Kids who struggle with challenging behaviors get caught in a negative cycle: bad behaviors lead to negative interactions with adults which leads to more bad behaviors. Learn how to build positive relationships with your students who need it the most.

Hugging Porcupines II: In this second Hugging Porcupines course, educators will explore many more practical strategies for supporting kids who struggle with behavior in school. Much of the course centers around strategies connected with three interconnected elements of a great learning environment: great academic work, positive relationships, and respectful discipline. There are also tips and strategies for specific times of year, so educators can support porcupines all year long.

This is a follow-up to the original Hugging Porcupine course. Completion in HP I is not required but preference will be given to those educators who engaged with that course and/or the live session with Mike Anderson.

This course has open enrollment. Once registrations are processed, an introductory email will be sent within one week. Participants have until June 12, 2026 to complete the coursework. There are NO synchronous meetings for this course.

The New York State Education Department (NYSED) has approved a certification pathway to help address the growing shortage of certified special education teachers across New York. Certified Special Educators who currently hold a New York State Students with Disabilities (Birth-Grade 2) certification and wish to extend their certification to include Grades 3-4 are invited to enroll in a focused three-course series consisting of:

Knowledge of Students

Instructional Strategies

Professional Practice

Collectively, these 45 hours meet NYSED Special Education CTLE requirements for extending an existing Students with Disabilities certification. Teachers who complete the 45-hour program and meet the required teaching experience criteria will be eligible to apply for the certification extension through NYSED. Prerequisites for enrollment include holding a NYS Students with Disabilities (Birth-Grade 2) certification and having a minimum of three years of experience teaching Grade 1 and/or Grade 2. NOTE: Participants are responsible for submitting all required certificates and documentation directly to NYSED for certification extension review.

Note: It is the responsibility of the participant to submit certificates and all necessary documentation to NYSED for certification extension consideration.

To be culturally competent, all people-especially educators-need a blend of cultural self-awareness, cultural knowledge, skills, and a sustained commitment to growth. Teachers need cultural competency because education happens in a cultural context. Each classroom reflects a broader world, filled with students from diverse cultural and social identity backgrounds. Culturally competent teachers are better prepared to build trusting relationships with all students; create inclusive and culturally responsive classrooms for all students; and foster learning environments that are less biased, more open-minded, communicative, collaborative, and just. Designed and facilitated by Dr. Meredith Madden, Cultural Competence Matters is an asynchronous and self-paced course created to increase teachers' understanding and development of cultural competency in effort to create classroom spaces rooted in belonging and opportunity for all students. Through foundational content knowledge, real-world classroom-based scenarios, and effective and ready-to-use classroom strategies, teachers will complete the course prepared to cultivate cultural competency in the K12 classroom.

This course is aligned with the CRSE framework as well as many Portrait of a Graduate competencies and specifically competencies for Effective Communicator, Critical Thinker, Cultural Competence, Empathy, Global Citizen, and Social-Emotional Competence

This course has open enrollment. Once registrations are processed, an introductory email will be sent within two weeks. We offer have 4 cohorts; Summer (7/07/25-10/06/25), Fall (10/06/25-1/05/26), Winter (1/05/26-4/6/26), and Spring (4/06/26-6/15/26) so please plan accordingly to select the season that aligns best with your schedule.

Lexia® LETRS® for Early Childhood Educators professional learning provides deep knowledge of literacy instruction for the youngest learners. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in literacy learning and beyond.

This is a new pilot program with the CNY/OC Teacher Center.

PLEASE READ:

*DUE TO HIGH DEMAND FOR LETRS PROGRAMS:

Registration does not guarantee enrollment. You will receive a confirmation email if enrolled.

Preference will be given to those teachers who have participated in and completed CNY/OC Teacher Center opportunities in the past or those who serve as a liaison or board member.

Frequent drops, incompletes or absences may impact your registration in LETRS.

The Center will attempt to show equity among all school districts. Due to the nature of the course, you may be asked to complete an additional form confirming your commitment.

