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.

NYS approved a new certification pathway for special educators interested in extending their existing certification to address the growing shortage of certified special education teachers in NYS. Special Educators who have an existing NYS Students with Disabilities Generalist Grades 1-6 certification, who are interested in obtaining an extension for PreK-K, are invited to study this grade band through a three course series: Knowledge of Students (15hrs), Instructional Strategies (15hrs) and Professional Practice (15hrs). Together, these three courses meet NYSED Special Education CTLE Certification criteria for extending an existing NYS Students with Disabilities.

The course is composed of a combination of synchronous online sessions using the Zoom platform and asynchronous assignments using Google Classroom.

To successfully complete the series, participants will be expected to demonstrate proficiency in the NYS teaching standards and the Council for Exceptional Children Special Education Standards for Professional Practice.

Teachers who successfully complete the 45-hour course and meet teaching experience requirements are eligible to apply for certification extensions through NYSED.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. All work must be complete by the course end date. (45 CTLE hours)

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

Prerequisites: SWD 1-6 certification & 3+ years of experience teaching 1st and/or 2nd grade

Discover how AI is transforming the classroom-and how you can stay ahead! From apps that leverage AI to the chatbots students are already using, this webinar explores the practical implications of AI for both teaching and learning. Join Monica Burns as she shares actionable strategies and insights to help educators and students become productive, responsible, and tech-savvy users of AI tools-inside and outside the classroom.

In this session, we'll explore how digital tools can help students make meaningful connections with people, places, and ideas beyond the classroom walls. You'll learn how to use AI to create supplemental resources that spark curiosity and support global learning experiences. From virtual field trips to collaborative projects with peers in other locations, discover strategies to broaden students' perspectives.

This three-part series challenges educators to reimagine assessment practices that better support learning and student growth. Led by renowned educator Starr Sackstein, participants will explore the historical and psychological impacts of traditional grading, discover the power of peer and self-assessment, and gain actionable strategies to implement alternative models like standards-based grading, portfolios, and feedback-driven instruction. Through reflection, practical tools, and real-world examples, this series empowers educators to create more equitable, student-centered classrooms where assessment becomes a tool for learning, not just evaluation.

Session One:

Rethinking Assessment: Why Traditional Grading Fails Students focuses on:

The historical context of grading

Research on grading's impact on motivation and learning

The case for shifting toward feedback-driven assessment

This course empowers learners by integrating voice and choice into instructional design. You will explore choice boards, playlists, and HyperDocs-tools that foster agency, creativity, and ownership of learning. These tools offer flexible learning pathways that honor student strengths and interests while promoting independence and engagement. By the end, you'll have standards-aligned, ready-to-use resources that empower students to feel valued, capable, and in charge of their learning.

*Part 1: Synchronous Zoom Session: January 14 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

Explore curated resources, design practical tools, and reflect on your learning. Includes optional drop-in sessions for feedback, collaboration, and support.

In The Anxious Generation, Haidt explores the recent collapse of youth mental health and presents a plan for a healthier, freer childhood. He discusses the decline of the "play-based childhood” and the arrival of the "phone-based childhood” in the early 2010s - and how this "great rewiring of childhood” has interfered with children's social and neurological development. The book also explains why social media damages girls more than boys, and why boys have been withdrawing from the real world into the virtual world, with disastrous consequences for themselves, their families, and their societies. In this book study we will consider the data, reflect upon our experiences, and discuss possible ways to better support our youth (and our peers!)

This asynchronous course will run January 20- March 11, 2026. There will be reflections, discussions and participant engagement opportunities through Schoology. All participants will be required to connect for 2 synchronous Google Meet check-ins (Dates TBD based on availability).

*Due to the high demand of this course:

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 from offerings may impact your registration.

The Center will attempt to show equity among all school districts.

*Copies of the text are available from our lending library. If you would like to borrow this title for the book study, please complete a lending form on our website by January 9, 2026.

Unlock the potential of every student by understanding the critical role of executive function skills in focus and attention. This session will explore the science behind executive function and its impact on learning and behavior. Participants will gain practical strategies to support students in developing focus, self-regulation, and organizational skills, and unpack information on multitasking and cognitive load. Learn how to create an inclusive classroom environment that promotes independence, resilience, and academic success for all learners.

