: 9/5/2024 to 12/19/2024

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. Additional college registration and tuition fees will be incurred. If you are interested in this course please email jmurray@rockteach.org for details. Course will run synchronously online on Thursdays. Note only start and end dates are listed. Please refer to service hub or the syllabus for actual meeting dates.

61. EDU 5387.01/Fundamentals of Middle Childhood Education

Location: Manhattanville University (Purchase, NY)

Dates: 9/5/2024 to 12/19/2024

This course will focus on the sociological and academic factors that have resulted in the creation of the modern middle school concept. The course will emphasize how active learning, team structures, and lesson design can support the social, emotional and intellectual development of students in the middle grades. We will develop strategies for motivation, instruction, assessment, and classroom management. We will also explore how to create a collaborative environment among students, colleagues, and parents and examine the effects of state standards and mandated testing. Students are expected to be active participants in the conception and creation of lessons. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred for graduate credits. Only start and end dates are listed. Refer to service hub or the course syllabus for exact dates.

62. EDU 5452.01/Strategies for Teaching Young Children

Location: Manhattanville University (Purchase, NY)

Dates: 9/5/2024 to 12/19/2024

This course will focus upon the application of theories of teaching and behavioral guidance to practice in the inclusive early childhood classroom. Students will be introduced to theoretical concepts and principles and shown how they may be integrated into the early childhood classroom by the use of specific methods and strategies, including techniques for addressing the needs of English-language learners and children from different cultural settings. Topics include classroom organization, planning, instructional methods, instructional materials, grouping for instruction, teaching style, child guidance, management techniques. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Only start and end dates are listed. Please refer to service hub or the course syllabus for exact dates.

63. EDAD 5210.01/Ethically and Socially Responsible Supervision

Location: Online (online, ny)

Dates: 9/7/2024 to 12/14/2024

Examines the foundations of essential teaching components to provide the basis of effective teacher supervision. The course presents multiple opportunities to view excellent instructional practices and to identify components of successful classrooms. Students will observe classroom teachers and apply their knowledge of these instructional practices to the process of observation and supervision. Students will be engaged in simulated challenging teacher conversations designed to improve the mediocre teacher. This class recognizes the observation and supervision of English Language Learners, Special Needs and Pre-K programs. You must become a matriculated Manhattanville student to take this course. Email jmurray@rockteach.org for details. College registration is required. Additional college tuition/fees will be incurred. Course will run on Saturdays synchronously online. Note only start and end dates are listed. Please refer to service hub or the syllabus for exact meeting dates.

64. EDPD 5040.01 Responding to Literature with Power

Location: Online (online, ny)

Dates: 9/9/2024 to 10/28/2024

In this course, students will understand how to construct, teach, and enhance writing responses to 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 framework that is relevant to their particular students. Required Texts: "Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility", 2nd Edition Paperback, by Douglas Fisher, Nancy Frey, 2013, Alexandria, VA ASCD; "Notice & Note Strategies for Close Reading", by Kylene Beers and Robert E Probst, 2013, New Hampshire, Heinemann. Additional college registration is required for graduate credit. Email jmurray@rockteach.org for more information. Course runs asynchronously from Sept. 9- Oct. 28. Only start and end dates are listed. Note: Official graduate transcripts will not be available until the official end of the college semester.

65. EDU 5413.01/Early Literacy: Found Skills

Location: Online (online, ny)

Dates: 9/9/2024 to 12/16/2024

Students will acquire the theoretical and practical 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. They will examine features of literacy instructional environments, as well as the teaching of all aspects of literacy acquisition through research-based early literacy activities such as book reading, writing activities using invented spelling, storytelling and children's literature, as well as activities that foster phonemic awareness, phonics skills, word identification, vocabulary skills, and comprehension. Students will consider the role of families in supporting the literacy development of young children. They will also examine methods and materials to support literacy development. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred for graduate credits. Only start and end dates are listed. Refer to service hub or the course syllabus for exact dates.

