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Catalog: Rockland/Westchester Teachers' Center Institute

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1. GREENBURGH CSD NEW TEACHER INSTITUTE September 10, 2024 - June 3, 2025 (EWTC)

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

Dates: 9/10/2024 to 6/3/2025

Location: Innovation Lab

THIS CLASS IS ONLY OPEN TO NEW TEACHERS IN THE GREENBURGH CSD DATES AND TIMES: 3:30 - 5:00PM at Woodlands MS/HS Innovation Lab September 10, 2024 October 15, 2024 November 12, 2024 December 17, 2024 January 14, 2025 February 25, 2025 March 25, 2025 April 29, 2025 May 13, 2025 June 3, 2025 ***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.

This activity has a required evaluation

  • Max Class Size: 30

2. Hybrid: 7 Mighty Moves Book Study for Tarrytown Teachers, January 5 - March 2, 2025 (EWTC)

Audience: Educators in grades PreK - 5

Dates: 1/5/2025 to 3/2/2025

Location: Hybrid

Join us for an engaging and transformative 45-hour hybrid book study (open only to Tarrytown teachers) focused on 7 Mighty Moves by Lindsay Kemeny, where we will explore practical strategies to enhance teaching effectiveness and student engagement. This course is designed for educators seeking to deepen their understanding of how to create meaningful learning experiences through intentional instructional moves. Throughout the study, we will delve into each of Kemeny's seven key strategies, examining their theoretical foundations and real-world applications. Participants will engage in rich discussions, collaborative activities, and reflective practices to explore how these moves can be integrated into diverse classroom settings. Online meeting dates will be on Thursday January 16, Thursday January 23, Thursday January 30, Thursday February 6, Thursday February 13, and Tuesday February 25 from 7:15 pm-8:15 pm. All other assignments are self-paced. PARTICIPANTS MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE. Your camera must be on, and you must be present on-screen at all times during the Zoom sessions. Participation in the Zoom sessions, including responding to prompts in the chat, is required to receive full credit for the course.

This activity has a required evaluation

  • Max Class Size: 20

3. Online: Canva for Classroom Teachers, January 6 - February 14, 2025, (WTCI)

Audience: Educators in Grades K - 12

Dates: 1/6/2025 to 2/16/2025

Location: Asynchronous

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

This activity has a required evaluation

  • Max Class Size: 20

4. Online: ELL's Meeting the Academic Needs of English Language Learners January 6 - February 15, 2025 (WTCI)

Audience: Educators in Grades PreK - 12

Dates: 1/6/2025 to 2/14/2025

Location: Asynchronous

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

This activity has a required evaluation

  • Max Class Size: 20

5. Online: Introduction to the NYSED Literacy Briefs and the Science of Reading, January 6 - February 14, 2025 (EWTC)

Audience: Grades PreK-12 Educators

Dates: 1/6/2025 to 2/14/2025

Location: Asynchronous

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

This activity has a required evaluation

  • Max Class Size: 30

6. Online: The Strategies for Reflective Teaching with 21st Century Technology, January 6 - February 16, 2025 (WTCI)

Audience: Educators in grades K - 12

Dates: 1/6/2025 to 2/16/2025

Location: Asynchronous/Online

This online course will equip K-12 educators with innovative strategies to improve their teaching practices through systematic self-reflection and integration of artificial intelligence (AI)/technology tools. Participants will explore methods for effective reflective journaling, utilize data and student feedback, and harness AI to enhance lesson planning and classroom management. Educators will engage in peer observations, technology-enhanced reflection, and develop actionable plans to refine their instructional approach. By the end of this course, educators will be adept at using reflection and technology to foster a more effective and fulfilling teaching experience. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This activity has a required evaluation

