Catalog: Rockland/Westchester Teachers' Center Institute

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1. Hybrid : Book Study Beyond February: Teaching Black History Any Day, Every Day, and All Year Long, By Dawnavyn M. James, July 1 - July 26, 2024 (WTCI)

Audience: Classroom teachers, specialists, school librarians who work with students in grades pre-K-6

Dates: 7/1/2024 to 7/26/2024

Location: Hybrid (Synchronous and Asynchronous)

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This hybrid book study will provide you with the strategies and skills needed to teach Black history throughout the year. Participants will read Beyond February: Teaching Black History Any Day, Every Day, and All Year Long by Dawnavyn M. James. As we go through the book, you will be able to use the book as a starting point to enhance your own knowledge and understanding of Black History and, at the end of the course, will have clear and concise activities and lessons to incorporate into your classroom throughout the school year. There will be 3 required synchronous Zoom sessions to discuss the book - Monday, July 8, 15 and 22 from 10:00am to 12 noon. Participants will be asked to complete asynchronous assignments after each session. You must attend all Zoom sessions and complete all assigned work to receive full credit for the course. Your camera must be on and you must be present on screen at all times during the Zoom sessions. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

2. Hybrid: "Magic School" for Tarrytown Teachers Only, July 1 - July 29, 2024 (EWTC)

Audience: Educators in grades PreK - 12

Dates: 7/1/2024 to 7/29/2024

Location: Online

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OPEN TO TARRYTOWN TEACHER ONLY. This hybrid class will meet on Monday, 7/1, 7/8, 7/15, 7/22, 7/29 from 6:30-8:30 pm. All other assignments are self paced. This comprehensive 15-hour course is designed to empower teachers with the knowledge and skills to effectively utilize Magic School tools in the educational setting. The course will cover the seven modules in MagicSchool: Planning, Content, Questions, Intellectual Prep, Student Support, Communication and Community Tools, and Magic Student, provide practical insights and hands-on experience for teachers to integrate this tool into their teaching methods. Participants MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE.

3. Hybrid: Using Graphic Novels to Support Culturally Responsive Education, July July 1 - July 28, 2024 (WTCI)

Audience: 3-8 Teachers, Library Media Specialists, Counselors, ENL Teachers, Reading Specialists

Dates: 7/1/2024 to 7/28/2024

Location: Hybrid

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Participants in this course will learn how to utilize graphic novels to implement culturally responsive education. Ongoing professional learning and support is listed as one of the principles in the New York State Culturally Responsive-Sustaining Framework. This course will provide participants with an introduction to the CR-S Framework, an exploration into best practices in using graphic novels in the classroom, and will allow participants to read and identify graphic novels that could be incorporated into their curricula and/or libraries. By the end of the class, participants will feel comfortable teaching with graphic novels, identifying high quality, engaging graphic novels, and understanding how graphic novels can support culturally responsive education. There will be 3 Mandatory synchronous Zoom sessions on Monday, July 8, 15 and 22 from 12:30 - 1:30 pm. 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.

4. Online Book Study: Making MTSS Work For All, July 1 - July 28, 2024 (WTCI)

Audience: Grades K-12 Educators

Dates: 7/1/2024 to 7/28/2024

Location: Asynchronous

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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.

5. Online: Auditory Processing Disorder (APD), July 1 - July 28, 2024 (WTCI)

Audience: PreK-12

Dates: 7/1/2024 to 7/28/2024

Location: Asynchronous

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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.

6. Online: Discussions and Questioning to Build Deep Thinking, July 1 - July 28, 2024 (WTCI)

Audience: Educators K-12

Dates: 7/1/2024 to 7/28/2024

Location: Online

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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.

