Catalog: Rockland/Westchester Teachers' Center Institute

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1. GREENBURGH CSD NEW TEACHER INSTITUTE September 22, 2022 - June 8, 2023

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

Audience: All grade levels

Dates: 9/22/2022 to 6/8/2023

Location: TBD

THIS CLASS IS ONLY OPEN TO NEW TEACHERS IN THE GREENBURGH CSD DATES AND TIMES: 3:30 - 4:30PM September 22, October 13, November 10, December 8, January 12, February 9, March 23, April 20, May 11, June 8, ***5 additional hours will be spent on assignments outside of our sessions

2. Online Learning & Teaching LGBTQ History, September 28, 2022 - June 14, 2023 (WTCI)

Audience: K-12 teachers, school librarians, specialists, ENL teachers

Dates: 9/28/2022 to 6/14/2023

Location: Synchronous/Asynchronous/Hybrid/In-Person

Starting Soon
This year-long course will provide teachers with an understanding of LGBTQ+ history. Each month, we will focus on a different area of LGBTQ+ history and participants will explore resources to create lesson plans to incorporate into their classrooms. We will meet monthly on Zoom to share resources, plans and ideas so that participants will learn from each other. By the end of the course, teachers will have a clearer understanding of LGBTQ+ history, a number of ready to use lesson plans, resources to help with instruction, and a PLN of educators on the same journey. Participants are encouraged to purchase: A Queer History of the United States For Young People by Michael Bronski (adapted by Richie Chevat). This book will serve as our mentor text throughout the year. Participants are encouraged to purchase the book. All other material can be accessed online or via school or public libraries. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED. Mandatory Monthly Zoom Dates from 4:30pm - 5:30pm are listed below. All other class work will be completed asynchronously. 09/20 10/18 11/15 12/13 1/17 2/14 3/21 4/18 5/23 6/6
This FREE course is open to both consortium and non consortium teachers. However, priority registration will be given to EWTC consortium members. The NYSED Culturally Responsive-Sustaining Education Framework names one of its principles as "Ongoing Professional Development” where teachers are expected to engage in ongoing professional learning and support. The Teacher Center DEI Book Club will provide an opportunity for all educators to engage in a professional learning community with peers around DEI topics. The Edith Winthrop Teacher Center DEI Book Club will be launching its second year by reading "Risk. Fail. Rise: A Teacher's Guide to Learning From Mistakes” by Colleen Cruz. As educators, we believe and probably say to our students that mistakes are a natural part of learning. But how much do our curricular choices, teaching methods and student behaviors reflect this? As a learning community, we will become more aware of why we make mistakes as educators, what we can do to avoid unnecessary ones and respond to useful ones. This in turn will help create a classroom that embraces positive risk-taking and productive failure making to create an even more welcoming and affirming environment for all students. 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: October 13th - 4:30 - 6:60 p.m. (Discussion will be on the Introduction, Essay 1 and Essay 2) October 27th - 4:30 - 6:30 p.m. (Discussion will be on Essay 3, Essay 4 and Essay 5) November 10th - 4:30 - 6:30 p.m. (Discussion will be on Essay 6, Essay 7 and Mistakes Lessons) All participants are required to do three asynchronous assignments after each live Zoom discussion

4. Online: New York State Culturally Responsive-Sustaining Education Framework, October 10 - 29, 2022(EWTC)

Audience: K-12 Educators in All Areas

Dates: 10/10/2022 to 10/29/2022

Location: Online Only

Wait List
This FREE course is open to both consortium and non consortium members. However, priority registration will be given to EWTC consortium members. The Culturally Responsive-Sustaining (CR-S) Education Framework helps educators create student-centered learning environments that: affirm racial, linguistic and cultural identities; prepare students for rigor and independent learning, develop students' abilities to connect across lines of difference; elevate historically marginalized voices; and empower students as agents of social change; and contribute to individual student engagement, learning, growth, and achievement through the cultivation of critical thinking." (New York State Education Department) This workshop will introduce this framework to participants and have them think about ways to provide appropriate support and services to educate all students effectively and equitably while promoting positive student outcomes.

