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1. Professional Development Mentor Program, Tuesday, August 26, 2025 from 9:00am - 3:30pm (EWTC)

Location: TBA (TBA, NY) - Room TBD

Audience: Teachers in Grades PreK-12

Dates: 8/26/2025 to 3/27/2026

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.

2. 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.

3. Google Suite "Master Class" The Foundation - Google Chrome & Drive, Thursday, March 19, 2026 from 3:30-4:30pm (EWTC)

Audience: Teachers, TA's, Office Staff

Dates: 3/19/2026

Location: Springhurst Elementary School

Starting Soon

This Professional Development workshop, which is only open to Dobbs Ferry teachers, teaching assistants and office staff, will equip you with the tools needed to become proficient in Google Workshop for Education, transitioning staff basic users to power users. Participants in this in-person course will streamline their digital workflow by mastering the core organizational tools of Google Workspace. This session focuses on utilizing Google Chrome's "Tab Groups” to organize essential daily links and exploring Google Drive's "Priority Workspace” to keep current projects front and center. By the end of the hour, attendees will have built a "Daily Routine Launchpad" to ensure they can start every school day with their most vital resources just one click away. All participants must bring a working, charged laptop.

4. Hybrid: Canva in the Classroom, March 24 - May 1, 2026 (WTCI)

Audience: Educators in Grades K-12

Dates: 3/24/2026 to 5/1/2026

Location: Hybrid

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: Tuesday, March 24th from 4:00-5:00pm + TWO sharing sessions: Tuesday, April 7th and April 28th from 4:00-6:00pm PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

5. Hybrid Book Study - Differentiating Reading Instruction, April 6 - May 22, 2026 (EWTC)

Audience: Pre-K-6 educators; elementary teachers, literacy coaches, literacy coordinators, special education teacher, reading interventionists

Dates: 4/6/2026 to 5/22/2026

Location: Online/Hybrid

Wait ListNew

This Free class is only open to consortium members. In any given classroom, there are a continuum of learners with various literacy needs. This is especially true in the upper elementary grades in which teachers are asked to simultaneously remediate prerequisite skills while pushing toward higher-level comprehension and writing. By using How to Plan Differentiated Reading Instruction: Resources for Grades K-3 (Walpole & McKenna) as the central text and using Differentiated Literacy Instruction in Grades 4 and 5: Strategies and Resources (McKenna, Philippakos, Strong, & Walpole) as a supplemental text, this HYBRID professional learning course will engage PreK-6 educators with a practical framework for designing differentiated, small‑group reading instruction aligned with NYSED's Literacy Regulations. The differentiated instruction from these books provides an overview of foundational literacy skills and builds on a continuum of reading skills that transcends grade bands, allowing remediation for struggling students or acceleration for advanced learners regardless of the specific instructional materials or methods a district currently uses. This HYBRID book study will utilize Google Classroom and will have three mandatory Zoom sessions on Wednesdays, April 8th, April 22nd and May 6th from - 4:30 - 6:00 p.m. 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. ALL Registrants MUST PURCHASE A COPY OF THE BOOK (How to Plan Differentiated Reading Instruction: Resources for Grades K-3 by Walpole & McKenna) PRIOR TO THE COMMENCEMENT OF THE CLASS.

6. Google Suite "Master Class": The Hub - Google Classroom & Docs, Thursday, April 9, 2026 from 3:30-4:30pm (EWTC)

Audience: Teachers

Dates: 4/9/2026

Location: Springhurst Elementary School

This Professional Development workshop, which is only open to Dobbs Ferry teachers, teaching assistants and office staff, will equip you with the tools needed to become proficient in Google Workshop for Education, transitioning staff basic users to power users. This in-person workshop empowers teachers to transform static documents into dynamic learning environments. Participants will dive into advanced Google Docs features, including voice typing and multimedia integration, while refining their Google Classroom management through Rubrics and streamlined feedback loops. The session culminates in the creation of an "Interactive Choice Board" or HyperDoc, utilizing the "Make a copy for each student" workflow to differentiate instruction effectively.All participants must bring a working, charged laptop.

7. 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.

8. 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.

9. Google Suite "Master Class": The Data - Google Forms & Sheets, Thursday, April 23, 2026 from 3:30-4:30pm (EWTC)

Audience: Teachers, TA's, Office Staff

Dates: 4/23/2026

Location: Springhurst Elementary School

This Professional Development workshop, which is only open to Dobbs Ferry teachers, teaching assistants and office staff, will equip you with the tools needed to become proficient in Google Workshop for Education, transitioning staff basic users to power users. In this in-person workshop, educators and staff will learn to harness the power of real-time data collection and analysis. Participants will explore how to build effective Google Forms and link them to Google Sheets for automated organization. A key focus will be on "Conditional Formatting," allowing users to create "Automated Formative Assessments" where student responses trigger visual cues-such as a cell turning red when a student indicates they are confused-enabling immediate instructional intervention. All participants must bring a working, charged laptop.

