Catalog: Rockland/Westchester Teachers' Center Institute

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1. GREENBURGH CSD NEW TEACHER INSTITUTE September 26, 2023 - June 12, 2024

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

Dates: 9/26/2023 to 6/12/2024

Location: Innovation Lab

THIS CLASS IS ONLY OPEN TO NEW TEACHERS IN THE GREENBURGH CSD DATES AND TIMES: 3:30 - 5:00PM September 26, 2023 November 14, 2023 January 9, 2024 March 12, 2024 April 30, 2024 June 12, 2024 ***6 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.
OPEN TO TARRYTOWN TEACHERS ONLY-This 15 hour hybrid course will focus on big, essential ideas and methods for teaching math using EnVisions 2.0. We will explore the EnVisions 2.0 online platform, the importance of the PBIL and differentiation. Participants will have the opportunity to reflect on their current practices and try out some new strategies with their students. Synchronous meeting dates will be on Tuesday, 11/28, 12/5 and 12/12 from 7:00pm-8:30pm. All other assignments are self paced. Participants MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE.
OPEN TO TARRYTOWN TEACHERS ONLY - The primary goal of this course is to support second grade educators in cultivating a classroom environment that is welcoming, inclusive, and productive. Participants will explore strategies and practices related to creating culturally and linguistically sustaining environments, word walls, classroom libraries and Social and Emotional Learning (SEL) to support student success. This course will empower educators to create an inclusive and supportive classroom environment that fosters literacy, social and emotional development, academic discourse, and respect for diverse cultures and languages. This will be a hybrid course. Meeting dates will be on 12/5, 12/12, 1/5, 1/23 and 1/30 from 10:40am-11:40am. All other assignments are self paced. Participants MUST ATTEND ALL IN PERSON SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE.
OPEN TO TARRYTOWN TEACHERS ONLY - The primary goal of this course is to support first grade educators in cultivating a classroom environment that is welcoming, inclusive, and productive. Participants will explore strategies and practices related to creating culturally and linguistically sustaining environments, word walls, classroom libraries and Social and Emotional Learning (SEL) to support student success. This course will empower educators to create an inclusive and supportive classroom environment that fosters literacy, social and emotional development, academic discourse, and respect for diverse cultures and languages. This will be a hybrid course. Meeting dates will be on 12/7, 12/15, 1/9, 1/25 and 2/1 from 11:50am-12:50pm. All other assignments are self paced. Participants MUST ATTEND ALL IN PERSON SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE.

5. ONLINE: Social and Emotional Development in the Classroom, January 3 - February 14, 2024 (WTCI)

Audience: K-12 Teachers

Dates: 1/3/2024 to 2/14/2024

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.

6. Online: You Matter!, January 4 - May 30, 2024 (EWTC)

Audience: Teachers K-12

Dates: 1/4/2024 to 5/30/2024

Location: Virtual - Zoom

This Free virtual class is open to all consortium members; however, Tarrytown teachers will be given priority registration. In this class, participants will learn strategies and activities that promote self care and relaxation for the body and mind and will be able to practice them on a daily basis. You will also become familiar with the SEL competencies and direct correlation to self care and will use journal prompts to help focus on internal reflection and self awareness. At the end of this course, participants will be able to promote a sense of well-being in their lives and in their classroom lessons. This class will meet on Google Meet the following Thursdays from 7:00pm - 8:30pm. January 4 January 18 February 8 February 29 March 14 March 28 April 11 April 25 May 9 May 30

7. Hybrid: The Interactive Writing for Tarrytown Teachers, January 7 - January 21, 2024 (EWTC)

Audience: K-2 Teachers

Dates: 1/7/2024 to 1/21/2024

Location: Hybrid

This 15 hour hybrid course is designed to provide K-2 teachers with the knowledge and skills necessary to effectively integrate interactive writing into their classroom instruction. Topics covered will include: - The benefits of interactive writing for students' literacy development - Techniques for teaching writing conventions, such as capitalization, punctuation, and spelling through the use of interactive writing - Planning and preparation for interactive writing - Differentiating interactive writing to meet the needs of diverse learners - Participants will have opportunities to practice interactive writing strategies through hands-on activities and will receive feedback on their planning Synchronous meeting dates will be on Tuesday, January 9 and January 16 from 7:00pm-8:30pm. All other assignments are self paced. Participants MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE.

8. EDPD 5040.01 Responding to Literature with Power

Location: Online (online, ny)

Dates: 1/16/2024 to 3/25/2024

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 Jan. 16-March 25. Note, only start and end dates are listed.