5. Online: Book Study - Teach Like A Pirate, October 10 - November 20, 2022 (WTCI)

Audience: All

Dates: 10/10/2022 to 11/20/2022

Location: ONLINE

In this online course, participants will explore inspirational ideas, practical techniques and innovation in education. Grounded in the work of Dave Burgess and his Teach Like a Pirate system, participants' experiences and readings are designed to set your classroom ablaze with creativity and enhance both teacher and student engagement. It's time to bring the fun back into our classroom teaching and reignite a love of learning for you and your students. Set sail on a sea of adventurous learning activities and get ready to transform your teaching style. Participants will need to purchase the book to participate in this course. Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator (ISBN-13: ‎978-0988217607) PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
This FREE course is open to both consortium and non consortium teachers. However, priority registration will be given to EWTC consortium members. In this online book study, participants will learn about the Personal & Authentic Framework which solidifies the "what” and the "how” in creating the types of learning experiences that impact a lifetime. With the learner at the center, and held together by relationships and a culture for learning, the various ways in which teachers can make learning personal and authentic can be amplified. These include: Social-Emotional Learning; Culturally Responsive; Moments of Awe; Relevant & Contextualized; Interests, Passions, & Strengths; Creation & Design; Flexible Pace & Path; and Authentic Feedback. Supports for the process include the spaces in which children learn and the tools in which they use, both of which either amplify or hinder the learner. All participants must purchase the book before the start of the course.
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.
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, October 23rd. 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, October 23rd from 10:00am - 1:00pm to participate in synchronous Part II of the workshop which will be held via Zoom.
This FREE course is open to both consortium and non consortium teachers. However, priority registration will be given to EWTC consortium members. In this book study, participants will examine how they can build resilience and reclaim their peace in and outside of the classroom. We will take a close look at the causes of teacher burnout, as well as remedies to counteract the rigorous demands of the profession. Participants must purchase Sarah Frost's book, The Teacher's Guide to Self-Care; Build Resilience, Avoid Burnout, and Bring a Happier and Healthier You to the Classroom. We will discuss her strategies to become happier and healthier through creating Self Care Calendars, positive affirmations, meditation, and how these, and other strategies, can be applied in and out of the classroom. The Teacher's Guide to Self-Care will help you create the self-care routines you need for a sustainable career, leaving the teacher-martyr complex behind and embrace a lifestyle that includes taking care of yourself, while continuing to make a difference in the world.

10. EDPD 5040.01/Responding to Literature with Power

Location: Online (online, ny)

Dates: 10/17/2022 to 12/6/2022

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 TEXT(S): 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 interested in taking this course for graduate credit, contact Joleen at jmurray@rockteach.org for more information on registering.

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

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

Dates: 10/20/2022 to 12/8/2022

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: Tomlinson, Carol Ann. (2017). How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition. Final projects and reflections due via online on Dec. 8, 2022. If you would like to take this course for graduate credit and are not a non-matriculated student with Manhattanville, please email jmurray@rockteach.org for further directions.
The focus on building our students' growth mindset capacity continues to prove to be an important role for educators. Teachers are often aware of the concepts behind mindsets but have not looked at their lessons and teaching techniques in relation to the concept. Teachers in this course will develop methods for reflecting on their current practices and materials in a manner that will assist their students in growing this essential capacity. Present research and best practices will be evaluated and utilized to improve student learning outcomes in the classroom PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

13. ONLINE: Making Math Meaningful and Rigorous, October 24 - December 5, 2022 (WTCI)

Audience: Teachers in Grades K - 12

Dates: 10/24/2022 to 12/5/2022

Location: Online

Math teachers want to create a learning environment that supports learners at every level to reach their greatest potential. This course provides the participant with practical ways to achieve this goal. Through careful exploration of what rigor is, and understanding how to best incorporate rigorous lessons, activities, and assessments, math teachers will be able to support students to make meaning for themselves! This method allows both the struggling and advanced students to focus on the same ultimate goal, expectations, process, and demonstrations of learning rather than the same final outcome! This course is appropriate for all K-12 school personnel. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