66. EDAD 5000.01 Schools as Learning Organizations

Location: Online (online, ny)

Dates: 9/9/2024 to 12/16/2024

This course introduces the basic vision of the MPS program: to develop in participants the ability to view schools and school districts as systems that have the capacity to become Learning Organizations. Researcher Peter Senge's five disciplines (systems thinking, personal mastery, mental models, shared vision, and team learning) are explored in depth with practical applications for participants organizational contexts. You must become a matriculated Manhattanville student to take this course. Email jmurray@rockteach.org for details. College registration is required. Additional college tuition will be incurred. Note course will run synchronously online on Mondays. only start and end dates are listed.

67. EDAD 5222.01 The Principalship

Location: Online (online, ny)

Dates: 9/9/2024 to 12/16/2024

This course is designed to provide an in-depth view of the principalship through the application of theoretical frames. The course is designed to assist in the development of a building's vision, culture, instructional programming and management. Development of this process will allow students to achieve a solid understand of the essential components of a building level administrative position and will allow them to think deeply about the multiple competing responsibilities of the demanding position. Class content will focus on the creation of the culture and as well as the instructional management component required for safe and orderly school operations. You must become a matriculated Manhattanville student to take this course. Email jmurray@rockteach.org for details. College registration is required. Additional college tuition will be incurred. Course runs on Mondays synchronous online. Note only start and end dates are listed, please refer to service hub or syllabus for all meeting dates.

68. EDPD 5017.01 Responding to Nonfiction with Power

Location: Online (online, ny)

Dates: 9/9/2024 to 11/18/2024

This course will help participants teach nonfiction reading skills and strategies. They will use these strategies to help their students respond powerfully and creatively to nonfiction through written responses, arguments, discussions, research essays, and presentations. Students will learn how to adapt their lessons to reach all learners. Finally, they will use the lessons taught to create a framework that is relevant to their particular students. Required Texts: "Disrupting Thinking Why How We Read Matters. Scholastic", by Beers, Kylene, and Robert E. Probst, 2017; "Reading Nonfiction Notice & Note: Strategies for Close Reading", by Beers, G., and Robert Probst, 2013, Heinemann; "Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. Stenhouse Publishers", by Harvey, S., 1998; "5 Kinds of Nonfiction: Enriching Reading and Writing Instruction with Children's Books", by Stewart, Melissa, and Marlene Correia, 2021, Stenhouse Publishers; "The Knowledge Gap: The hidden cause of America's broken education system-- and how to fix it", by Wexler, N., 2020, Avery, an imprint of Penguin Random House LLC. Additional college registration required to take this course for graduate credit. Email jmurray@rockteach.org for more information. Note: Official graduate transcripts will not be available until the official end of the college semester.

69. EDPD 5020.01 - The Power of Formative Assessment

Location: North Rockland High School (North Rockland HS, )

Dates: 9/9/2024 to 11/18/2024

As a result of this course, participants will develop skills and strategies to formatively assess student learning. "Anyone who has ever played or coached a team sport understands the basic idea that ongoing assessment and adjustment are the keys to improved performance.” (McTighe, 2007). In this course, participants will engage in the process of ongoing assessment, feedback, reflection, revision and instruction. Participants will develop what Charlotte Danielson (2006) calls a "Habit of Mind” in which student assessments guide teacher instruction. The book Checking for Understanding by Douglas Fisher and Nancy Frey will be the guiding text. Course expectations include taking ideas from individual research, small group online discussions and whole group sessions to put ideas into action. Participants will be able to make an immediate impact upon their teacher and the learning outcomes for students in their classes. Required Readings: "The Power of Assessment for Learning: Twenty Years of Research and Practice in UK and US Classrooms", by Christine Ann Harrison & Margaret Heritage (2021) 1st Edition; "Checking for Understanding", by Fisher, D. and Frey, N. (2007); "Results Now", by Schmoker, Mike (2006). If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details. College registration is required. Note: Official graduate transcripts will not be available until the official end of the semester.

70. EDU 5083.02/Assessment of Students with Learning and Behavior Problems

Location: Online (online, ny)

Dates: 9/9/2024 to 11/18/2024

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 (6 th 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. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred.

71. EDU 5130.01/Classroom Management for Special Education

Location: Online (online, ny)

Dates: 9/9/2024 to 12/16/2024

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. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred.