This is a repeat of the sessions from 2024-25

Discover how AI is transforming the classroom-and how you can stay ahead! From apps that leverage AI to the chatbots students are already using, this webinar explores the practical implications of AI for both teaching and learning. Join Monica Burns as she shares actionable strategies and insights to help educators and students become productive, responsible, and tech-savvy users of AI tools-inside and outside the classroom.

This session focuses on helping students communicate what they've learned through a variety of media-rich formats. We'll explore tools that support video, audio, and interactive storytelling while aligning with learning goals. You'll also see how to guide students in using AI to enhance their creative process (when appropriate) and how to help students stay grounded in content and originality. Explore practical strategies to elevate student voice and choice in digital learning environments.

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.

This three-part series challenges educators to reimagine assessment practices that better support learning and student growth. Led by renowned educator Starr Sackstein, participants will explore the historical and psychological impacts of traditional grading, discover the power of peer and self-assessment, and gain actionable strategies to implement alternative models like standards-based grading, portfolios, and feedback-driven instruction. Through reflection, practical tools, and real-world examples, this series empowers educators to create more equitable, student-centered classrooms where assessment becomes a tool for learning, not just evaluation.

Session Two:

Rethinking Assessment: Empowering Students: The Role of Peer Feedback in Learning focuses on:

How to build a culture of constructive peer assessment

Strategies for training students to give meaningful feedback

Balancing teacher, peer, and self-assessment

Unlock the secret to boosting reading comprehension across all subjects! Did you know that students need to encounter a word 12 times before they truly "own" it? This training is grounded in the latest research from LETRS (Language Essentials for Teachers of Reading and Spelling) and the work from "Bringing Words to Life" by Beck, McKeown, and Kucan. We focus on explicit, systematic vocabulary instruction that goes far beyond simple definitions. You will learn how to help students truly understand, remember, and use academic vocabulary across all content areas.

Unlike traditional "look it up in the dictionary" approaches, this method recognizes that vocabulary knowledge is the gateway to reading comprehension and academic achievement in every subject from kindergarten through high school.

Why This Training Will Transform Your Teaching:

Evidence-Based Impact: Learn the 5-Step Model proven to help students retain and use new vocabulary effectively

Immediate Results: Walk away with ready-to-implement strategies that boost comprehension from day one

Cross-Curricular Power: Discover how robust vocabulary instruction enhances learning in all content areas

Differentiation Made Easy: Master techniques that work for ELLs, struggling readers, and advanced learners alike

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

Grounded in New York State's Culturally Responsive-Sustaining Education (CRSE) Framework, this workshop helps educators align high expectations with culturally responsive teaching practices. Participants will examine how rigor can be reimagined through responsive pedagogy that both challenges and supports students across diverse backgrounds. Educators will explore instructional strategies, scaffolding techniques, and mindset shifts that empower all learners to meet ambitious goals. Educators will engage a toolkit of resources to balance instructional equity with excellence in the classroom.

Discover how AI is transforming the classroom-and how you can stay ahead! From apps that leverage AI to the chatbots students are already using, this webinar explores the practical implications of AI for both teaching and learning. Join Monica Burns as she shares actionable strategies and insights to help educators and students become productive, responsible, and tech-savvy users of AI tools-inside and outside the classroom.

This session will spotlight how to use EdTech tools to make formative assessment more efficient and actionable. You'll explore ways to use AI to generate high-quality assessments that are aligned to learning goals and differentiated for student needs. We'll discuss how to gather data to adjust instruction in real time and how to create differentiated learning experiences that address the needs of all students.

This three-part series challenges educators to reimagine assessment practices that better support learning and student growth. Led by renowned educator Starr Sackstein, participants will explore the historical and psychological impacts of traditional grading, discover the power of peer and self-assessment, and gain actionable strategies to implement alternative models like standards-based grading, portfolios, and feedback-driven instruction. Through reflection, practical tools, and real-world examples, this series empowers educators to create more equitable, student-centered classrooms where assessment becomes a tool for learning, not just evaluation.

Session Three:

Making the Shift: Practical Steps to Transform Assessment in Your Classroom focuses on:

Alternative grading models (standards-based, portfolios, contract grading, etc.)