14. CR-SE Awareness Series , October 25 - December 13, 2022 (EWTC)

Audience: All

Dates: 10/25/2022 to 12/13/2022

Location: Zoom

This FREE course is open to both consortium and non consortium teachers. However, priority registration will be given to EWTC consortium members. As classrooms become increasingly diverse and people awaken to new levels of consciousness, educators around the globe and locally understand the urgent need to develop schools and classrooms that are equitable, and teaching practices that engage and celebrate all students. In New York State, the Culturally Responsive-Sustaining Education (CRSE) Framework has provided a call to action and calls on educators to engage in ongoing professional learning and support. In this series of 5 workshops, you will expand on your understanding of the CR-SE Framework and unpack aspects of it to grow your equity lens. Each workshop will employ a flipped learning structure in which you will spend at least an hour preparing asynchronously followed by a live two hour Zoom discussion. Two weeks prior to the workshop, you will receive an email with the asynchronous assignments as well as the Zoom link. Workshop Titles and Dates: The Language Behind the CR-SE Framework, Tues. October 25th 4:30-6:30pm Cultural Competency and the CR-SE Framework, Tues. November 1st 4:30-6:30pm Learning Environments and the CR-SE Framework, Tues. November 29th 4:30-6:30pm High Expectations Rigorous Instruction and the CR-SE Framework, Tues. December 6th 4:30-6:30pm Inclusive Curriculum and Assessment and CR-SE Framework, Tues. December 13th 4:30-6:30pm

15. Online: Creating Equitable Parent Involvement, October 28 - November 23, 2022 (WTCI)

Audience: K-12 Educators

Dates: 10/28/2022 to 11/23/2022

Location: Online

In this online course, we will identify a variety of ways to engage and support family involvement in the classroom. We will examine best practices and incorporate outside experiences to create a safe school environment. While we always have our students and families' best interests at heart, we need to be both authentic and empathetic to the diverse community we serve. Whether parents join us virtually or in person, it is critical that we assess their needs (through a family survey) and examine our own bias to develop an effective support system. Once we have clearly identified their needs, we will discuss the best strategies for the parents of English Language Learners, special education students and for all our students. At the conclusion of the course, you will have a toolbox of strategies that will allow you to support, guide and encourage families to share in your classroom experience. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
Digital resources can increase students' motivation, classroom engagement and can be used with a wide variety of learners. In this online course, we will explore digital literacy resources, virtual field trips, interactive museums, and digital tools to enhance classroom instruction. Students will have access to these resources at any time and can set their own pace when working through activities. Teachers, with these digital (paperless) resources in their toolbox, can enhance their lesson plans while, at the same time, give students a chance to be creative and more actively engaged in the classroom. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

17. Online: Bringing More Formative Assessment Into Your Classroom, November 7 - December 19, 2022 (WTCI)

Audience: K-12 Educators

Dates: 11/7/2022 to 12/19/2022

Location: Online

A teacher's use of formative assessment techniques is essential in ensuring he or she is meeting the learning targets for a unit. Teachers need to know "who knows what” before moving on. Formative assessment is nothing new - our teachers were administering formative assessments to us when we were in school many years ago. In today's digital world, we are lucky to have so many more tools to assist us in our formative assessments. Teachers in the class will review the research on formative assessment as well as explore dozens of instructional tools that can be used for formative assessments. Teachers will leave this course with concrete and easy to use examples for embedding more formative assessments into their lessons . PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

18. ONLINE: Social and Emotional Development in the Classroom, November 7 - December 19, 2022 (WTCI)

Audience: K-12 Teachers

Dates: 11/7/2022 to 12/19/2022

Location: Online

Social and emotional learning, when embedded in the classroom (and in the school) curriculum, can have many positive student outcomes. It can reduce aggression and emotional distress among students, can increase collaborative classroom interactions, can improve self confidence and can lead to improved student learning. We will examine the five (5) keys to social emotional learning and look at how it translates to the classroom culture and to classroom management. We will view videos, read articles and explore various strategies that will work with our students. We will focus on self and social awareness, self-management, relationship skills, responsible decision making and how we can apply best practices in our classrooms. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

19. Online: 21st Century Skills: From your Classroom to the Workplace and College, November 7 - December 19

Audience: Educators Grades K - 12

Dates: 11/7/2022 to 12/19/2022

Location: Online

The workplace and higher education settings we are preparing our students for is much different than what we as their teachers encountered coming out of high school 10. 20. or 30 years ago.The evolution of technology, collaboration and communication methods has rewritten what it means to be college and career ready in this century. Teachers in this class will look at methods and strategies for increasing the amount of 21st Century workplace and college skills in their classroom. Areas of exploration will include PBL, the flipped classroom, blended learning and digital collaboration and sharing. This course is appropriate for all K-12 educators. PLEASE NOTE THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