  • Max Class Size: 15

7. Online: Innovative Classrooms, January 6 - February 16, 2025 (WTCI)

Audience: Content Area Classroom Teachers in Grades PreK - 12

Dates: 1/6/2025 to 2/16/2025

Location: Asynchronous/Online

This course will focus on technological literacy and strategies for using tech tools across subjects and will provide you with free teaching resources. Participants will explore Google tools, ChatGPT, and AI tools, and learn to create interactive classrooms with activities like presentations, digital portfolios, and coding. The course includes hands-on experience with animation tools (Moovly, GoAnimate, Voki, Animaker), quiz and assessment tools (Plickers, Kahoot), and coding platforms (Coding.org, Scratch, X-Ray Goggles). We will also explore digital portfolios and differentiation strategies to enhance your teaching methods and, at the conclusion of the class, you will have the tools needed to boost student engagement and classroom learning. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This activity has a required evaluation

  • Max Class Size: 15

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

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

Dates: 1/21/2025 to 2/26/2025

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.

This activity has a required evaluation

  • Max Class Size: 25

9. EDPD 5022.01 Responding to Historical Fiction with Power

Location: Online (online, ny)

Dates: 1/21/2025 to 3/25/2025

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.

This activity has a required evaluation

  • Max Class Size: 25

10. EDPD 5040.01 Responding to Literature with Power

Location: Online (online, ny)

Dates: 1/22/2025 to 3/28/2025

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.

This activity has a required evaluation

  • Max Class Size: 25

11. EDPD 5012.01 Teaching Core Skills: Listening and Speaking

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

Dates: 1/23/2025 to 3/20/2025

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.

This activity has a required evaluation

  • Max Class Size: 40

12. EDPD 5019.01 Mastering SMART Goals, Progress Monitoring, and Data-Based Decision-Making for Student Achievement

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

Dates: 1/23/2025 to 3/27/2025

This course is designed to equip educators with the knowledge and skills necessary to effectively write Individualized Education Program (IEP) goals (or RTI goals) and implement progress monitoring strategies. Participants will understand the "why” behind setting goals based on student learning needs, learn the principles of how SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals are developed based on skill/needs, and create goals. Students will then research and find evidence-based practices to match the learning needs of students, deliver instruction, and monitor student progress (data collection). Participants will explore using AI tools to assist their work. *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.

This activity has a required evaluation

  • Max Class Size: 25

13. Hybrid Book Study: The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness by Jonathan Haidt, January 27 - March 15, 2025 (WTCI)

Audience: Educators or support Staff who work with students grades preK-12

Dates: 1/27/2025 to 3/15/2025

Location: Hybrid

In this hybrid course, participants will explore the current state of mental health among adolescents and why depression, self harm and suicide is on the rise in recent years. We will examine the role of technology, play and independence among children and adolescents. Participants will be asked to purchase and read The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness by Jonathan Haidt. There will be 3 mandatory Zoom sessions on Monday, February 3, 24 and March 10 from 4:30 - 6:30pm to discuss the book. Participants will complete online assignments after each session. 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. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This activity has a required evaluation

  • Max Class Size: 20

14. EDPD 5016.01 Differentiated Instruction Meets Understanding by Design

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

Dates: 1/27/2025 to 3/31/2025

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. This course was formerly CMSV CEGE 594-R01. *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.

This activity has a required evaluation

  • Max Class Size: 40

15. EDPD 5017.01 Responding to Nonfiction with Power

Location: Online (online, ny)

Dates: 1/27/2025 to 3/31/2025

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.

This activity has a required evaluation

  • Max Class Size: 25

16. Hybrid: Edith Winthrop Teacher Center DEI (Diversity, Equity and Inclusion) Winter Book Club February 3 - March 21, 2025 (EWTC)

