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.

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.

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.

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.

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.

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