Please ensure that your Frontline account is up to date with the correct school for manual delivery

Lexia Aspire™ Professional Learning, grounded in the science of reading, is a flexible, self-paced, digital solution that empowers all educators to accelerate literacy skills among students in grades 4-8*. Aspire equips educators with the knowledge and skills they need to apply evidence-based strategies derived from the science of reading to a classroom of students who have varying levels of literacy competencies. Educators can also choose the content that's most relevant to improving their students' literacy outcomes.

Although the program is designed for teachers of grades 4-8, Aspire is also appropriate for HS teachers working with students of varying literacy abilities.

This program requires an estimated 48 hours of work to complete.

You have one year to complete the coursework.

Please look through the Lexia Aspire website to gain a better idea of the program. If you are familiar with LETRS, this is a "cousin" program that allows for teacher choice.

PLEASE READ:

*DUE TO HIGH DEMAND FOR LEXIA PROGRAMS:

Registration does not guarantee enrollment. You will receive a confirmation email if enrolled.

Preference will be given to those teachers who have participated in and completed CNY/OC Teacher Center opportunities in the past or those who serve as a liaison or board member.

Frequent drops, incompletes or absences may impact your registration.

The Center will attempt to show equity among all school districts. Due to the nature of the course, you may be asked to complete an additional form confirming your commitment.

There is no physical manual for this program.

Asynchronous Online LETRS Volume II (Units 5-8) - This program requires an estimated 48 hours of work to complete. LETRS is an intensive program and only those who are committed to complete the program should apply. Participants have access to the online program for one year from start date. This LETRS Online learning opportunity will offer an Asynchronous (independent & self-paced) learning environment. Content is delivered through print (book provided) and online sessions which includes video, learning activities, and application through Bridge to Practice activities.

Prerequisite: Educators must have completed LETRS Volume I and have certification of completion on file with the Center to be considered for enrollment. Registration will not be processed until this certificate is received.

PLEASE READ:

*DUE TO HIGH DEMAND FOR LETRS PROGRAMS:

Registration does not guarantee enrollment. You will receive a confirmation email if enrolled.

Preference will be given to those teachers who have participated in and completed CNY/OC Teacher Center opportunities in the past or those who serve as a liaison or board member.

Frequent drops, incompletes or absences may impact your registration in LETRS.

The Center will attempt to show equity among all school districts. Due to the nature of the course, you may be asked to complete an additional form confirming your commitment.

Please ensure that your Frontline account is up to date with the correct school for manual delivery

Once enrolled, your license is valid for 364 days

Asynchronous Online LETRS Volume I (Units 1-4) - This program requires an estimated 48 hours of work to complete. LETRS is an intensive program and only those who are committed to complete the program should apply. Participants have access to the online program for one year from start date. This LETRS Volume I (Units 1-4) Online learning opportunity will offer an Asynchronous (independent & self-paced) learning environment. Content is delivered through print (book provided) and online sessions which includes video, learning activities, and application through Bridge to Practice activities. PLEASE READ:

*DUE TO HIGH DEMAND FOR LETRS PROGRAMS:

Registration does not guarantee enrollment. You will receive a confirmation email if enrolled.

Preference will be given to those teachers who have participated in and completed CNY/OC Teacher Center opportunities in the past or those who serve as a liaison or board member.

Frequent drops, incompletes or absences may impact your registration in LETRS.

The Center will attempt to show equity among all school districts. Due to the nature of the course, you may be asked to complete an additional form confirming your commitment.

Please ensure that your Frontline account is up to date with the correct school for manual delivery

Once enrolled, your license is valid for 364 days.

This course guides educators through the process of designing authentic, meaningful performance‑based tasks that give students rich opportunities to demonstrate what they know and can do. Participants will explore key design principles, examine strong examples, and learn how to align tasks with learning outcomes and success criteria. By the end of the course, educators will have created at least one fully developed performance‑based task ready and a plan for immediate implementation.

*Part 1: Synchronous Zoom Session: April 7 4:30-5:30

Launch the course with an overview of key concepts and goals. Build shared understanding and set the stage for personalized learning.

Part 2: Self-Paced Modules

Engage with curated resources, design and refine performance‑based tasks, plan for classroom use, and receive actionable feedback from the instructor and peers.

