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1. Greenburgh CSD New Teacher Institute September 11, 2025-June 2, 2026 (EWTC)

Location: Woodlands HS/MS (Hartsdale, NY) - Innovation Lab

Audience: GCSD New Teachers

Dates: 9/11/2025 to 6/2/2026

Location: Innovation Lab

THIS CLASS IS ONLY OPEN TO NEW TEACHERS IN THE GREENBURGH CSD. All sessions will be held from 3:30 - 5:30PM at the Woodlands MS/HS Innovation Lab. The DATES are as follows: September 11, 2025 October 16, 2025 November 6, 2025 December 11, 2025 January 8, 2026 February 12, 2026 March 5, 2026 April 9, 2026 May 7, 2026 June 2, 2026 ***1.5 additional hours will be spent on assignments outside of our sessions. In order to receive the 1 in-service credit from EWTC you MUST attend ALL sessions and complete all assignments.

2. Online: Student Engagement and Brain-Boosting Strategies, December 1, 2025 - January 11, 2026 (WTCI)

Audience: Educators in grades K - 12

Dates: 12/1/2025 to 1/11/2026

Location: Asynchronous

Engage your students in meaningful learning experiences with practical, research-based strategies to boost memory retention and active participation. In this course, participants will explore effective methods for increasing student engagement through active learning techniques, motivation strategies, and classroom design. You will acquire hands-on experience with tools and activities that promote student-centered learning, track engagement, and foster a supportive environment. By the end of the course, you'll have a number of strategies to enhance student interaction and retention in your classroom. This class is perfect for educators looking to create dynamic, impactful lessons for their students. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

3. Hybrid: Edith Winthrop Teacher Center Educators' Book Club Fall/Winter Book Club, December 8, 2025 - January 30, 2026 (EWTC)

Audience: All staff, teachers and administrators

Dates: 12/8/2025 to 1/30/2026

Location: Hybrid

Wait ListStarting Soon

This Free class is only open to consortium members. For the Fall/Winter Edith Winthrop Teacher Center Educators' Book Club, we will be reading "Get Free: Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers” by Tricia Ebarvia. In this book, Tricia Ebarvia shows educators how to create educational environments that embrace every student's unique identities and experiences regardless of the content they teach. She has created a comprehensive tool kit that marries necessary theory to practical application through stories and real examples. This is a book for teachers, new and experienced, who know that classrooms can be transformative, liberatory spaces where students better understand themselves, others and the world. What to expect: All participants are asked to purchase the book before the start of the book club cycle All participants are asked to read the book and come prepared for book discussions across three live mandatory Zoom meetings: - December 11: 4:30-6:30 p.m. (Discussion will be on the Introduction & Chapters 1-2) - January 8: 4:30-6:30 p.m. (Discussion will be on Chapters 3-4) - January 22: 4:30-6:30 p.m. (Discussion will be on Chapters 5-6 & Epilogue) All participants are required to do three asynchronous assignments after each live Zoom discussion. All participants are required to do three asynchronous assignments after each live Zoom discussion. 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.

4. Online: Executive Functioning Strategies that Support Stronger School Communities, January 12 - February 23, 2026 (WTCI)

Audience: All Educators

Dates: 1/12/2026 to 2/22/2026

Location: Asynchronous/Online

In this course, we will unpack effective and practical executive functioning strategies that can have a positive effect on our students' school experiences. Executive functions control and regulate cognitive and social behaviors like controlling impulses, paying attention, remembering information, planning, organizing time and materials, and responding appropriately to stressful social situations. Students have the potential to develop executive functioning skills and, by exploring which functions they need, educators can offer support in a variety of different ways. We will address challenges with time management, organization, self control and consequences of impulsive behavior. Through structure, strategies, and classroom support, executive functioning can have a positive effect on student learning and personal growth. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

