Stony Brook University is hosting an informational meeting on Monday, January 6th at 6:00 pm to discuss a possible TESOL Cohort.

Stony Brook University's Department of Linguistics and its School of Professional Development have partnered to offer a five-course post graduate program that allows content area teachers to be eligible to teach English Language Learners (ELLs). This program will allow teachers to apply for the Supplementary Certificate in English to Speakers of Other Languages (ESOL) through individual alternative pathways.

Stony Brook is a leader in ESOL education. New York State Education Department (NYSED) has pre-approved our courses, and the University is committed to responding to any changes to requirements made by NYSED as quickly as reasonably possible.

The Program curriculum consists of five courses:
LIN 502 Methods I: Foundation of ESOL Pedagogy
LIN 503 Methods II: Language and Literacy through Content Areas
LIN 504 Introduction to Teaching Linguistic and Literacy Skills to English Language Learners
LIN 505 Structure of English Grammar for Teachers
LIN 544 Literacy in the Content Areas

You will receive an email from Stony Brook University with the Zoom link to join the meeting.

This online class will help educators get a better understanding of children who may experience emotional and externalizing challenges because of divorce. Some challenges may be behavior disorders, depression, anxiety and loss. In addition, children may also experience more conflict with peers and adults after a divorce.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

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. District approval is needed for in-service credit. (15 CTLE hours)

This book study will help educators get a better understanding of artificial intelligence technology in an educational setting. The author illuminates some of the most exciting things happening with AI in the classroom. In the course, you'll explore a variety of AI technologies with incredible potential to impact teaching and learning. The book also serves as a roadmap for bringing AI to the classroom, sharing frameworks and considerations for using AI tools and technologies with your students along with curated tools and classroom-tested projects that truly empower students to be innovative designers and creative communicators. Participants will be provided with an electronic copy of the book. Each week participants will read required chapters, participate in discussions, and complete activities that can be applied to their classrooms.

Required Materials: An electronic copy of the book will be provided through our Gale eBook library.

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. District approval is needed for in-service credit. (15 CTLE hours)

This course is designed to be a meaningful interactive course that helps educators, of any grade or subject, explore and integrate technology into their teaching. Through collaborative discussions and hands-on tutorials, participants will share experiences, brainstorm ideas, and discover practical ways to use digital tools in the classroom. Each week, we'll explore different technologies, discuss their benefits, and develop lesson ideas that enhance student learning. By the end of the course, educators will gain valuable strategies to engage students and make learning more interactive and effective.

Note 1: Asynchronous dates & times are place holders, participants will work complete coursework at the times of their choosing. Note 2: No assignments will be posted during the winter recess. This course is part 2 of a 3 part series. Each part focuses on a different category of technology.

Part 2 is not a mandatory prerequisite of Part 3, but it is recommended. Participants may choose to take all, one or two of the courses in this series. (15 CTLE hours)

This book study will help educators understand and apply assistive technology in the classroom. The author provides a framework for consistently selecting technology to create accessible and inclusive learning experiences for all students. As technology and teaching methods evolve, so do successful educators.

By the end of this book study, you will have learned:
How to use modern teaching philosophies, such as Project-Based Learning and Growth Mindset, to better support students with disabilities.
Strategies for designing and implementing technology-centered learning experiences that meet the needs of students with disabilities.
A systematic process for selecting technological supports based on an individual student's specific needs.
How to assist an Individualized Education Program (IEP) team in determining appropriate supports for a student with a disability.
Effective ways to provide professional development and training on inclusive practices to colleagues.
How to create a customized action plan to foster a school-wide culture of inclusivity and accessibility.

Required Materials: An electronic copy of the book will be provided "The New Assistive Tech: Make Learning Awesome for All" by Christopher R. Bugaj

Please note: District approval is needed for in-service credit. (15 CTLE Hours)

Teachers have key fundamental psychological needs (autonomy, competence, purpose, belonging, curiosity, and fun). When we as school leaders can help meet those needs, teachers can be fired up and passionate educators. In this session will explore practical strategies for doing just that!