In trauma-informed schools, relationships matter. And so does accountability. Many educators struggle to balance connection with consequences, and rightfully so - it's hard! This session will explore how to hold students accountable without damaging the relationship or lowering expectations. Participants will examine the difference between shame and responsibility, permissiveness and compassion, and punishment and repair. Grounded in restorative practice and developmental science, this session provides practical language, response frameworks, and strategies for addressing harm while preserving dignity. Participants will leave with clear tools to respond firmly and relationally, so students feel respected, understand their impact, and take meaningful ownership of their behavior.

This workshop provides educators with an understanding of Artificial Intelligence (AI) fundamentals, exploring what AI is, how it works, and its potential applications in educational settings. Teachers will gain insights into how AI is shaping the future of learning and discover practical, hands-on strategies to integrate AI tools into their classrooms. This workshop will be geared towards primary teachers. !

*Participants should bring a laptop or Chromebook with them. .

This workshop will be geared for elementary educators grades K-5

This is an IN PERSON workshop

Join us for a study through What The Science of Reading Says About Writing by Jennifer Jump and Hillary Wolfe. Participants will explore key topics such as the writing process, grammar, syntax and build understanding of key words, definitions, and examples. Participants will engage in evidence-based practices and differentiation techniques. Participants will leave with a toolkit of strategies and resources to build upon the science of writing in their contexts.

*Copies of the text are available from our lending library. If you would like to borrow this for the book study, please complete a lending form on our website by April 6, 2026. y .

Participants will need to join a Schoology Course and engage with the content presented by the facilitator.

Participants will need to complete all assignments for credit; no partial credit will be awarded.

rounded in New York State's Culturally Responsive-Sustaining Education (CRSE) Framework, this workshop session equips educators to engage curriculum and assessments that reflect and respect students' cultural identities, lived experiences, and voices. Participants will explore inclusive curricular frameworks, authentic assessments, and differentiated instruction strategies that promote equity and engagement. Educators will engage a toolkit of guided activities and learn how to integrate multiple perspectives, elevate student choice, and assess in ways that affirm and support every learner's growth.

A hallmark of skilled reading is the ability to read text fluently. This includes being able to recognize words automatically and effortlessly, and reading them with appropriate prosody and expression. In this session, educators will deepen their knowledge of the importance of fluency-from kindergarten through high school-and learn how they can use assessments to measure students' fluency and track their progress. Participants will also learn a wide variety of evidence-aligned instructional routines for developing students' fluency, including multi- day routines that they can easily integrate into their current instruction.

The 4 C's: Benefits and Boundaries of Educator/Student Care

including a presentation on Communication of an Investment in Student Well-Being and Success, a Responsive Care Communication Assessment for all educators, and 4 Cs group work in breakout sessions, followed by report out and wrap up.

This session will introduce the four domains of care expression:

Cheerleading

Coaching

Challenging

Comforting

and how language and expectation setting can help with this issue. An engaging exercise will identify personal leanings and strengths when it comes to the expression of care and provide tools for educators to ensure that their care maintains appropriate legal, professional, emotional, and social boundaries that protects youth and supports career sustainability.

This professional learning opportunity is designed specifically for our for Paras, Aides, and Teaching Assistants.

This course equips educators with practical strategies and tools for embedding essential success skills into everyday instruction in ways that directly support the competencies outlined in the Portrait of a Graduate. Participants will explore how to intentionally cultivate collaboration, creativity, critical thinking, and communication-core success skills that align with the graduate traits of Collaborator, Innovator, Problem Solver, and Effective Communicator. Through guided design and classroom-ready examples, educators will learn how to make these skills visible and actionable across content areas and grade levels. By the end of the course, participants will have created at least one fully developed lesson and a plan for immediate implementation.

*Part 1: Synchronous Zoom Session: April 22 4:30-5:30

Launch the course with an overview of key concepts and goals. Build shared understanding and set the stage for personalized learning.

Part 2: Self-Paced Modules

Engage with curated resources, design and refine performance‑based tasks, plan for classroom use, and receive actionable feedback from the instructor and peers.

This session provides educators with a practical introduction to AI, with a focus on how it can support teachers' work without adding more technology for students. Participants will explore what AI can and cannot do in a classroom context and consider realistic, responsible ways it can be used as a planning and thinking partner.