5. Hybrid: Canva in the Classroom, January 20 - March 3, 2026 (WTCI)

Audience: Educators in Grades K-12

Dates: 1/20/2026 to 3/3/2026

Location: Hybrid

New

This 45-hour hybrid course is designed for K-12 educators who are new to Canva and excited to bring visually engaging, creative, and purposeful design into their teaching practice. Through a blend of guided instruction, hands-on exploration, and classroom-connected projects, participants will learn how to use Canva to create high-quality instructional materials-including newsletters, posters, worksheets, presentations, classroom decor, and more. No prior design experience is required. Educators will learn step-by-step how to navigate Canva's tools, apply essential design principles, and customize templates to meet the unique needs of their students and classroom environment. All participants are required to attend three synchronous Zoom sessions (the kick off session and two sharing sessions). 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. Zoom Dates and Times: Kick Off Session: January 20 4:00-5:00pm + Choose TWO sharing sessions: February 4th, February 18th, February 25th - 4:00-6:00pm PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

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

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

Dates: 1/20/2026 to 2/24/2026

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

7. EDPD 5022.01 Responding to Historical Fiction with Power

Location: Online (online, ny)

Dates: 1/20/2026 to 3/24/2026

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

8. EDPD 5023.01 Topics: Words Build Bridges

Location: Richard P. Connor Elementary School (Richard P. Connor ES, )

Dates: 1/21/2026 to 2/20/2026

New

This professional learning course is designed to support educators in developing effective, empathetic, and culturally responsive communication with families, especially through email and written formats. Grounded in the ASCD text How to Talk So Parents Will Listen... and Listen So Parents Will Talk by Johanna K. Lemlech, the course explores how tone, word choice, and perspective can either escalate or de-escalate interactions with parents. Participants will examine common conflict triggers in school-home communication, practice writing and revising real-life responses, and apply culturally responsive-sustaining education (CRSE) principles to build trust and partnership with diverse families. Educators will walk away with a portfolio of strategies and personalized tools that promote clarity, calm, and care in every If you are taking this course for Graduate Credit, participants must register with Manhattanville through Instant Enrollment. Email Colleen Gill at cgill@rockteach.org for more information.

9. EDPD 5012.01 Teaching Core Skills: Listening and Speaking

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

Dates: 1/22/2026 to 3/26/2026

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

10. EDPD 5145.01 Enhancing Teaching with AI

Location: Online (online, ny)

Dates: 1/22/2026 to 4/9/2026

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

11. EDPD 5016.01 Differentiated Instruction Meets Understanding by Design

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

Dates: 1/26/2026 to 4/13/2026

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

12. EDPD 5031.01 Building Professional Learning Communities

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

Dates: 2/4/2026 to 4/15/2026

This course will have two goals: (1) to facilitate Professional Learning Communities (PLC) in our schools through the habits of successful thinking and (2) assist participants in creating classrooms responsive to the needs of all students. These two goals will allow participants to grow professionally and push students beyond independence levels. By developing habits of thinking and collaborative communication skills with colleagues, participants will develop strategies to make their schools better learning communities and to make their classrooms more responsive to the needs of all learners. We will utilize the book How Full is your Bucket by Tom Rath and Donald O. Clifton as the conceptual framework. The book "reveals how even the briefest interactions affect your relationships, productivity, health and longevity.” Effective schools explicitly develop the skills and strategies of collegiality amongst staff members. Effective teachers have a profound impact upon student learning. Therefore, participants will develop thinking and communication skills to make them more effective teachers; improving their responsiveness in the classroom. Required Readings: "Cultures Built to Last: Systematic PLC's at Work", by DuFours and Fullan, 2014; "How Full is Your Bucket", by Rath and Clifton, 2004. *If you are taking this course for Graduate Credit, participants must also register with Manhattanville through Instant Enrollment on Service Hub. Email Colleen Gill at cgill@rockteach.org for more information. Note: Official graduate transcripts will not be available until the official end of the college semester.