72. EDU 5307.01/Assess Development Early Childhood Education

Location: Online (online, ny)

Dates: 9/9/2024 to 12/16/2024

Investigate formal and informal methods of assessing student's learning including observational techniques; and evaluate one146s own instructional practice. Develop Skill in using information gathered through observation and assessment to plan and modify instruction. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Only start and end dates are listed. Please refer to service hub or the course syllabus for exact dates.

73. EDU 5311.01 Foundations Social Emotional Learning

Location: Online (online, ny)

Dates: 9/9/2024 to 12/16/2024

Defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL), social emotional learning (SEL) is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." This course examines foundational social emotional competencies based on the New York State SEL Benchmarks which are adapted from CASEL's widely used framework: 1) Develop self-awareness and self-management skills essential to success in school and in life; 2) Use social awareness and interpersonal skills to establish and maintain positive relationships; and 3) Demonstrate ethical decision-making skills and responsible behaviors in personal, school, and community contexts. This course is designed to support educators to understand the research behind SEL and how it relates to improved school connectedness and stronger learning outcomes. Key findings from the fields of developmental psychology and childhood education will underpin course readings and other engagements with particular attention on developments in whole child education. This class seeks to foster in educators a deep sense of knowledge about social emotional learning and whole child education as a precursor to enacting systemic change in their school communities. If you would like to take this course and are not a matriculated or non-matriculated Manhattanville student, please contact Jmurray@rockteach.org for more information. College registration is required. Additional college tuition costs will be incurred. Course runs synchronously online on Mondays. Only start and end dates are listed, please refer to service hub or course syllabus for all dates and times.

74. EDU-5507.01 Method Teach Computer Sci K-12

Location: Online (online, ny)

Dates: 9/9/2024 to 12/16/2024

This course is designed to provide teachers and teacher candidates with an introduction to the history, context, methods, and strategies for teaching Computer Science (CS) and Computational Thinking (CT) with students in grades K-12. Through the work of this course, teachers and teacher candidates will engage deeply in the core CS principles (Algorithms and programming, Computing systems, Data and analysis, Impacts of computing, and Networks and the internet) and will learn to design learning environments and learning experiences that promote deep understanding of these principles in their students. The focus in this course is in developing learning experiences for novice CS learners at all age levels. If you would like to take this course please contact jmurray@rockteach.org for more information. Additional college tuition and fees will be incurred. Note only start and end dates are listed. Please refer to service hub for all the exact dates.

75. EDU 5207.01 Testing & Evaluation in Second Language

Location: Online (online, ny)

Dates: 9/9/2024 to 12/16/2024

In this course we will explore recent developments in both standardized and classroom testing and evaluation for both foreign languages and English as a Second Language. Topics will include Standards and oral proficiency testing, alternative assessment, including rubrics, informal assessment and classroom test design, among others. Field experience required. Open to one matriculated students only. Additional College tuition will be incurred. Note only start and end dates are listed. Please refer to service hub for all the dates.

76. EDU 5367.01/Methods for Teaching Literacy I

Location: Online (online, ny)

Dates: 9/9/2024 to 9/16/2024

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.

77. EDU 5077.02/Adolescents w/Learning and Behavioral Problems

Location: North Rockland High School (North Rockland HS, )

Dates: 9/10/2024 to 11/12/2024

The course will examine the academic, social and emotional needs of the adolescent with learning and behavior problems. The focus will be on the laws, assessments, methodology and programs, as well as developmental, compensatory and social aspects of teaching secondary students with special needs. This course will provide an overview of the characteristics in a general education classroom. It will 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. Technical Requirements; When in person, all students will still be required to join the Google Classroom. We will use this to provide you with course materials. Also, this will allow you to post assignments. Required Text: "The Inclusive Classroom” by Mastropieri & Scrugg, the Loose-Leaf Version-5th edition. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred.