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

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

Dates: 1/16/2024 to 3/12/2024

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.

10. EDPD 5031.01-Building Professional Learning Communities

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

Dates: 1/17/2024 to 3/20/2024

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. Additional college registration required for graduate credit. Please contact jmurray@rockteach.org for information.

11. EDPD 5012.01/Teaching Core Skills: Listening and Speaking

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

Dates: 1/18/2024 to 3/14/2024

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. Additional college registration required for graduate credit. Please email jmurray@rockteach.org for information. Final projects and reflections due via email by March 14, 2024.

12. Online: Discussions and Questioning to Build Deep Thinking, January 22 - March 4, 2024 (WTCI)

Audience: Educators K-12

Dates: 1/22/2024 to 3/4/2024

Location: Online

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

13. Online: Work Hard/Think Hard: Principles of Effective Teaching, January 22 - March 4, 2024 (WTCI)

Audience: Educators K-12

Dates: 1/22/2024 to 3/4/2024

Location: Online

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

Location: Online (online, ny)

Dates: 1/22/2024 to 3/11/2024

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 1/22 - 3/11/2024. 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.

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

Location: Online (online, ny)

Dates: 1/22/2024 to 3/11/2024

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 1/22 - 3/11, 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.

16. EDPD 5016.01/Differentiated Instruction Meets Understanding by Design

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

Dates: 1/22/2024 to 3/25/2024

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.

17. EDPD 5017.01/Responding to Nonfiction with Power

Location: Online (online, ny)

Dates: 1/22/2024 to 4/29/2024

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.
OPEN TO TARRYTOWN TEACHERS ONLY-This 15 hour hybrid course will provide K-5 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 Synchronous meeting dates will be on Thursdays, 2/1 and 2/8 from 7:00pm-8:30pm. All other assignments are self paced. Participants MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE.
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, February 4th. 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, February 4th from 10:00am - 1:00pm to participate in synchronous Part II of the workshop which will be held via Zoom.

20. Edith Winthrop Teacher Center DEI (Diversity, Equity and Inclusion) Winter/Spring Book Club January 29 - March 22, 2024 (EWTC)

Audience: All staff, teachers and administrators

Dates: 1/29/2024 to 3/22/2024

Location: Online

Closed
This is Free class is open to all. However, consortium members will be given priority registration and non-consortium members will be waitlisted. If space permits, we will then enroll waitlisted teachers 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 the 2023 updated edition of "How to Be An Antiracist” by Ibram X. Kendi. In this book, the author "takes readers through a widening circle of antiracist ideas - from the most basic concepts to visionary possibilities - that will help readers see all forms of racism clearly, understand their poisonous consequences, and work to oppose them in our systems and in ourselves.” This paperback edition contains a new preface about the author's life as well as annotations and other text updates. What to expect: All participants are asked to purchase the book before the start of the book club cycle. Purchase the updated paperback edition published in 2023. All participants are asked to read the book and come prepared for book discussions across three live mandatory Zoom meetings: February 8th - 4:30 - 6:30 p.m. (Discussion will be on the Preface to the Paperback Edition, My Racist Introduction, Chapters 1, 2, 3, and 4) February 29th - 4:30 - 6:30 p.m. (Discussion will be on Chapters 5, 6, 7, 8, 9, 10, 11, and 12) March 14th - 4:30 - 6:30 p.m. (Discussion will be on Chapters 13, 14, 15, 16, 17, and 18) All participants are required to do three asynchronous assignments after each live Zoom discussion

21. Online: SEL: I Know It's Important But How Do I Fit It All In?, January 29 - March 8, 2024 (WTCI)

Audience: Educators grades K-12

Dates: 1/29/2024 to 3/8/2024

Location: Online

Are you finding it difficult to incorporate social and emotional learning (SEL) into your content-rich classroom? This 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 K-12. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

22. Online: Teaching the Exceptional Child: An Introduction to Special Education, January 29 - March 8, 2024 (WTCI)

Audience: Teachers in grades K-12

Dates: 1/29/2024 to 3/8/2024

Location: Online

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.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

23. Online: Exceptional Students and Higher Level Thinking, February 5 - March 15, 2024 (WTCI)

Audience: Educators in grades K -12

Dates: 2/5/2024 to 3/15/2024

Location: Online

In this course, we will focus on the students that are already meeting and exceeding the standards and are ready to excel. We will also discuss ASCD articles that address the twice-exceptional student - the one that is both a gifted learner while negotiating a learning disorder. Our discussions will include strategies to cultivate the talents of gifted children as well as overcoming obstacles in the regular education classroom. At the end of the course, participants will have specific lesson plans to enhance learning opportunities for the gifted student that will propel them to higher levels of learning.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.
In this online book study, participants will examine how to identify early clues of dyslexia. 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. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