13. Hybrid: Edith Winthrop Teacher Center Educators' Book Club, Winter February 9 - March 20, 2026 (EWTC)

Audience: All staff, teachers and administrators

Dates: 2/9/2026 to 3/20/2026

Location: Hybrid

Wait List

This Free class is only open to consortium members. For the Winter Edith Winthrop Teacher Center Educators' Book Club, we will be reading "Louder Than the Lies: Asian American Identity, Solidarity, and Self-Love” by Ellie Yang Camp. Written by an educator for educators and community members, Ellie Yang Camp draws from personal experiences, historical analysis, and stories from diverse communities to equip readers to understand, discuss, challenge stereotypes, and foster solidarity. The book offers practical guidance and accessible explanations of how Asian American students and other communities of color are racialized, equipping educators to foster more inclusive discussions and create classroom environments that affirm diverse identities. What to expect: All participants are asked to purchase the book before the start of the book club cycle All participants are asked to read the book and come prepared for book discussions across three live mandatory Zoom meetings: - February 12th: 4:30-6:30 p.m. (Discussion will be on the Intro & Part 1 - Chapters 1-3) - February 26th: 4:30-6:30 p.m. (Discussion will be on Part 2 - Chapters 4-7) - March 12th: 4:30-6:30 p.m. (Discussion will be on Part 3 - Chapters 8-10 and Conclusion) All participants are required to do three asynchronous assignments after each live Zoom discussion. 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.

14. Online: Meeting the Needs of English Language Learners (ELL's) February 9 - March 20, 2026 (WTCI)

Audience: Educators in Grades PreK - 12

Dates: 2/9/2026 to 3/20/2026

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 effectively reach and teach all of our ELL students. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

15. EDPD 5037.01 Strategies for Students Living in Poverty

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

Dates: 2/12/2026 to 4/16/2026

Students living in poverty face challenges that educators may miss in our school settings. Ruby Payne (2019) says that students living in poverty are often in "survival mode.” This can make learning in schools challenging, but certainly not impossible for students. As a result of this course, participants will develop methods and strategies that will best meet the learning needs of students living in poverty. Participants will understand the nature of poverty and how poverty affects behavior and academic performance. Once an understanding of poverty has been established, participants will "embrace the mindset of change” necessary to assist students living with poverty (Jensen, 2009). Participants will view students as having "fluid intelligence” and develop action steps necessary to positively influence the way in which students can better understand learning standards and grow as learners/thinkers. Finally, participants will develop classroom level factors to improve student performance following the SHARE method developed by Jensen in his book titled Teacher with Poverty in Mind: What Being Poor Does To Kids' Brains And What Schools Can Do About It (2009). The SHARE method stands for: Standards-based curriculum and instruction; Hope building; Arts, athletics, and Advanced Placement; Retooling of the operating system; and Engaging instruction. Required Readings: "A Framework for Understanding Poverty-A Cognitive Approach”, 6th ed., by Payne, Ruby (2019). Aha Press, Highlands, Texas; "Disrupting Poverty: Five Powerful Classroom Practices”, by Kathleen M. Budge and William H. Parrett (2018) ASCD Alexandria, VA. *If you are taking this course for Graduate Credit, participants must also register with Manhattanville through Instant Enrollment on Service Hub. Email Colleen Gill at cgill@rockteach.org for more information. Note: Official graduate transcripts will not be available until the official end of the college semester.

16. Online: Practical Resources to Enhance your Curriculum, - February 17- March 27, 2026 (WTCI)

Audience: All Educators

Dates: 2/17/2026 to 3/27/2026

Location: Asynchronous/Online

Enhancing technology is mandatory in today's classroom since it provides your students with the rigor and skills they need to be successful in college and in their careers. We will explore various websites that will help you plan your math lessons, motivate your students and integrate science and language arts projects across the curriculum. Sites will be selected based on your grade level and content areas. At the end of this course, you will have a composite of sites that will simplify the time spent planning lessons, will keep students engaged, and will help keep parents informed. We will examine sites such as GoNoodle, Figment, Remind, Storyboarding, Discovery and explore Teacher's First resources. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