78. EDU 5088.02/Introduction to Students with Learning and Behavior Problems

Location: North Rockland High School (North Rockland HS, )

Dates: 9/10/2024 to 11/12/2024

This course will provide an introduction to the field of learning disabilities and behavior disorders for classroom teachers in both regular and special education. We will identify the social, emotional, and learning characteristics of children having been identified with behavior disorders, neurological impairment, and learning disabilities. A developmental focus, involving both biological and experiential underpinnings of the disorders will further be discussed in order to understand the multiplicity of factors which give rise to the problems children manifest. As a result of the high comorbidity (co-occurrence) of problems of perception, language, attention, and motivation, and behavior, these will be identified when they relate to the specific disorders. They will not be covered as specific disorders in themselves. In addition, we will consider effective instructional methods for these students as well as relevant behavioral interventions. Goals and objectives, as well as the instructional strategies employed in teaching will be incorporated in the individual education plans (IEP/IFSP) for individuals demonstrating these problems. Required Text: "Children and adolescents with emotional and behavioral disorders”, Austin, V. L. & Sciarra, D. T. (2010). Upper Saddle River, NJ.A: Pearson. Requires 12 hours observation. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred.

79. EDPD 5021.01 - Response to Intervention (RTI): How to Ensure Success with Effective Instruction and Intervention

Location: North Rockland High School (North Rockland HS, )

Dates: 9/11/2024 to 11/6/2024

As a result of this course, participants will develop skills and strategies to reach struggling learners. This course will cover important aspects of Response to Intervention models. Participants will develop methods of evaluating students and pinpointing areas of academic difficulties. Students will utilize "Multi-Tiered Systems of Supports” (Blackburn & Witzel/2018) to identify struggling students and provide interventions before the application of special education services. Then, participants will develop a positive "mindset” to unlock the potential of all learners. (Dweck/2006) Further, participants will develop strategies to explicitly guide student learning through a systematic approach. Participants will develop a "tool box” of interventions that are responsive to the needs of all students, but particularly the needs of struggling students. In the words of Fisher and Frey/2010, "Teaching every child is hard work. With that hard work, though, comes a group of learners who are prepared to participate in society. This learning occurs in the classrooms of well-prepared teachers who are undaunted by student learning variations because they believe that each child is an individual and that individuals exhibit differences in growth due to many factors, including carefully selected instructional interventions.” This course will have a direct impact upon student learning. Teachers will walk away with a process of intervention that will make them more purposeful and effective. Required Readings: "Rigor in the RTI and MTSS Classroom", by Blackburn, B. & Witzel, B./2018; "Mindset: The New Psychology of Success", by Dweck, Carol/2006. If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details. College registration is required. Note official grades for graduate credit will not be available until the official end of the semester.

80. EDU 5393.03/Foundations of Special Education

Location: North Rockland High School (North Rockland HS, )

Dates: 9/11/2024 to 11/13/2024

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). In addition, the course will address the special needs of ELLs and students from different cultural milieus in accessing the school curriculum. Further, teacher candidates learn about effective practices for planning and designing co-teaching and collaboration with peers, individualizing instruction, and applying interventions to address student and classroom management needs. 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. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred.

81. Teaching and Learning with Rigor

Location: Online (online, ny)

Dates: 9/16/2024 to 11/12/2024

In this course participants will explore the concept of teaching with rigor based on the book Rigor in the Classroom by Barbara Blackburn. We will debunk the myths that teaching with rigor means: more homework, more tests/quizzes, less differentiation of instruction and "doing” more content. Instead, we will develop strategies to set higher expectations and support students to learn at higher levels. Participants will access, develop and utilize strategies that will actively engage their students in the learning process. You will have the opportunity to develop, implement and discuss instructional strategies to teach with rigor thereby improving student performance in any subject area or grade level. Based on the book Rigor in the Classroom by Barbara Blackburn, you will learn effective strategies pertaining to rigor including: Raising Expectations Through Questioning and Facilitator Behaviors, Raising Expectations Through Complex Tasks, Increasing Depth of Knowledge, Scaffolds and Supports, Options for Assessments and Reinvigorating Learning Environments. Required Readings; "Rigor in the Classroom", by Barbara Blackburn, 2023. Course will run asynchronously online from Sept. 6th through Nov. 12th, 2024.
In accordance with Article 2 Sections 10-18 of the Education Law, all applicants for Certification in NYS registered programs are required to complete six clock hours of Training in Harassment, Bullying, Cyberbullying and Discrimination in Schools: Prevention and Intervention (DASA Training). This workshop will be both asynchronous and synchronous. The first 3 hours will be provided through Google Classroom (a Google invite will be provided). You will need to join using a personal Gmail account. The asynchronous portion will consist of a self-directed module-based approach that will ask candidates to review the background and some of the laws associated with the DASA, timelines and concrete concepts. The modules will include both free responses and multiple-choice quizzes to ascertain your understanding before a certificate for Part 1 can be issued. You will have four days to complete the first 3 asynchronous hours. This 3-hour session must be completed prior to Part II which is on Sunday, September 29th. Part 2, also a 3-hour time frame, will dive deeper into the strategies and reporting procedures as well as proactive mechanisms for tracking, reporting, and preventing bullying and harassment in the educational/school environment, including cyber bullying. All participants must be available on Sunday, September 29th from 10:00am - 1:00pm to participate in synchronous Part II of the workshop which will be held via Zoom.