Based on my newest ASCD book, participants will gain a deeper and more complete understanding of human motivation--an understanding that will help them create conditions where teachers' self-motivation can thrive. Participants will learn about 6 key intrinsic motivators (autonomy, competence, purpose, belonging, curiosity, and fun) and how to leverage these in their work with teachers. We'll explore practical strategies that can be used throughout the daily work of running a school.

The session will be active and interactive. I will give some direct presentations and participants will share and talk together through chats and breakout rooms. Participants will gain access to an online binder of resources to support further learning and implementation.(1 CTLE hour)

Improved reading strategies is the focus of all content areas, not just for ELA teachers. In Michele Haiken's new edition, she focuses on practical approaches and easy-to-use ideas to engage students in the digital age focusing on five different types of learners: struggling readers, reluctant readers, English learners, advanced readers and emerging readers. Online discussions via Google Classroom and class activities will include tools and resources to meet the needs of all learners where they are, empowering strategies to help students decide for themselves how they learn best, and hands-on activities that ignite students' personal passions and joy for learning.

Required Materials: An electronic copy of the book will be provided through our Gale eBook library.

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. District approval is needed for in-service credit. (15 CTLE hours)

Learning is one of the key success ingredients in any area of life. Yet, most of us are learning the wrong way. Make It Stick explains why many of our existing learning strategies are ineffective, and presents a better approach that will deliver deeper, more precise and more lasting learning. These ideas and tips are useful for students, teachers, trainers, and anyone who believes in lifelong learning. In this book study we will discuss the findings of the authors but also create materials for our own classrooms that put the theory into practice. Every assignment for this class will be directly related to what the participant teaches, predominantly built around them making lessons, activities, assessments and more that they can use the next day with their students.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

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. District approval is needed for in-service credit. (30 CTLE hours)

In October 2025 the NYS Education Department implemented new regulations governing the certification of Teaching Assistants in New York. These changes included the creation of Initial and Professional Teaching Assistant certificate titles. The regulations also provides a phaseout timeline for Level I, and Level II TA certificate holders to continue to a Level III TA certificate or switch to the post October 2, 2025 Initial or Professional TA certificate titles. These regulations increased the preparation requirements for teaching assistants and created a career ladder for teaching assistants.

During this informational meeting, Elaine Garrett from NYSUT will provide an overview of the new TA certification requirements and answer your questions.

As the population of English language learners continues to rise, teachers need to devise lessons to accommodate many diverse needs. LACI, or a Language Based Approach to Content Instruction, is a framework that has been developed to help classroom teachers in content area instruction and lesson plan creation. This research based framework focuses on the "6 C's” of language demands in classrooms with English language learners. These six principles are connection, culture, code-breaking, community and collaboration, challenge and classroom interactions. Within each principle comes elements of instructional strategies and activities to help culturally and linguistically diverse learners. While this framework is representative of good overall teaching, it is most specifically geared towards language acquisition for English language learners.

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. District approval is needed for in-service credit. (15 CTLE hours)

"Culturally Responsive Teaching for Multilingual Learners” is NOT just for English as a New Language (ENL) Teachers. It is a guide for ALL teachers who have students from different linguistic and cultural backgrounds in their classrooms. In their innovative book, Sydney Snyder and Diane Staehr Fenner share research-based tools, case studies, videos, and sketches to promote the success of Multilingual Learners in and out of the classroom. In this 8-week course, participants will keep a reflection journal where they will reflect on each chapter. Participants will collaborate through discussion questions on Google Classroom. Finally, participants will create a lesson plan focusing on the five principles of culturally responsive teaching.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

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. District approval is needed for in-service credit.