17. Online Book Study: Making MTSS Work For All, February 23 - March 29, 2026 (WTCI)

Audience: Grades K-12 Educators

Dates: 2/23/2026 to 3/29/2026

Location: Asynchronous

This online course may be taken for graduate or inservice credit. Since the two options are listed separately, please be sure to register accordingly. In this book study, participants will examine the dynamics of a multi-tiered system of supports, become familiar with the framework and learn how to support students at all tiers through research based interventions. Based on the book, The Road to Success with MTSS: A Ten-Step Process for Schools by Tom Hierck and Chris Weber, and additional resources, participants will embrace MTSS's multifaceted approach which includes addressing academic, social- emotional and behavioral needs. Teachers, support staff and therapists will all learn how to support students in many domains through case studies, while reflecting on their own current practices in MTSS.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

18. Online: Book Study: Just Tell Them by Zach Groshell, February 23 - March 22, 2026 (EWTC)

Audience: PK - 12 Teachers

Dates: 2/23/2026 to 3/22/2026

Location: Asynchronous

New

This Free class is only open to consortium members. In this 15-hour, online asynchronous course, participants will engage in a practical and in-depth study of Just Tell Them by Zach Groshell. Throughout the course, teachers will explore how clear, intentional, and interactive explanations can meaningfully improve student understanding. Across six modules, participants will examine Groshell's core principles, including capturing students' undivided attention, delivering purposeful explanations, using visuals effectively, modeling with examples, promoting active student responses, and gradually releasing responsibility. By the end of the course, teachers will have developed a toolkit of research-aligned, explicit teaching strategies that support all learners. Participants must purchase the book prior to the start of the course.

19. EDPD 5045.01/ Making MTSS Work For All (WTCI)

Location: Online (online, ny) - Asynchronous

Dates: 2/23/2026 to 4/5/2026

Location: Asynchronous

In this graduate level online book study, participants will examine the dynamics of a multi-tiered system of supports, become familiar with the framework and learn how to support students at all tiers through research based interventions. Based on the book, The Road to Success with MTSS: A Ten-Step Process for Schools by Tom Hierck and Chris Weber, and additional resources, participants will embrace MTSS's multifaceted approach which includes addressing academic, social- emotional and behavioral needs. Teachers, support staff and therapists will all learn how to support students in many domains through case studies, while reflecting on their own current practices in MTSS. Kindly Note that participants should acquire the book before the commencement of the class. Since this class is for grad credit level credit, participants must also register with Manhattanville through Instant Enrollment. Email Colleen Gill at cgill@rockteach.org for more information.

20. Online: Brain Based Teaching (BBT), March 2 - April 10, 2026 (WTCI)

Audience: Educators in Grades PreK - 12

Dates: 3/2/2026 to 4/10/2026

Location: Asynchronous

In this online course, participants will investigate how the brain processes, stores, and retrieves information as well as what teaching techniques can support students' learning. We will explore tips on how to capture students' attention, keep it, improve memory, and prepare them for tests.To ensure that all students achieve their potential, we will design cutting-edge methods for creating lessons and assessments as well as modify instructional strategies. We will examine a range of learning techniques that will enhance student mastery of relevant material and, utilizing online resources, will improve their knowledge and abilities. These online materials will both complement and enhance classroom teaching and learning. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

21. EDPD 5024.01 School Talk Book Study: Culturally Responsive Practice & Data-Informed Reflection

Location: Richard P. Connor Elementary School (Richard P. Connor ES, )

Dates: 3/5/2026 to 4/16/2026

This course is a professional book study centered around School Talk: Rethinking What We Say About - and To - Students Every Day by Mica Pollock. Through critical reading, collaborative discussion, and data-driven reflection, educators will explore how language, culture, and identity intersect in the classroom-and how to shift our communication to be more culturally responsive. Participants will examine their own classroom data (e.g., behavior logs, participation records, assessments, and student voice data) to reflect on the impact of their language and interactions. Educators will use the Culturally Responsive-Sustaining Education (CRSE) framework as a lens for analysis, goal-setting, and transformation of practice. . *If you are taking this course for Graduate Credit, participants must also register with Manhattanville through Instant Enrollment on Service Hub. Email Colleen Gill at cgill@rockteach.org for more information. Note: Official graduate transcripts will not be available until the official end of the college semester.