83. Poverty Simulation Experience and Facilitator Training

Location: Suffern Middle School (Suffern MS, )

Audience: All

Dates: 9/25/2024 to 11/16/2024


Sept 25 830AM-1130 AM, Suffern Middle School: Experience one month of living in poverty in this simulation that is comprised of four 15-minute weeks. Reflect and share insights during the debrief after the Poverty Simulation Experience. The program is designed to create a deeper understanding and awareness of the circumstances of individuals who are living in poverty and will serve to begin a dialogue about the often unseen world of poverty and its implications for communities and our schools.
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Nov 16 930 AM - 1230 PM: Participants will become familiar with the components of the Missouri Community Action Network Poverty Simulation kit and the facilitation process for conducting an efficient and effective simulation. This professional learning experience will help participants effectively utilize the simulation to increase poverty literacy. Facilitated by Mary Catherine Hillman and Debbie Studnitzer

This program and training are sponsored by the Lower Hudson Teacher Center Network and Rockland Teachers' Center. Approval is required from your Teacher Center Director to participate in this facilitator training.

84. EDPD 5030.01 - Teaching and the Change Process

Location: North Rockland High School (North Rockland HS, )

Dates: 9/26/2024 to 11/23/2024

Teaching is change; learning is change. Merriam-Webster.com defines change as "to give a different position, course or direction to” and "to make different in some particular manner.” Learning is the ability to "solve problems, think critically, communicate effectively, and collaborate well.” (Gagnon & Collay/2006). Teachers, then, facilitate learning experiences by teaching students to think innovatively about change and the problem-solving process. Each minute, period, day, month and year, teachers are required to create and sustain changes in their students and their teaching. This change is manifested in such educational terms as curriculum mapping, formative assessment, response to intervention (RTI) and differentiated instruction. In this course, participants will develop skills and strategies to facilitate change in their teaching and in student learning. Participants will learn how to: identify challenges, develop ownership, write SMART goals, craft plans/lessons, facilitate student "buy-in”, and formatively assess student work. This change process will not only assist teachers in developing a "Habit of Mind” but impact student learning in their classrooms in real time. Participants will be expected to apply and reflect upon course material on a weekly basis through on-line correspondence and ongoing communication with other course participants. Required Readings: "Our Iceberg is Melting" by Kotter, J. and Rathgeber, H./2016. New York: Penguin Random House; "Who Moved My Cheese", by Johnson, S./1999, (2nd ed.), New York: Vermillion. *Final projects and reflections due Nov. 23. If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details. College registration is required. Note: Official graduate transcripts will not be available until the official end of the college semester.

85. Hidden Resources of Educators

Location: North Rockland High School (North Rockland HS, )

Dates: 9/26/2024 to 11/21/2024

During this course, you will explore numerous resources available to all educators and support staff. You will learn how to use these resource sites to enhance your curriculum, manage classroom time and engage students using a wide variety of ideas and materials. You will also learn techniques for assessment in the classroom. These resources will appeal to diverse learning styles and help generate interest, attention and motivation for your students. These tools will appeal to diverse learning styles and generate interest, attention and motivation for students in this "digital age.” *Final projects and reflections will be submitted via online by Nov. 21, 2024.