This online course will give you a snapshot look at the complex world of brain and mind. A "look inside” if you will of children battling eating disorders. This course will look at why teens turn to eating disorders to deal with problems or difficulties that are placed upon them from home, school, or society. There will be readings, internet work to be done, worksheets, reflections and online discussion.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

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. (15 CTLE hours) District approval is needed for in-service credit.

In this course we will begin to explore Positive Behavioral Interventions & Supports and how/why to implement it in our schools and classrooms. Participants will learn what the goals of PBIS are, how to implement PBIS and how to tell if it's working. Activities such as creating a Behavior Matrix and Character Calendar will be done in order to give participants a way to begin PBIS implementation immediately after the course ends.

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. District approval is needed for in-service credit. (15 CTLE hours)

This course offers educators a comprehensive exploration of a diverse range of educational apps, extensions, and Artificial Intelligence (AI) tools, providing practical insights for seamless integration into the classroom environment. Participants will gain hands-on experience with a variety of AI applications, as well as browser extensions, all designed to enhance teaching, engage students, and optimize educational processes. The course covers a range of apps and extensions applicable across different subjects and grade levels, offering practical insights into their implementation for improved learning outcomes. Upon completion, participants will possess the knowledge and skills necessary to adeptly integrate a variety of apps, extensions, and AI tools into their classrooms, creating a technologically enriched and engaging learning environment.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

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. District approval is needed for in-service credit. (15 CTLE hours)

Are you looking to gain a deeper understanding of Universal Design for Learning (UDL) and how to implement it in your classroom? This asynchronous course is here to help! This course is a comprehensive and personalized approach to understanding UDL - a framework ensuring all learners can succeed. With the help of the book "Dive Into UDL: Immersive Practices to Develop Expert Learners," which aligns with UDL principles and meets the needs of educators at all levels, you will embark on a personalized learning journey that gradually builds your knowledge and skills through various activities. You will have the freedom to customize how you want to learn. The course includes assigned reading, activities, implementation, and reflection opportunities, all designed to enhance your knowledge and skills in UDL. Let's dive into UDL together and create an inclusive learning environment for all students!

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. District approval is needed for in-service credit. (45 CTLE hours)

Explore the Science of Reading through the lenses of monolinguals and multilinguals, considering diverse learner typologies (e.g., simultaneous/sequential bilinguals, heritage language learners). Uncover key distinctions in literacy development between ELLs and monolingual students across phonics, phonemic awareness, vocabulary, grammar, and fluency. Gain practical strategies to effectively support all learners on their reading journey, informed by their unique linguistic profiles.

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. District approval is needed for in-service credit. (15 CTLE hours)

Classroom management for challenging classrooms; classroom management for all classrooms. The objective of this course is to conduct a comprehensive analysis of the book, Reclaim Your Challenging CLassroom: Relationship-Based Behavior Management, by Alene H. Harris and Justin D. Garwood. In addition to a professional analysis of the book, this course will include professional discussions, the creation of materials and strategies, as well as opportunities for application of materials and strategies through fieldwork. Another objective of this course is to help educators enhance their classroom management systems to reflect the most modern practices. All participants in this course will be able to update, modify, and find alternative methods of classroom management practices and theories. Classroom management is a vital topic for educators at all levels, and is an important component for educators at all levels of experience. As proposed by Kim Collins in the Introduction, "Strive for continuous improvement, instead of perfection,” and classroom management is an important area for all educators to consistently strive for continuous improvement.