20. EDPD 5025.01 - Taking a Constructivist Approach to Teaching

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

Dates: 11/10/2022 to 12/15/2022

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; Gagnon & Collay. (2006). Getting to Got It. Final projects and reflections due via online on Dec. 8, 2022. If you would like to take this course for graduate credit and are not a non-matriculated student with Manhattanville, please email jmurray@rockteach.org for further directions.
This FREE course is open to both consortium and non consortium teachers. However, priority registration will be given to EWTC consortium members. The NYSED Culturally Responsive-Sustaining Education Framework names one of its principles as "Ongoing Professional Development” where teachers are expected to engage in ongoing professional learning and support. The Teacher Center DEI Book Club will provide an opportunity for all educators to engage in a professional learning community with peers around DEI topics. For the Fall/Winter Edith Winthrop Teacher Center DEI Book Club, we will be reading "So You Want to Talk About Race” by Ijeoma Oluo. In this book, the author "guides readers of all races through subjects ranging from intersectionality and affirmative action to "model minorities” in an attempt to make the seemingly impossible possible: honest conversations about race and racism, and how they infect almost every aspect of American life.” 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 15th - 4:30 - 6:60 p.m. (Discussion will be on the Introduction and Chapters 1 - 5) January 5th - 4:30 - 6:30 p.m. (Discussion will be on Chapters 6 - 11) January 19th - 4:30 - 6:30 p.m. (Discussion will be on Chapter 12 - 17) All participants are required to do three asynchronous assignments after each live Zoom discussion
This workshop will be a day of learning, collaboration, and sharing for teachers and school librarians in the Metro NY region. Jordan Jace, statewide coordinator for Consider the Source New York and Education DirectoKeynote speaker will be Claire Bellerjeau, author of the book, ESPIONAGE AND ENSLAVEMENT IN THE REVOLUTION: THE TRUE STORY OF ROBERT TOWNSEND AND ELIZABETH c.2021r for the NYS Archives Partnership Trust, will facilitate a discussion focused on teaching historical thinking skills through culturally responsive content. Local Social Studies teachers will share lessons they created through the Consider the Source program using primary sources from local repositories. Participants will have the opportunity to collaborate and brainstorm lesson ideas around the Seal of Civic Readiness, Regents prep, and scaffolding historical thinking skills for young learners. Keynote speaker will be Claire Bellerjeau, author of the book, ESPIONAGE AND ENSLAVEMENT IN THE REVOLUTION: THE TRUE STORY OF ROBERT TOWNSEND AND ELIZABETH c.2021 Date: Dec. 13, 2022 Time: 9am - 3pm Location: Iona University Lunch will be provided.

23. Online BBT - Brain Based Teaching, January 2 - February 13, 2023(WTCI)

Audience: K-12 School Professionals

Dates: 1/2/2023 to 2/13/2023

Location: Online

New
Course participants will explore how the brain processes, stores, and retrieves information as well as the most effective teaching techniques that support students' learning. In order to ensure that all students achieve their potential, we will examine cutting-edge methods for creating lessons and assessments as well as for modifying instructional strategies. We will discuss a range of learning techniques that can be applied to enhance student mastery of relevant material and explore online materials that can complement and enhance your classroom lessons. At the conclusion of this class, you will have strategies and techniques to capture students' attention, keep it, improve their memory, and improve their test scores. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
Our country's diversity and demographics have changed what our classrooms look like. We all encounter students that have limited English, and we need to differentiate instruction to meet their needs. In order to meet academic success, this population needs to make linguistic gains in order to begin to master course content. Participants will work with evidence-based practices and instructional intervention strategies to improve language skills for this population. PLEASE NOTE THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

25. Online: Addressing Conflict through Restorative Justice Practices, January 2 - February 13, 2023 (WTCI)

Audience: Teachers in Grades K - 12

Dates: 1/2/2023 to 2/13/2023

Location: Online

New
Restorative justice focuses on mediation and agreement rather than punishment. In the school community, offending students must accept responsibility for harmful actions and make restitution. Teachers who use restorative discipline practices find that classroom behavior improves dramatically. They have better relationships with their students and, therefore, less stress from unresolved conflicts. For the growing number of districts using restorative justice, the programs have helped strengthen school communities, prevent bullying, and reduce student conflicts. The benefits are clear: early-adopting districts have seen drastic reductions in suspension and expulsion rates and students say they are happier and feel safer. This course is appropriate for all K-12 school professionals. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
As our country's demographics shift, the impact is evident in all our classrooms as we are teaching students from across the world. There is great potential for embracing cultures and enhancing instructional activities while bridging cultures between home and school. Course participants will review research-based strategies to better incorporate students from other cultures into the classroom. At the end of this course, you will be empowered to adjust instructional delivery to meet the needs of your classroom's changing demographics and improve educational outcomes for all students. PLEASE NOTE THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