86. Affirming Classrooms for LGBTQ+ Youth - Zoom

Location: Zoom (Zoom, Zo)

Dates: 10/8/2024

New
This interactive workshop will focus on how to create affirming classroom environments for your LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, and Queer) students. It will cover terms LGBTQ+ students want you to know, legal considerations, and more. Led by Loren Klein, Director of Health & Wellness, and staff of the Rockland County Pride Center.

87. Be A Game Changer: Live To Lead (10/16/24 -11/21/24)

Location: Online (online, ny)

Dates: 10/16/2024 to 11/21/2024

This 15 hour online course will provide participants with the opportunity to develop, coordinate and integrate the power of being the change they want to see in the world into their daily lives. This expertise will enable them to grow professionally and personally and internalize the importance of being a life-long learner. As society changes we need to reflect on the changes and make adaptations that enable us to continue to grow, learn, and achieve in a collaborative manner.
The skills, competencies, and strategies utilized throughout the coursework are research-based and are aligned with the MSCEIT (Mayer, Salovey, Caruso Emotional Intelligence Test - Yale University) and the CASEL (Collaborative for Academic Social and Emotional Learning) Competencies.
This course will be delivered in Google Classroom and be available 24/7. This course is available for Social Work CEUs - An additional fee of $25 paid to Rockland BOCES. RTCi/WTCI course

88. Creating Classroom Culture & Community (10/16/24 - 11/21/24)

Location: Online (online, ny)

Dates: 10/16/2024 to 11/21/2024

This 15 hour asynchronous course will provide training and information on how to create an inclusive and thriving classroom culture that is positive and productive for all learners. As educators, we want our students to be successful in the chaotic world outside of our classroom. To develop the skills necessary to succeed in a workplace environment, it is important that we focus on instilling and honing those skills now so that students can thrive after their schooling years. But how do we do this? By creating an environment where students feel safe to make mistakes, take risks, and trust one another and themselves. Participants will be exposed to multimedia resources that will guide them on a journey of self discovery to determine how they can pivot within their current classroom dynamics as well as integrate new, timely and relevant ideas that will empower students to be engaged and motivated while you, the teacher, establish clear and authentic expectations, rules, and procedures. Participants of this course will explore the rationale behind various classroom management strategies, the correlation between classroom community and motivation and engagement, different ways of implementing various connectivity methods, and specific research based practices to successfully carry out culture building activities in your own classroom. If you are ready to transform your classroom teaching and level up this school year for yourself and your students, then this course is for you! This course will be conducted in an asynchronous online setting utilizing Google Classroom as the delivery platform. Participants will work at their own pace to complete the course expectations and assignments. Dates listed are start and end dates. RTCI/WTCI course

89. Digital Tools to Differentiate Teaching (10/16/24 - 11/21/24)

Location: Online (online, ny)

Dates: 10/16/2024 to 11/21/2024

No two students come to class with the same academic abilities, experiences, and needs. However, all students are expected to master the same concepts, principles, skills and standards. "Digital Tools to Differentiate Teaching” is designed to acquaint educators with innovative digital tools to aid in the differentiation of instruction, ensuring academic success for all students. Teachers will learn to enhance curriculum with audio, visual, and interactive learning experiences so that all children can achieve success, regardless of their skills, interests, learning styles and readiness. Teachers will preview and practice a variety of free digital tools, determine which resources are most appropriate for select students, and master the skills necessary to integrate those digital resources into standards-based curriculum. By the conclusion of the course teachers will be able to design or upgrade a unit of study with digital tools to address the learning needs of their students. This 15 hour online course will be delivered by Google Classroom. Participants will be assigned a rockteach email address to participate. RTCI/WTCI course

90. Integrating Social & Emotional Learning in the K-12 Classroom (10/16-11/21/24)

Location: Online Only (Online, )

Dates: 10/16/2024 to 11/21/2024


Integration of Social and Emotional Learning (SEL) is a critical component in students' success in the classroom and beyond. SEL has five essential components; self awareness, self-management, responsible decision-making, social awareness, and relationship skills. Throughout this course we will engage in readings, videos, personal reflectionS, and online forums to enhance our understanding of SEL as an approach to improving academic performance. Participants will explore each component of SEL, identify how SEL impacts academics, and learn how to integrate the SEL components into their classrooms to meet the needs of their students.