7. Online: Growth Mindset, July 1 - July 28, 2024 (WTCI)

Dates: 7/1/2024 to 7/28/2024

Location: Online Only

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In this online course, teachers will focus on building students' growth mindset capacity. Teachers are often aware of the concepts behind mindsets but have not looked at their lessons and teaching techniques in relation to this 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 strategies utilized to improve student learning outcomes in the classroom. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

8. Online: Inclusive Teaching: Strategies for Differentiation in Diverse Classrooms, July 1 - July 28, 2024 (WTCI)

Audience: Educators in grades K-12

Dates: 7/1/2024 to 7/28/2024

Location: Asynchronous

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This course will provide participants with the information needed to create inclusive learning environments by exploring the principles and practices of differentiation. Participants will gain a deep understanding of differentiation, dispelling misconceptions and practical strategies. The sessions cover a diverse range of tools, including flexible grouping, tiered assignments, choice menus, and tech tools, providing educators with a versatile toolkit to cater to varied learning styles. The course underscores the essential connection between Universal Design for Learning (UDL) and differentiation, encouraging seamless integration into instructional practices. At the conclusion of the course, participants will possess both a comprehensive understanding of differentiation and practical skills to effectively implement these strategies in their classrooms. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.
This Free class is only open to consortium members. In this online book study, participants will examine how to identify early clues of dyslexia and look for clues in older children. Participants will understand how dyslexia is diagnosed and identified, and what and how a sound multi-sensory word study program can best support dyslexics. Based on the book, Overcoming Dyslexia by Sally Shaywitz, M.D., teachers will develop an understanding of the identification and best instructional methodologies and practices of teaching students with this reading disability. Sally Shaywitz is an expert scientist and pediatrician who leads the field in dyslexia research. Through case studies and evaluations, join us as we begin to uncover the world of dyslexia. Participants will need to purchase the SECOND EDITION of the book prior to the course commencement date.

10. Online: Look Who's Talking: Accountable Talk in Your Classroom, July 1 - July 28, 2024 (EWTC)

Audience: Grades PreK-12 Educators

Dates: 7/1/2024 to 7/28/2024

Location: Asynchronous

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This Free class is only open to consortium members. This online class is designed for teachers in every setting from Grades PreK-12. Look Who's Talking is an introduction to Accountable Talk. Accountable Talk refers to the ways that teachers skillfully encourage their students to think deeply, articulate their reasoning, and listen with purpose. Talking with others about ideas and work is fundamental to learning and is an essential skill in the Common Core Learning Standards for every grade. But not all talk sustains learning. For classroom talk to promote learning it must be accountable--to the learning community, to accurate and appropriate knowledge, and to rigorous thinking. Accountable talk uses evidence appropriate to the discipline (e.g., proofs in mathematics, data from investigations in science, textual details in literature, documentary sources in history) and follows established norms of good reasoning. At the end of this course, teachers will be able to effectively incorporate Talk strategies into the classroom.

11. Online: SEL: I Know It's Important But How Do I Fit It All In?, July 1 - July 28, 2024 (EWTC)

Audience: Educators grades PreK-12

Dates: 7/1/2024 to 7/28/2024

Location: Asynchronous

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This Free class is only open to consortium members. Are you finding it difficult to incorporate social and emotional learning (SEL) into your content-rich classroom? This free online course is designed to take a deep dive into social-emotional learning, the core competencies that surround it and how to embed these competencies into your academic lessons. By the end of this course, teachers will feel more confident and successful in their quest to embed the principles of social-emotional learning into their own teaching practices within any content areas. You will begin to see it not as one more thing to add to our already full plates, but rather something that enhances the content and creates a safe and engaging learning environment for all. This online course is designed for teachers in every setting/content area from Grades PreK-12.

12. Online: Teaching the Exceptional Child: An Introduction to Special Education, July 1 - July 28, 2024 (EWTC)

Audience: Teachers in grades K-12

Dates: 7/1/2024 to 7/28/2024

Location: Asynchronous

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This Free class is only open to consortium members. This course is designed for all teachers in the general education setting (K-12) who wish to gain an overview of the special education process. Teaching the Exceptional Child: An Introduction to Special Education was developed with the general education teacher in mind who is looking for an understanding of how to best support the varied learning abilities in one classroom. By the end of this course, participants will be able to navigate through an Individualized Education Plan (IEP), understand their role in a Committee of Special Education (CSE) meeting, describe the history of Individuals with Disabilities Act (IDEA), identify and dive deeply into the 13 classifications of disabilities, all while collaboratively evaluating scenarios to best educate the exceptional child.

13. Online: Work Hard/Think Hard: Principles of Effective Teaching, July 1 - July 28, 2024 (WTCI)

Audience: Educators K-12

Dates: 7/1/2024 to 7/28/2024

Location: Online

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This course may be taken for either inservice or 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. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

14. Online: Book Study - The Teacher's Guide to Self Care by Sarah Frost, July 1 - July 15, 2024 (EWTC)

Audience: Grades Pre K-12 Educators

Dates: 7/1/2024 to 7/15/2024

Location: Asynchronous

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This Free class is only open to 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.