27. Online: ELL's Meeting the academic needs of English Language Learners January 2 - February 13, 2023 (WTCI)

Audience: Teachers in Grades K - 12

Dates: 1/2/2023 to 2/13/2023

Location: Online

New
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.

28. Online: Improving Students Outcomes through Effective Homework, January 2 - February 13, 2023 (WTCI)

Audience: K - 12 Educators

Dates: 1/2/2023 to 2/13/2023

Location: Online Only

Homework - the mention of the word makes the student in us tremble! As educators we know that we need to assign homework for various reasons from accountability to curriculum pacing demands. We can leverage our HW policies to improve student learning outcomes. Participants will assess their current HW practices and evaluate the components of an effective HW assignment. Teachers will also develop paperless assignments as well as flipped lessons and HW assignments. This class is appropriate for all K-12 educators. PLEASE NOTE THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

29. ONLINE: Managing ADHD and LD in the Classroom, January 2 - February 13, 2023 (WTCI)

Audience: K-12

Dates: 1/2/2023 to 2/13/2023

Location: Online Only

All teachers have come across a student in their class with either ADHD or a Learning Disability.This course will give teachers an opportunity to examine current research geared towards helping all teachers work effectively with students with ADHD and learning disabilities. Teachers will understand the impact of ADHD on a student's performance, the difference between male and female students with ADHD and, at the conclusion of the course, will have a number of instructional strategies to implement in their classrooms. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
This FREE course is open to both consortium and non consortium teachers. However, priority registration will be given to EWTC consortium members. The NYSED Culturally Responsive-Sustaining Education Framework names one of its principles as "Ongoing Professional Development” where teachers are expected to engage in ongoing professional learning and support. The Teacher Center DEI Book Club will provide an opportunity for all educators to engage in a professional learning community with peers around DEI topics. For the Winter/Spring Edith Winthrop Teacher Center DEI Book Club, we will be reading "Disability Visibility: First-Person Stories from the Twenty-First Century” edited by Alice Wong. "This anthology of contemporary essays by disabled people gives a glimpse into the rich complexity of the disabled experience, highlighting the passions, talents, and everyday lives of this community. It invites readers to question their own understandings. It celebrates and documents disability culture in the now. It looks to the future and the past with hope and love.” 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 16th - 4:30 - 6:60 p.m. (Discussion will be on the Introduction and Part1: Being) March 2nd - 4:30 - 6:30 p.m. (Discussion will be on Part 2: Becoming and Part 3: Doing) March 16th - 4:30 - 6:30 p.m. (Discussion will be on Part 4: Connecting, About the Editor and About the Contributors) All participants are required to do three asynchronous assignments after each live Zoom discussion

31. Online: Auditory Processing Disorder (APD), March 6 - April 17, 2023(WTCI)

Audience: K-12

Dates: 3/6/2023 to 4/17/2023

Location: Online

New
APD is a disorder affecting a person's ability to understand speech and process auditory information. The impact that this disorder can have on a student is profound. How often do you have a student ask you to repeat something or have a delay in answering your questions? APD can have an impact on their classwork, homework, test scores, comprehension and retention. A student who has trouble processing incoming information or directions will give answers unrelated to the questions. In this online course, we will focus on what APD is, diagnosing APD, distinguishing differences between APD and other disorders, and treatment for APD. At the course conclusion, you will have strategies to modify your classroom teaching and compensatory strategies to allow students to become more successful in the classroom. This class is appropriate for all K-12 teachers. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

32. Online: Autism Spectrum Disorder, March 6 - April 17, 2023(WTCI)

Audience: K-12

Dates: 3/6/2023 to 4/17/2023

Location: Online

New
We have all heard the expression, "on the spectrum,” but what does it mean? What implications can it have for your classroom? In this online courses, participants will review the characteristics of Autism Spectrum Disorder, Asperger's Syndrome and Pervasive Developmental Disorder. We will examine best instructional practices and methodologies and, at the end of the class, you will have the tools you need to enhance instructional practices for your students. This course is appropriate for all teachers K-12. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

33. Online: Discussions and Questioning to Build Deep Thinking, March 6 - April 17, 2023 (WTCI)

Audience: Educators K-12

Dates: 3/6/2023 to 4/17/2023

Location: Online

New
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.