This course will be utilizing Google Classroom as the Learning Management System for instruction and collaboration. All materials and assignments will be posted to be completed asynchronously with weekly deadlines for submission.
RTCI/WTCI course

This 15 hour asynchronous course, which includes implementation and practice, will provide the tools to bring engaging kids yoga and mindfulness content into your classroom. Even if you can't touch your toes or don't have a yoga mat, you can be skilled and confident sharing yoga with children. With hours of engaging videos, colorful handouts, accompanying classroom favorites for kids yoga, mindfulness activities and the information on development, safe yoga pose techniques and class planning, this is a complete online training for early childhood teachers who want to incorporate the benefits of yoga and mindfulness into their classroom. This course is geared toward early childhood

If you're concerned about the emotional toll this world is having on your students (and yourself) this is a magic wand to create calm. This course is self-paced. Instructor Bari Koral is an internationally recognized kids yogi and recording artist with over 20 years of experience working with young children and thousands of educators. Dates listed are the start and end date. The course is available 24/7
RTCi/WTCI course

92. EDPD 5015.01 - Developing Curricular Goals, Instructional Alignment and Formative Assessments

Location: North Rockland High School (North Rockland HS, )

Dates: 10/24/2024 to 12/14/2024

Participants will develop a thorough understanding of instructional strategies that meet the needs of all learners. Participants will work collaboratively to develop strategies "to reach out to individual learners at their varied points of readiness, interest, and learning preference." This quote from Carol Ann Tomlinson will serve as a guiding principle of the course. Course participants will develop curriculum adaptations and instructional strategies that are responsive to the individual needs of all students. Specifically, participants will acquire the knowledge and skills necessary to effectively differentiate curriculum and instruction in the classroom. 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). Required Readings: "How to Differentiate Instruction in Academically Diverse Classrooms", by Tomlinson, Carol Ann. (2017). 3rd Edition. *Final projects and reflections due Dec. 14. If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details. College registration is required. Note: Official graduate transcript will not be available until the official end of the college semester.

93. Foundations of Mentoring for Teachers

Location: Zoom (Zoom, Zo)

Audience: Teachers with 5 years experience

Dates: 11/2/2024 to 12/7/2024

"Foundations of Mentoring” is a 15 hour course for teacher with 5 or more years experience. The model used for the course was developed by the New Teacher Center at the University of California, Santa Cruz. This course will prepare educators to act as mentors to new incoming staff. Participants will understand the stages of adult learning, develop strategies and skills to be effective mentors, and gain an understanding of the trust, mutuality, and risk-taking within the mentor-protege relationship. The basic tenets of mentoring can help teachers to not only support new staff members, but develop better collegial relations with team members or grade level partners. Each participant will receive a binder of materials for the course. Faciilitated by Joe Fusaro, Director,Nyack Teacher Center. This training is offered in collaboration with Nyack Teacher Center and East Ramapo Teacher Center. Priority is given to Rockland Teachers' Center member districts.
During this one hour session you will learn about the science of a concussion, including leading causes, signs and symptoms. Attendees will gain insight on what it is like to be a student with a concussion trying to attend school. Finally you will learn academic adjustments that you can use to help students who are recovering from a concussion. An update to this presentation also examines considerations and adjustments to virtual learning. This session is provided by Michelle Kellen, Brain Injury Association on NYS (BIANYS). BIANYS offers Social Work (#0539), Physical Therapy/ PT Assistants, Speech-Language Pathologist & Audiologists, and Occupational Therapy/OT assistants. This training is co-sponsored by BIANYS and RTC.