10. EDPD 5036.01 Restorative Justice: Effective Classroom Management Interventions and Solutions

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

Dates: 4/30/2026 to 6/25/2026

Based upon the book Better Than Carrots or Sticks by Dominque Smith, Douglas Fisher and Nancy Frey, participants will learn and apply restorative practices for effective classroom management. These practices will assist teachers in not only teaching academic material but also instruct students in matters pertaining to social skills. In line with an educator's mission to educate the whole child, participants will develop strategies to: hold individual conferences with students to address problematic behavior, move beyond the traditional use of rewards and consequences, and ultimately build a strong classroom climate through restorative practices. Required Readings: "Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management", Smith Dominique, et al., Alexandria, VA: ASCD. 2015; "All Learning is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond", by Frey, Nancy et al., Alexandria, VA: ASCD. 2019. 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.

11. Online: The Magic of Artificial Intelligence (AI) and Problem-Based Learning (PBL) in the Classroom, May 4- June 14, 2026 (WTCI)

Audience: Educators in grades K - 12

Dates: 5/4/2026 to 6/14/2026

Location: Asynchronous/Online

Course participants will learn how to use Magic School AI to create PBL lessons that are meaningful to our students. We will discover how AI can revolutionize teaching and learning, specifically in creating PBL lessons that are aligned with our students' needs. We will explore AI principles, learn strategies for incorporating these technologies into the classroom, and master techniques for enhancing student engagement and critical thinking. As we dive into Project-Based Learning with AI integration, we will be able to foster collaboration and real-world problem-solving skills among students. At the end of this course, educators will have a PBL lesson tailored to the needs of their students which can be implemented into their current learning environments. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

12. Google Suite "Master Class": The Hub -The Creative - Google Slides & Youtube, Thursday, May 7, 2026 from 3:30-4:30pm (EWTC)

Audience: Teachers, TA's

Dates: 5/7/2026

Location: Springhurst Elementary School

This Professional Development workshop, which is only open to Dobbs Ferry teachers, teaching assistants and office staff, will equip you with the tools needed to become proficient in Google Workshop for Education, transitioning staff basic users to power users. In this in-person workshop, participants will unlock the creative potential of presentation tools to increase student engagement. This session covers the basics of high-quality slide design, motion, and animation, as well as seamless YouTube integration for lesson planning. Attendees will build a "Choose Your Own Adventure" slide deck, practicing the skill of linking objects to different slides within a presentation to create a non-linear, interactive learning experience. All participants must bring a working, charged laptop.

13. Google Suite "Master Class": The Hub -Accessibility, AI, & Integration, Thursday, May 21, 2026 from 3:30-4:30pm (EWTC)

Audience: Teachers, TA's

Dates: 5/21/2026

Location: Springhurst Elementary School

This Professional Development workshop, which is only open to Dobbs Ferry teachers, teaching assistants and office staff, will equip you with the tools needed to become proficient in Google Workshop for Education, transitioning staff basic users to power users. The final session explores the cutting edge of educational technology by focusing on accessibility and efficiency. Participants will learn to use the "Read & Write" extension to support diverse learners and explore how the Gemini AI can assist in drafting lesson plans, parent communications, and high-level questioning. The session concludes with the creation of a "Gemini-Powered Lesson Bundle," complete with a custom QR code for easy student and staff access. All participants must bring a working, charged laptop.

14. EDPD 5130.01/Mastering the Teacher Evaluation Process: Effective to Highly Effective Teaching

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

Dates: 5/28/2026 to 7/23/2026

In the words of Charlotte Danielson, "Teaching is complex work. It's a thinking person's job.” As a result of this course, participants will address and apply the themes of: equitable learning, high expectations, cultural competence, meeting the needs of all learners and student assumption of responsibility. Participants will identify highly effective practices around Danielson's "Framework for Teaching.” We will observe lessons to evaluate the four core areas of: Planning and Preparation, Classroom Environment, Instruction and Professional Responsibilities. To become highly effective in the teacher evaluation process, participants will develop teaching strategies to help their students to take ownership of their own learning. Based upon Robert Marzano's The Art and Science of Teaching, participants will design instructional strategies that help students to think more logically, effectively and independently. During input sessions, participants will learn to incorporate a variety of research-based strategies into their lessons. These strategies include: providing and communicating learning goals, using assessments, conducting "deep thinking” lessons, using engagement strategies, implementing rules and procedures, and building relationships. Required Readings: "Enhancing Professional Practice: A Framework for Teaching", by Danielson, Charlotte (2007) ASCD: Alexandria, VA.; "The New Art and Science of Teaching", by Marzano, Robert (2017) Solution Tree Bloomington, Indiana. 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.