Overcoming challenges and resistance

Tools and strategies for implementation

Supporting struggling adolescent readers is vital because many older students lack foundational literacy skills, which limits their academic success and future opportunities. This three-part series will explore evidence-aligned strategies rooted in the science of reading, with a focus on vocabulary development, complex texts, and effective instruction within MTSS frameworks. Participants can expect practical tools, research-backed insights, and actionable steps to transform their approach to adolescent literacy.

Dr. Beverine-Curry advocates for instructional practices grounded in the science of reading. She highlights the importance of phonological awareness, phonics, decoding, vocabulary, and comprehension as foundational elements in reading instruction. She notes that many educators have not been adequately prepared to teach these components, especially at the middle and high school levels.​

Students learn best in environments that offer both predictability and room to breathe. This session focuses on the "how” of trauma-informed flexibility-offering concrete tools for designing lessons, routines, interactions, and responses that adapt to fluctuating student needs without sacrificing clarity or accountability. Participants will explore ways to build multiple routes to success, embed proactive supports, and avoid rigidity that escalates stress. Walk away with practical approaches to make your classroom more responsive, healing-centered, and sustainable.

Recognizing the essential role these professionals play in supporting instruction and student success, this series provides foundational training that builds confidence, skill, and clarity around their contribution to the classroom and school environments. Attendance at all sessions if not required - attend the ones that work for you!

Equipping teacher assistants and paraeducators with practical strategies to de-escalate student behaviors, foster calm environments, and support positive student interactions through mindful, trauma-informed practices.

This session examines how economic inequality shapes the daily experiences of students in schools. Participants will deepen their understanding of the barriers economically disadvantaged students face, the resilience and strengths they bring, and the ways educators can mitigate inequities through equity-driven classroom practices. Practical strategies will be shared to affirm students' dignity, reduce stigma, and foster equitable opportunities for success.

Supporting struggling adolescent readers is vital because many older students lack foundational literacy skills, which limits their academic success and future opportunities. This three-part series will explore evidence-aligned strategies rooted in the science of reading, with a focus on vocabulary development, complex texts, and effective instruction within MTSS frameworks. Participants can expect practical tools, research-backed insights, and actionable steps to transform their approach to adolescent literacy.

In addressing older struggling readers, Dr. Beverine-Curry emphasizes the need to focus on vocabulary-not just pronunciation but also meaning. She advocates for engaging students with complex texts and posing text-dependent questions to enhance comprehension skills.

The world has changed-and students are adapting to it in the only ways they know how. This session challenges the deficit narratives that blame "kids these days” and instead examines the systems, stressors, and conditions shaping behavior and learning. Participants will learn how reframing assumptions, recognizing strengths, and understanding the evolving landscape of childhood can reduce stress for both students and adults. Through trauma-informed and healing-centered strategies, educators will explore practical ways to respond to behavior with curiosity, compassion, and skill instead of frustration or blame.

Recognizing the essential role these professionals play in supporting instruction and student success, this series provides foundational training that builds confidence, skill, and clarity around their contribution to the classroom and school environments. Attendance at all sessions if not required - attend the ones that work for you!

Clarifying the roles of TAs and paraeducators within instructional teams and providing tools to build strong partnerships with teachers, promote proactive engagement, and increase instructional support.

Supporting struggling adolescent readers is vital because many older students lack foundational literacy skills, which limits their academic success and future opportunities. This three-part series will explore evidence-aligned strategies rooted in the science of reading, with a focus on vocabulary development, complex texts, and effective instruction within MTSS frameworks. Participants can expect practical tools, research-backed insights, and actionable steps to transform their approach to adolescent literacy.

Dr. Beverine-Curry underscores the significance of MTSS in supporting adolescent literacy. She stresses that effective intervention requires a solid foundation of core instruction. Without quality core instruction, interventions may not yield the desired outcomes.​

Recognizing the essential role these professionals play in supporting instruction and student success, this series provides foundational training that builds confidence, skill, and clarity around their contribution to the classroom and school environments. Attendance at all sessions if not required - attend the ones that work for you!

Developing knowledge and skills related to IEP/504 implementation, data collection, and differentiated strategies that enable TAs and paraeducators to contribute meaningfully to the success of students with special needs.

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.