Required Materials: An electronic copy of the book will be provided through our Gale eBook library.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

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. District approval is needed for in-service credit. (15 CTLE hours)

This course is designed to be a meaningful interactive course that helps educators, of any grade or subject, explore and integrate technology into their teaching. Through collaborative discussions and hands-on tutorials, participants will share experiences, brainstorm ideas, and discover practical ways to use digital tools in the classroom. Each week, we'll explore different technologies, discuss their benefits, and develop lesson ideas that enhance student learning. By the end of the course, educators will gain valuable strategies to engage students and make learning more interactive and effective. This course will examine Jennifer Freedman's "Technology When to Use What: Utilizing District Approved Applications” guide. This course is part 3 of a 3 part series. Each part focuses on a different category of technology. Part 1 or 2 is not a mandatory prerequisite of Part 3, but it is recommended. Participants may choose to take all, one or two of the courses in this series.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

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. District approval is needed for in-service credit. (15 CTLE hours)

Work smarter not harder! Let AI do the heavy lifting so you can focus on implementing highly effective lesson plans that support your students in your classroom. In this workshop teachers will explore how artificial intelligence can save time, boost creativity, and support effective instruction. Participants will learn how to craft strong AI prompts to get high-quality results and discover several teacher-friendly AI tools that enhance productivity. Through guided discussions and hands-on exploration time, teachers will gain practical strategies for integrating AI into lesson planning, resource creation, and classroom management. (3 CTLE hours)

Retrieval practice- the act of bringing information to mind- is one of the most powerful, research-backed strategies for improving student learning and long-term retention. It's simple, powerful, and backed by decades of research in cognitive science. This course will explore the "why” and the "how” of retrieval practice in a supportive, practical, and engaging way. In this 15-hour professional learning experience, you'll explore the "why" and the "how" of retrieval practice in a supportive, practical, and engaging way. Together, we'll dive into what makes retrieval practice so effective for student understanding and application of all content areas. Participants will better understand how to incorporate retrieval practice into their classroom to further support and enhance student learning. No assignments will be posted during the Spring recess.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom.

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. District approval is needed for in-service credit. (15 CTLE hours)

This course presents an examination of the duties and responsibilities of the school business administrator including an understanding of the role in relation to other members of the administrative team. Also examined during the course are other aspects of the business administrator's work such as office management, budget procedures, financial management, accounting and auditing, purchasing and supply management, insurance programs, capital outlay and debt service, school plant operation and maintenance, food service, and transportation. At the core of this administrative role is that you can effectively act ethically and professionally in personal conduct, relationships with others, decision- making, stewardship of the school's resources, and all aspects of school leadership, while being able to effectively establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement; while confronting institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status. The major goal of this role is for you to be an effective, responsible, ethical, and accountable steward of the school's monetary and non- monetary resources, engaging in effective budgeting and accounting practices. (PSEL Standards 2a, 3e, 3g, 7c, and 9d)

The course content will be delivered through both virtual meetings via Zoom and asynchronous work in Brightspace.

**MESTRACT 8 Online EDL Cohort** This Stony Brook University graduate course is a study of the legal framework within which public education operates. Topics include: church-state relations, state agencies, local school boards, financing education, tort liability, teacher-personnel administration, the Taylor Law, tenure, desegregation, and the constitutional rights and freedoms of students.

Due to the demands and rigor of this course's law-related content, it is strongly recommended that students avoid enrolling in another course when taking EDL 528.

Synchronous meetings will be arranged by the instructor and asynchronous assignment dates and times listed are simply placeholders for the hours of the course.

**This is the first Course for the Fully Online Educational Leadership Cohort being offered by Stony Brook University in collaboration MESTRACT.** Only register for this course after you have formally been accepted to the Stony Brook EDL Program.

This graduate course presents a study of the concepts, theories, methods, and findings dealing with how to remain abreast of research in education and acquire the extensive knowledge of learning theories, leadership theories, creative thinking, teaching, assessment, and the principles of effective schools. Materials will be drawn largely from the behavior sciences. These will be applied to the practice of educational administration at all levels and in all settings, taking into account cultural diversity and locale.

PLEASE NOTE: The prerequisite to entering this program is a Master's Degree with three years of full-time teaching experience and a professional/permanent teaching license. The dates and times listed are simply placeholders for the hours of the coursework. For additional information please contact Kristine Cucinello at 631-730-5010