34. Online: Work Hard/Think Hard: Principles of Effective Teaching, March 6 - April 17, 2023 (WTCI)

Audience: Educators K-12

Dates: 3/6/2023 to 4/17/2023

Location: Online

New
This inservice course may also be taken for graduate credit. Since the two options are listed separately, please be sure to register accordingly. In this online book study, participants will develop their own use of the principles of effective teaching and develop a master teacher mindset through the examination of the best-selling text Never Work Harder Than Your Students by Robyn R Jackson. We will explore how to engage students in the heavy lifting of learning through the use of units of study, lesson plans, assessments, interventions and classroom management. With a focus on the quality of learning and not the quantity of work; teachers will become better equipped to lead their students on a voyage of self-discovery and acquisition of academic knowledge. At the conclusion of the course, participants will have a unit of study, lesson plan, assessment and action plan to help them put the principles into practice immediately and effectively, challenging their students to work hard and think harder. PARTICIPANTS WILL NEED TO SECURE A COPY OF THE BOOK PRIOR TO THE COMMENCEMENT OF THE CLASS.

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

Location: Online (online, ny)

Dates: 3/6/2023 to 4/24/2023

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. This course will run asynchronous online from July 1-August 6, 2021. Only start and end dates are listed. If you are taking for graduate credit and are not a student of Manhattanville, please contact jmurray@rockteach.org for info on creating your account.

36. EDPD 5055.01/Work Hard/Think Hard: Developing a Master Teacher Mindset (WTCI)

Location: Online (online, ny)

Dates: 3/6/2023 to 4/24/2023

In this online course, participants will develop their own use of the principles of effective teaching and develop a master teacher mindset through the examination of the best-selling text Never Work Harder Than Your Students by Robyn R Jackson. We will explore how to engage students in the heavy lifting of learning through the use of units of study, lesson plans, assessments, interventions and classroom management. With a focus on the quality of learning and not the quantity of work; teachers will become better equipped to lead their students on a voyage of self-discovery and acquisition of academic knowledge. At the conclusion of the course, participants will have a unit of study, lesson plan, assessment and action plan to help them put the principles into practice immediately and effectively, challenging their students to work hard and think harder. Required Texts: 'Never Work Harder Than Your Students: The Journey to Great Teaching', 2nd, by Robyn Jackson, Alexandria, Va: ASCD. 2018. This course will run asynchronous online from July 1-August 5, 2022. Only start and end dates are listed. If you are taking for graduate credit and are not a student of Manhattanville, please contact jmurray@rockteach.org for info on creating your account.
This FREE course is open to both consortium and non consortium teachers. However, priority registration will be given to EWTC consortium members. The NYSED Culturally Responsive-Sustaining Education Framework names one of its principles as "Ongoing Professional Development” where teachers are expected to engage in ongoing professional learning and support. The Teacher Center DEI Book Club will provide an opportunity for all educators to engage in a professional learning community with peers around DEI topics. The Edith Winthrop Teacher Center DEI Book Club will be wrappping its second year by reading "How the Word is Passed: A Reckoning with the History of Slavery Across America” by Clint Smith. In this book, the author "leads the reader on an unforgettable tour of monuments and landmarks - those that are honest about the past and those that are not - that offer an intergenerational story of how slavery has been central in shaping in our nation's collective history and memory.” Smith "illustrates how some of our country's most essential stories are hidden in plain view - whether in places we might drive by on our way to work, holidays such as Juneteenth, or entire neighborhoods like Manhattan, where the brutal history of the trade in enslaved men, women, and children has been deeply imprinted.” 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: April 20th - 4:30 - 6:60 p.m. (Discussion will be on the Prologue, Monticello Plantation and The Whitney Plantation) May 4th - 4:30 - 6:30 p.m. (Discussion will be on Angola Prison, Blanford Cemetery and Galveston Island) May 18th - 4:30 - 6:30 p.m. (Discussion will be on New York City, Gorée Island and Epilogue) All participants are required to do three asynchronous assignments after each live Zoom discussion