22. EDPD 5011.01 Creating and Leading a Flipped Classroom

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

Dates: 3/12/2026 to 5/14/2026

Participants will develop strategies to create and lead classroom learning environments that are flipped. In 2014, the Flipped Learning Network defined flipped learning as "a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting groups space is a dynamic, interactive learning environment.” Participants will develop strategies to guide students as they "apply concepts and engage creatively in subject matter.” Participants will refine practices to related to delivering information outside of the traditional classroom setting. By flipping the learning out of the traditional group dynamic, participants will be able to lead student learning by developing more in-depth relationships with students. Participants will also learn how to lead a more fluid classroom where students interact creatively with the content and each other. This type of teaching requires the skills of transformational leadership and participants will utilize Flip Your Classroom: Reaching Every Student in Every Class Every Day (2015) by Bergman and Sams and Flipping 2.0: Practical Strategies for Flipping Your Class (2013) by Bretzman to find and refine these skills. Required Readings: "Flip your Classroom: Reaching Every Student in Every Class Every Day”, by Bergman, Jonathan and A. Sams, San Diego, CA: ISTE. 2012 (and workbook, 2015); "Flipping 2.0: Practical Strategies for Flipping Your Class”, by Jason Bretzman, Bretzman Group LLC. 2013; "The Blended Workbook: Learning to Design the Schools of Our Future”, by Horn, Michael and H. Straker, New York: Jossey-Bass. 2017. *If you are taking this course for Graduate Credit, participants must also register with Manhattanville through Instant Enrollment on Service Hub. Email Colleen Gill at cgill@rockteach.org for more information. Note: Official graduate transcripts will not be available until the official end of the college semester.

23. Hybrid: Edith Winthrop Teacher Center Educators' Book Club Spring Book Club, April 13 - May 22 , 2026 (EWTC)

Audience: All staff, teachers and administrators

Dates: 4/13/2026 to 5/22/2026

Location: Hybrid

Wait List

This Free class is only open to consortium members. The Edith Winthrop Teacher Center Educator's Book Club will be wrapping up its fifth year by reading "Trauma-Responsive Pedagogy: Teaching for Healing and Transformation” by Arléne Elizabeth Casimir and Courtney N. Baker. This book explores the research and practice around trauma-responsive education in easy-to-digest, actionable text that elevates the healing and wellness of both the children and adults in our classrooms. It describes the challenges of a classroom that does not attend to adversity and trauma, then presents the research on trauma-responsive classrooms, and finally provides an inclusive framework that supports educators in centering the whole child in their classrooms. It offers a recipe for what to do next period, next week, and next school year. What to expect: All participants are asked to purchase the book before the start of the book club cycle All participants are asked to read the book and come prepared for book discussions across three live mandatory Zoom (Thursday) meetings: - April 16: 4:30-6:30 p.m. (Discussion will be on the Introduction, Section 1 + Additional Readings) - April 30: 4:30-6:30 p.m. (Discussion will be on Section 2 + Additional Readings) - May 14: 4:30-6:30 p.m. (Discussion will be on Section 3 & Conclusion + Additional Readings) All participants are required to do three asynchronous assignments after each live Zoom discussion. 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.