15. Online: The Magic of Artificial Intelligence (AI) and Problem-Based Learning (PBL) in the Classroom, July 1 - July 28, 2024 (WTCI)

Audience: Educators in grades K - 12

Dates: 7/1/2024 to 7/28/2024

Location: Asynchronous/Online

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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.

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

Location: Online (online, ny) - Asynchronous

Dates: 7/1/2024 to 8/9/2024

Location: Asynchronous

Starting Soon
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. 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.

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

Location: Online (online, ny) - Asynchronous

Dates: 7/1/2024 to 8/9/2024

Location: Asynchronous

Starting Soon
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 7/8 - 8/9/2024. 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.

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

Location: Online (online, ny)

Dates: 7/1/2024 to 8/9/2024

Starting Soon
In this online grad level 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 7/8 - 8/9,2024. 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.

19. Hybrid: 2024 Children's Literature Award Winners, July 15 - July 28, 2024 (WTCI)

Audience: Educators in grades 3 - 8

Dates: 7/15/2024 to 7/28/2024

Location: Hybrid

Participants in this hybrid course will be asked to read and discuss various pieces of youth literature that are recent ALA award winners. This course will focus on the Caldecott, Geisel, Coretta Scott King Awards and Illustrator, Pura Belpre Award and Illustrator, and Newbery Award winners. We will spend time identifying ways to incorporate these titles into classrooms or curricula. We will explore picture books, non-fiction texts, middle grade novels, and graphic novels. Participants will need to have access to various books either through their school library, public library or virtual libraries. Throughout the course, we will be focusing on various literature pieces and strategies and, at the conclusion of the course, you will be able to incorporate these books into your curriculum. In addition to the six asynchronous hours, there will be 3 Mandatory In-Person Meetings at the RJ Bailey School from 10:00am - 1:00pm on Tuesday, July 23, Wednesday, July 24, and Thursday, July 25. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

20. EDPD 5013.01 - Digital Tools to Support Meaningful Learning

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

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

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

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

Audience: PreK-5 Teachers

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

Location: Hybrid

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

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

Audience: PreK - 12

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

Location: Asynchronous

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

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

Audience: Educators in Grades K - 12

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

Location: Asynchronous

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

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

Audience: Educators in Grades K - 12

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

Location: Asynchronous

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

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

Audience: Grades PreK-12 Educators

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

Location: Asynchronous

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

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

Audience: All Educators

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

Location: Online

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

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

Audience: Elementary Educators

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

Location: Asynchronous

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

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

Audience: Content Area Classroom Teachers in Grades 3-12

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

Location: Asynchronous/Online

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

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

Audience: All

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

Location: Online - Asynchronous

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

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

Location: TBA (TBA, NY) - Room TBD

Audience: Teachers in Grades PreK-12

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

Location: Room TBD

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

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

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

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

Technology can increase teachers' capacity to support the learning of individual students with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage and remember. To do this efficiently and effectively technology should be carefully selected, purposeful planned and thoughtful implemented. Not all technology is useful for all students. Required Texts: "Integrating Technology in the Classroom: Tools to meet the needs of every student”, by Hamilton, Boni. (2018) (2nd Ed.) Washington DC: International Society of Technology in Education; "How to Differentiate Instruction in Academically Diverse Classrooms”, by Tomlinson, Carol Ann, (2017), Alexandria, VA, Association for Supervision and Curriculum Development. Additional college registration required to take this course for graduate credit. Email jmurray@rockteach.org for more information. Note: Official graduate transcript will not be available until the official end of the college semester.

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

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

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

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

34. EDPD 5040.01 Responding to Literature with Power

Location: Online (online, ny)

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

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

35. EDPD 5017.01 Responding to Nonfiction with Power

Location: Online (online, ny)

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

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

36. EDPD 5020.01 - The Power of Formative Assessment

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

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

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

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

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

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

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

38. EDPD 5030.01 - Teaching and the Change Process

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

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

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

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

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

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

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

40. EDPD 5025.01 - Taking a Constructivist Approach to Teaching

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

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

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