Audience: All staff, teachers and administrators

Dates: 2/3/2025 to 3/21/2025

Location: Hybrid

This Free class is only open to consortium members. For the Winter/Spring Edith Winthrop Teacher Center DEI Book Club, we will be reading the adult version of "Overground Railroad: The Green Book and the Roots of Black Travel in America” by Candacy Taylor. Taylor writes in her introduction, "The Green Book was published during a time when car travel symbolized freedom in America, but since racial segregation was in full force throughout the country, the open road wasn't open to all. When black motorists picked up a copy of the Green Book, they were greeted by the words ‘Just What You Have Been Looking For!! NOW WE CAN TRAVEL WITHOUT EMBARRASSMENT.'” This book details the history of the Green Book, how we arrived at our present historical moment, and how far we still have to go when it comes to race relations and systemic racism in America. What to expect: All participants are asked to purchase the adult version of the book before the start of the book club cycle. All participants are asked to read the book and come prepared for book discussions during the three live mandatory Zoom meetings: Thursday, February 13th - 4:30 - 6:30 p.m. (Discussion will be on the Introduction, Chapters 1-3) Thursday, February 27th - 4:30 - 6:30 p.m. (Discussion will be on Chapters 4-8) Thursday, March 13th - 4:30 - 6:30 p.m. (Discussion will be on Chapters 9-11, Epilogue) All participants are required to complete 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.

This activity has a required evaluation

  • Max Class Size: 30

17. EDPD 5031.01 Building Professional Learning Communities

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

Dates: 2/5/2025 to 4/2/2025

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.

This activity has a required evaluation

  • Max Class Size: 40

18. EDPD 5037.01 Strategies for Students Living in Poverty

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

Dates: 2/13/2025 to 4/10/2025

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.

This activity has a required evaluation

  • Max Class Size: 40

19. Hybrid: Making Content Comprehensible for Multilingual Learners: The SIOP Model for Tarrytown Teachers, February 23 - April 14, 2025 (EWTC)

Audience: Educators in grades K - 12

Dates: 2/23/2025 to 4/14/2025

Location: Hybrid

Join us for this 45-hour hybrid book study (open only to Tarrytown teachers) which will provide an in-depth exploration of Making Content Comprehensible for Multilingual Learners by Jana Echevarría, MaryEllen Vogt, and Deborah J. Short. Participants will engage with key strategies for designing and delivering effective lessons that support the language development and academic success of multilingual learners. By examining research-based frameworks and practical tools, this course will empower educators to create inclusive, engaging, and comprehensible content for students from diverse linguistic background. Participants must purchase the book before the commencement of the course. Online meeting dates will be on Mondays, February 24, March 10, March 24, March 31 and Thursday, April 10 from 7:15pm-8:15pm. All other assignments are self-paced. PARTICIPANTS MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE. Your camera must be on, and you must be present on-screen at all times during the Zoom sessions. Participation in the Zoom sessions, including responding to prompts in the chat, is required to receive full credit for the course.

This activity has a required evaluation

  • Max Class Size: 20

20. ONLINE-DASA Dignity for All Students Act - Mandated 6 hour Certification Workshop, February 24 - March 2, 2025 (WTCI)

Audience: Open to All

Dates: 2/24/2025 to 3/2/2025

Location: ZOOM

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, March 2, 2025. 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, March 2, 2025 from 10:00am - 1:00pm to participate in synchronous Part II of the workshop which will be held via Zoom.

This activity has a required evaluation

  • Max Class Size: 35

21. Hybrid: Talk Read Talk Write Book Study for Tarrytown Teachers, March 2 - March 23, 2025 (EWTC)

Audience: Educators in grades PreK - 5

Dates: 3/2/2025 to 3/23/2025

Location: Online

This 15-hour hybrid (open only to Tarrytown teachers) professional development course delves into Talk Read Talk Write, an engaging instructional framework designed by Nancy Motley to enhance literacy through structured classroom conversations. Participants will explore the core components of the Talk Read Talk Write approach, which integrates speaking, reading, writing, and critical thinking in ways that support both content knowledge and language development. Online meeting dates will be on Thursday, March 6 and Thursday, March 20 from 7:15pm-8:15pm. All other assignments are self-paced. PARTICIPANTS MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE. Your camera must be on and you must be present on-screen at all times during the Zoom sessions. Participation in the Zoom sessions, including responding to prompts in the chat, is required to receive full credit for the course.