Educators will examine how AI can assist with lesson planning, differentiation, standards alignment, and small-group or IEP planning, while maintaining professional judgment and instructional decision-making. The session emphasizes accuracy, ethics, and responsible use, and remains intentionally tool-light so the focus stays on instructional practice rather than platforms.

Mindfulness can be a powerful tool for helping students manage stress, improve focus, and build emotional regulation-but only when it's introduced in a way that feels safe and accessible for all learners. In this interactive webinar, you'll learn trauma-informed mindfulness strategies that support student well-being without triggering discomfort or anxiety. Discover practical, classroom-ready techniques that go beyond traditional deep breathing, including sensory grounding, movement-based mindfulness, and choice-driven practices. Walk away with tools you can immediately use to foster a calm, inclusive, and self-aware learning environment.

Join us for this interactive virtual session designed for all K-12 educators committed to supporting multilingual learners. Together, we'll highlight student strengths and dive into practical strategies and tools that foster equity, engagement, and academic growth across diverse classrooms.

In this virtual session, you will:

- Recognize and honor the unique assets multilingual learners contribute to your school community.

- Identify scaffolding methods and vocabulary-building supports that make instruction clear and impactful.

- Utilize digital platforms and collaborative approaches to strengthen language development.

This session delves into the critical role of language comprehension in enhancing students' reading and writing skills. Participants will examine research on language development, the nuanced nature of "Teacher Talk" in the classroom, and strategies for leveraging instructional materials to maximize oral language opportunities. The session also explores the interconnectedness of vocabulary development, oral language, reading comprehension, and written expression. Attendees will learn about evidence-based vocabulary instruction practices, including selecting high-utility words and implementing explicit instructional routines to introduce new vocabulary. By integrating these approaches, educators can effectively support students' literacy development across multiple content areas.

Designed for English Language Arts and Social Studies teachers, this webinar provides guidance for navigating sensitive or controversial topics with confidence and care. Educators will learn strategies to create safe, inclusive discussion environments, facilitate critical thinking, and honor diverse perspectives. Special attention will be given to balancing curriculum requirements with student well-being, and to framing challenging content in ways that are grade level-appropriate and culturally responsive.

Holding high expectations is an act of care. The "warm demander” stance, rooted in culturally responsive pedagogy, emphasizes the powerful combination of relational trust and uncompromising academic and behavioral expectations. In this session, participants will explore how high expectations, when paired with authentic care and explicit support, become a vehicle for equity rather than control. We will examine how to avoid the twin traps of over-permissiveness and over-punitiveness, and how to build classrooms where students experience both psychological safety and productive struggle. Participants will leave with practical strategies for communicating belief, maintaining consistency, and building the relational authority that allows high standards to feel supportive rather than adversarial.

This session explores how AI can be used as a planning support to design standards-aligned instruction efficiently and thoughtfully. Using a pedagogy-first approach, educators will examine how AI can assist with lesson design while keeping instructional goals and student needs at the center. Participants will explore ways AI can be used to draft lesson outlines, generate aligned learning activities, and adapt instruction for different readiness levels. The session emphasizes revision, thoughtful prompting, and teacher decision-making, with light references to commonly used tools rather than technical instruction.

You asked. We answered. The lab is here! This is not another webinar. It's a reflective working session. The Implementation Lab is a Community of Practice designed for our regional educators who want dedicated time to reflect on what they've tried, what they've learned, and what they're navigating. Participants will share practical strategies, real barriers, and emerging successes in a supportive, cross-district space. This first session will also be collaborative. Attendees will help define the purpose, structure, and expectations for the ongoing community to ensure it remains relevant, energizing, and grounded in real educator needs.

This is only for educators that have engaged in 3 or more sessions with Kelley Burt. We're looking for feedback and thoughtful reflections on how to move forward with this group. Thanks!

In the face of growing challenges in education, it's easy to feel overwhelmed-but hope is not lost. This webinar offers a healing-centered approach to rekindle purpose, resilience, and empowerment for both educators and students. Through strengths-based strategies, community care, and practical tools for fostering well-being, we will explore ways to transform struggle into growth. Participants will leave with renewed inspiration and actionable steps to create learning environments that prioritize healing, connection, and sustainable change.