24. Online: Creating Distraction-Free Schools: Implementing No-Cell Phone Policies and Engaging Teaching Strategies, April 13 - May 24, 2026 ( WTCI)

Audience: Educators in Grades 6-12

Dates: 4/13/2026 to 5/24/2026

Location: Asynchronous

In today's digital age, student focus and engagement are more challenging than ever. This course will equip teachers and administrators with practical strategies to manage distraction-free learning environments. You will learn how to effectively explain the benefits of a no-cell phone policy and its positive impact on student performance. Key topics will include setting clear expectations and developing classroom management strategies that foster focus and participation. Collaborative projects and interactive discussions will guide you in discovering ways to enhance student engagement without relying on technology. Additionally, the course provides guidance on effective communication with students, parents, and colleagues to ensure policy success. By the end of the course, through engaging in research-based teaching techniques and hands-on activities, you will have a comprehensive plan to minimize distractions, improve student learning outcomes, and cultivate a focused, collaborative classroom culture. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

25. Online Book Study: Making MTSS Work For All, July 6 - August 2, 2026 (WTCI)

Audience: Grades K-12 Educators

Dates: 7/6/2026 to 8/2/2026

Location: Asynchronous

In this online book study, participants will examine the dynamics of a multi-tiered system of supports, become familiar with the framework and learn how to support students at all tiers through research based interventions. Based on the book, The Road to Success with MTSS: A Ten-Step Process for Schools by Tom Hierck and Chris Weber, and additional resources, participants will embrace MTSS's multifaceted approach which includes addressing academic, social- emotional and behavioral needs. Teachers, support staff and therapists will all learn how to support students in many domains through case studies, while reflecting on their own current practices in MTSS.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

26. Online: Discussions and Questioning to Build Deep Thinking, July 6 - August 2, 2026 (WTCI)

Audience: Educators K-12

Dates: 7/6/2026 to 8/2/2026

Location: Online

This course may be taken for graduate or inservice credit. Since the two options are listed separately, please be sure to register accordingly. In this online course, participants will explore how to facilitate classroom discussions through engaging conversations, the role of teachers as coaches during this process and how best to provide a supportive classroom environment when integrating higher order questioning techniques. When we closely examine the value of student participation in small group discussions, we find that students are able to connect with each other's thoughts and opinions and are able to engage in higher level critical thinking. Critical thinking involves logical thinking and reasoning including the following skills: comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. We will examine the link between critical thinking skills and questioning techniques by taking an in depth look at Bloom's Taxonomy and the quote, "Maslow before Bloom.” At the end of the course, you will have the tools needed to transfer responsibility from yourself to your students to speak purposefully, think outside of the box and lead an effective and engaging classroom discussion. Participants will need to purchase the following required text to participate in this course - Walsh, J. A., & Sattes, B. D. (2015). Questioning for Classroom Discussion: Purposeful speaking, engaged listening, deep thinking. Alexandria, VA: ASCD. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

27. EDPD 5045.01/ Making MTSS Work For All (WTCI)

Location: Online (online, ny) - Asynchronous

Dates: 7/6/2026 to 8/9/2026

Location: Asynchronous

28. EDPD 5050.01/Discussions and Questioning to Build Deep Thinking (WTCI)

Location: Online (online, ny) - Asynchronous

Dates: 7/6/2026 to 8/9/2026

Location: Asynchronous

In this online course, participants will explore how to facilitate classroom discussions through engaging conversations, the role of teachers as coaches during this process and how best to provide a supportive classroom environment when integrating higher order questioning techniques. When we closely examine the value of student participation in small group discussions, we find that students are able to connect with each other's thoughts and opinions and are able to engage in higher level critical thinking. Critical thinking involves logical thinking and reasoning including the following skills: comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. We will examine the link between critical thinking skills and questioning techniques by taking an in depth look at Bloom's Taxonomy and the quote, "Maslow before Bloom.” At the end of the course, you will have the tools needed to transfer responsibility from yourself to your students to speak purposefully, think outside of the box and lead an effective and engaging classroom discussion. Required Text: "Questioning for Classroom Discussion: Purposeful Speaking, Engaged Listening, Deep Thinking", by J. A. Walsh & B. D. Sattes, 2015, Alexandria, VA: ASCD. If you are taking for graduate credit and are not a student of Manhattanville, please contact Colleen Gill at cgill@rockteach.org for info on creating your account.

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