This activity has a required evaluation

  • Max Class Size: 20

22. EDPD 5011.01 Creating and Leading a Flipped Classroom

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

Dates: 3/13/2025 to 5/8/2025

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. This course was formerly CMSV CEGE 650-R01. *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.

This activity has a required evaluation

  • Max Class Size: 40

23. Hybrid Book Study: Over The Influence: Why Social Media is Toxic for Women and Girls and How We Can Take it Back by Kara Alaimo, March 17 - May 2, 2025 (WTCI)

Audience: Classroom teachers, specialists, school librarians who work with students in grades PreK -12

Dates: 3/17/2025 to 5/2/2025

Location: Hybrid

Participants in this course will be asked to purchase and read the book: Over The Influence: Why Social Media is Toxic for Women and Girls and How We Can Take it Back, by Kara Alaimo. Throughout the class, we will explore the impact of social media specifically on how it is impacting every aspect of the lives of women and girls. This information is critical in understanding and teaching media literacy to students starting at an early age. At the end of the course, participants will have a clearer understanding of how social media has particularly affected our female students and what steps we can take to educate our students navigating social media. There will be 3 mandatory Zoom sessions on Monday, March 24, April 7 and 28 from 4:30 - 6:30pm to discuss the book. Participants will complete online assignments after each session. 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. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This activity has a required evaluation

  • Max Class Size: 20

24. Online: Using Data to Improve Student Learning and Performance, March 17 - April 27, 2025 (WTCI)

Audience: All

Dates: 3/17/2025 to 4/27/2025

Location: Asynchronous

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

This activity has a required evaluation

  • Max Class Size: 20

25. Hybrid: Reading Above the Fray Book Study for Tarrytown Teacher, March 23 - April 27, 2025 (EWTC)

Audience: Educators in grades PreK - 5

Dates: 3/23/2025 to 4/27/2025

Location: Online

This 15-hour hybrid professional development course (open only to Tarrytown teachers) is centered on Reading Above the Fray, a transformative guide by Julia Lindsay that focuses on practical, research-based strategies for teaching foundational reading skills. Participants will explore how to apply science-backed approaches to help students build strong reading foundations, regardless of their background or learning challenges. Online meeting dates will be on Monday, April 7 and Thursday, April 24 from 7:15pm-8:15pm. All other assignments are self paced. PARTICIPANTS MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE. Your camera must be on and you must be present on-screen at all times during the Zoom sessions. Participation in the Zoom sessions, including responding to prompts in the chat, is required to receive full credit for the course.

This activity has a required evaluation

  • Max Class Size: 20

26. Hybrid: Edith Winthrop Teacher Center DEI (Diversity, Equity and Inclusion) Spring Book Club March 31 - May 23, 2025 (EWTC)

Audience: All staff, teachers and administrators

Dates: 3/31/2025 to 5/23/2025

Location: Hybrid

This Free class is only open to consortium members. The Edith Winthrop Teacher Center DEI Book Club will be wrapping up its fourth year by reading "Mott Street: A Chinese American Family's Story of Exclusion and Homecoming” by Ava Chin. In New York's Chinatown, Chin discovers a single building on Mott Street where so many of her ancestors would live, begin families, and craft new identities. In this book, she traces the story of the pioneering family members who emigrated from the Pearl River Delta, crossing an ocean to make their way in the American West of the mid-nineteenth century. She tells of their backbreaking work on the transcontinental railroad and of the brutal racism of frontier towns, then follows their paths to New York City. Mott Street uncovers a legacy of exclusion and resilience that speaks to the American experience, past and present. 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 during the three live mandatory Zoom meetings: Thursday, April 10th - 4:30 - 6:30 p.m. (Discussion will be on the Author's Note and Part 1) Thursday, May 1st - 4:30 - 6:30 p.m. (Discussion will be on Parts 2 and 3) Thursday, May 15th - 4:30 - 6:30 p.m. (Discussion will be on Part 4) All participants are required to complete 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.

This activity has a required evaluation

  • Max Class Size: 30