25. EDPD 5037.01 Strategies for Students Living in Poverty

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

Dates: 2/8/2024 to 4/12/2024

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; "Engaging Students Living in Poverty”, by Jensen, Eric (2014) ASCD: Alexandria, VA. This course was formerly CMSV CEGE 639-R01. Additional college registration required for graduate credit. Email jmurray@rockteach.org for more information. *Projects and reflections due via online on April 12, 2024.

26. ONLINE: Creating Effective PLC's in the Schools , February 26 - April 5, 2024 (WTCI)

Audience: K-12 Classroom Teachers and Math/Language Arts/Special Ed- Teachers K-12

Dates: 2/26/2024 to 4/5/2024

Location: Online

This course is designed to assist teachers and administrators in public and private schools to create and implement Professional Learning Communities. All school sizes and groups have various challenges that they face while creating PLC's. We will examine the composition of your specific team members and design a plan that will work for your school and/or district. Through the creation of S.M.A.R.T Goals, you will have a plan in place that you can immediately put into action. Members of Professional Learning Communities use results-oriented action steps to clarify exactly what each student must learn, monitor each student's learning on a timely basis, provide systematic interventions, and use collective inquiry/feedback to create a collaborative atmosphere of continual improvement. Throughout this course, we will keep the student at the center of our purpose and learn how to create, manage and succeed using Professional Learning Communities. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.
OPEN TO TARRYTOWN TEACHERS ONLY - The primary goal of this course is to support kindergarten educators in cultivating a classroom environment that is welcoming, inclusive, and productive. Participants will explore strategies and practices related to creating culturally and linguistically sustaining environments, word walls, classroom libraries and Social and Emotional Learning (SEL) to support student success. This course will empower educators to create an inclusive and supportive classroom environment that fosters literacy, social and emotional development, academic discourse, and respect for diverse cultures and languages. This will be a hybrid course. Meeting dates will be on 2/29, 3/7, 3/21, 4/11 and 4/18 from 12:00pm-1:00pm. All other assignments are self paced. Participants MUST ATTEND ALL IN PERSON SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE.

28. EDPD 5011.01 Creating and Leading a "Flipped” Classroom

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

Dates: 3/7/2024 to 5/3/2024

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. Additional college registration required for graduate credit. Email Jmurray@rockteach.org for more information. *Final projects and reflections due online on May. 3, 2024.

29. Online: Digital and Visual Learners, April 1 - May 10, 2024 (WTCI)

Audience: Educators grades K-12

Dates: 4/1/2024 to 5/10/2024

Location: Online

The Internet has become a primary tool for student communication and research and has moved our classrooms from a passive acquisition of facts to an active application of knowledge. This online class will give you the tools you need to design lessons that will help students navigate the digital tools available to them, including pod-casting, video techniques, teacher tube and global communication sites. These techniques and strategies will allow all our students to take charge of their own technological learning and will help them become successful classroom learners.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

30. Edith Winthrop Teacher Center DEI (Diversity, Equity and Inclusion) Spring Book Club April 8 - May 24, 2024 (EWTC)

Audience: All staff, teachers and administrators

Dates: 4/8/2024 to 5/24/2024

Location: Online

This is Free class is open to all. However, consortium members will be given priority registration and non-consortium members will be waitlisted. If space permits, we will then enroll waitlisted teachers 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 third year by reading "Asian American Histories of the United States” by Catherine Cenzina Choy. With the increase in Asian American violence and the erasure of Asian American experiences and contributions, this book highlights and uncovers the rich histories of Asian immigrants and US-born Asian Americans and how their stories play an integral part of US History. This book features the lived experiences and diverse voices of immigrants, refugees, US-born Asian Americans, multiracial Americans, and workers from industries spanning agriculture and healthcare. 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 18th - 4:30 - 6:30 p.m. (Discussion will be on the Preface, Introduction, Chapters One and Two) May 2nd - 4:30 - 6:30 p.m. (Discussion will be on Chapters Three and Four, Interlude and Chapter Five) May 16th - 4:30 - 6:30 p.m. (Discussion will be on Chapters Six, Seven, Eight, and Conclusion) All participants are required to do three asynchronous assignments after each live Zoom discussion