95. Poverty Simulation Experience and Facilitator Training

Location: Suffern High School (Suffern HS, )

Audience: All

Dates: 11/5/2024 to 11/16/2024


Nov 5 830 AM -1130 AM, Suffern High School, Experience one month of living in poverty comprised of four 15-minute weeks. There will be an opportunity to reflect and share insights during the debrief after the Poverty Simulation Experience. The program is designed to create a deeper understanding and awareness of the circumstances of individuals who are living in poverty and will serve to begin a dialogue about the often unseen world of poverty and its implications for communities and our schools.
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Nov 16 930 AM - 1230 PM, Suffern High School, Participants will become familiar with the components of the Missouri Community Action Network Poverty Simulation kit and the facilitation process for conducting an efficient and effective simulation. This professional learning experience will help participants effectively utilize the simulation to increase poverty literacy.Facilitated by Mary Catherine Hillman and Debbie Studnitzer


This program and training are sponsored by the Lower Hudson Teacher Center Network and Rockland Teachers' Center. Approval is required from your Teacher Center Director to participate in this facilitator training.
This 15 hour asynchronous course will focus on empowering your students to become the innovative, problem-solving leaders of tomorrow. This engaging course equips educators with practical strategies to foster critical thinking, problem-solving, collaboration, and innovation in their K-12 classrooms. You'll learn how to cultivate a dynamic learning environment that empowers students to become the engaged and effective leaders the 21st century demands. This course will be utilizing Google Classroom as the Learning Management System. RTCI/WTCI course

97. Executive Functioning Skills to Increase Student Performance (11/7 - 12/13/24)

Location: Online (online, ny)

Dates: 11/7/2024 to 12/13/2024

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 hr online asynchronous course 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. RTCI/WTCI course
"From Chaos to Collaboration: Advanced Classroom Management Techniques for Secondary Educators" is a comprehensive professional development 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

99. Everybody Should Be In A Band and Follow-up Discussion

Location: Zoom (Zoom, Zo)

Dates: 11/12/2024

New
Join Music Therapist Jeffrey Friedberg MT-BC, LCAT to explore ways to use music in the classroom for functional outcomes after viewing the 45 minute movie Everybody Should Be In A Band. Everybody Should Be In A Band, which will be viewed at the start of the session, is about the power of playing music together to help us think and act differently. The movie was created with a Voices of Change grant from ArtsWestchester and focuses on the power of music to help people of all skills, abilities, and challenges. The premise of the film is that music and the "band” format helps us build life skills that empower individuals, create social networks, and change the way communities view individuals who are often seen as "different”. Music Therapist Jeffrey Friedberg and filmmaker Pascal Akesson spent 6 months following 5 bands at Music For Life Creative Arts Therapy in Nyack, filming rehearsals and performances. Participants from Music For Life helped film and edit the movie.

100. Principles in Action

Location: North Rockland High School (North Rockland HS, )

Dates: 11/13/2024 to 1/22/2025

In his inaugural address in January 2009, President Obama talked about the "price and promise of citizenship.” In this course, participants will develop lessons, skills and strategies to engage their students in a democratic learning process. Participants will lead their students to deeper understandings of the values of democratic principles set forth by our president; "hard work and honesty, courage and fair play, tolerance and curiosity, loyalty and patriotism.” Participants will think deeply about American schools and the purpose of education. While we consider larger societal issues, the instructor will facilitate applications from theories and wider issues that participants can utilize directly in their respective classrooms. This class is a call to action; to make our children not only better students, but better citizens. Required Readings: "Beyond Discipline", by Kohn, Aflie (2006); "The Pact", by Davis, Jenkins, & Hunt (2002).

101. EDPD 5025.01 - Taking a Constructivist Approach to Teaching

Location: North Rockland High School (North Rockland HS, )

Dates: 11/14/2024 to 12/20/2024

As educators, we expect our students to "solve problems, think critically, communicate effectively, and collaborate well.” (Gagnon & Collay, 2006) Participants will analyze the effects of effective teaching upon student performance in relation to the criterion above. This weekend will enable participants to develop instructional activities to actively engage students in the learning process and assist students in the development of self-assessment or "metacognitition.” Participants will learn how to incorporate research-based methods and techniques in order to achieve a balance between conceptual understanding and procedural knowledge. Participants will develop the tools necessary to create this "balanced approach” to teaching all content areas. Teachers will develop strategies to assist students in "constructing” content knowledge as part of a "meaning-making” process. Required Readings: "Getting to Got It", by Gagnon & Collay.(2006). *Final projects and reflections due Dec.20. If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details. College registration is required. Note: Official transcripts will not be available until the official end oh the college semseter.