15. EDPD 5040.01 Responding to Literature with Power

Location: Online (online, ny)

Dates: 6/1/2026 to 7/24/2026

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. 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. Course runs asynchronously from Jan. 22 - Mar. 28. Only start and end dates are listed. Note: Official graduate transcripts will not be available until the official end of the college semester.

16. EDPD 5017.01 Responding to Nonfiction with Power

Location: Online (online, ny)

Dates: 6/1/2026 to 7/13/2026

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. *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.

17. EDPD 5145.01 Enhancing Teaching with AI

Location: Online (online, ny)

Dates: 6/3/2026 to 7/29/2026

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.

18. EDPD 5029.01 The Power of Book Clubs: Building Communities of Readers

Location: Online (online, ny)

Dates: 6/4/2026 to 7/30/2026

This course is designed for educators seeking to implement, refine, or reimagine book clubs in their classrooms. Participants will explore both the theory and practice of student-led reading groups, with an emphasis on fostering deep comprehension, critical thinking, and authentic student voice. Teachers will investigate best practices for text selection, group facilitation, assessment, and equity in book club design. By the end of the course, educators will be equipped with the tools to create inclusive, engaging, and sustainable book club experiences that elevate student learning and build a strong community of readers. *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.

19. Online Book Study: Making MTSS Work For All, July 1 - July 28, 2026 (WTCI)

Audience: Grades K-12 Educators

Dates: 7/1/2026 to 7/28/2026

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.

20. Online: Discussions and Questioning to Build Deep Thinking, July 1 - July 28, 2026 (WTCI)

Audience: Educators K-12

Dates: 7/1/2026 to 7/28/2026

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.

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

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

Dates: 7/1/2026 to 8/5/2026

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.

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

Location: Online (online, ny) - Asynchronous

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

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.

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

Location: Online (online, ny) - Asynchronous

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

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.

24. EDPD 5027.01 Intellectual Citizenship: Fostering Academic Excellence and Civic Readiness

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

Dates: 7/6/2026 to 8/3/2026

Participants will analyze the critical link between high-rigor instructional practices and the development of civic-minded students-Intellectual Citizens. Drawing heavily on the WICOR (Writing, Inquiry, Collaboration, Organization, Reading) framework developed by AVID (Advanced via Individual Determination), participants will develop a toolbox of strategies and mindsets to cultivate the academic and civic habits of effective intellectual citizens, such as: listening with understanding and empathy, thinking flexibly and thinking interdependently. The course moves beyond traditional civics to focus on how students use high-level academic skills (Close Reading, Focused Note-Taking, Socratic Seminar) to become informed and active participants in local, national, and global communities. *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.

25. EDPD 5028.01 The Teacher as Advocate: Leveraging Communication for Systemic Family Partnership

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

Dates: 7/9/2026 to 9/11/2026

New

This course moves beyond individual parent-teacher communication to focus on the teacher's role in systemic family advocacy and collaborative problem-solving. Grounded in Culturally Responsive-Sustaining Education (CRSE) principles, participants will learn to use intentional, equity-centered communication to break down institutional barriers and facilitate improved student outcomes. Through analysis, collaboration, and protocol development, participants will create communication systems that promote belonging, clarity, and transparency for all families. 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.

26. Online: Ignite Learning with Strategies for Student Success, August 3 - August 30, 2026 (WTCI)

Audience: Grades K-12

Dates: 8/3/2026 to 8/30/2026

Location: Asynchronous/Online

New

Strategies for Student Success is a dynamic professional learning course designed to reignite educators' passion and equip them with practical, research-based strategies that spark engagement and improve student outcomes. Participants will explore high-impact instructional practices, inclusive strategies, formative assessment, and purposeful technology integration-with an introduction to ethical, classroom-ready AI tools that support planning, personalization, and feedback. Through reflection, collaboration, and hands-on application, educators will develop an Ignite Learning Action Plan that outlines strategies and digital resources you will use to sustain meaningful, student-centered learning. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

27. EDPD 5013.01 - Digital Tools to Support Meaningful Learning

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

Dates: 8/3/2026 to 8/15/2026

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. 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.

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