This course examines teacher resilience as a crucial role in education, focusing on teacher psychology as a critical component in teacher responsiveness, effectiveness, sense of agency, competency, autonomy, optimism, and emotional intelligence. Since a bidirectional relationship exists between the mind and body, an analysis of physiological responses to psychological stress will be explored. Lifestyle factors and nutritional deficiencies that can impair adaptability and the response to psychological stress will also be examined. Evidence-based mind and body techniques for building resilience will be investigated. Knowledge of science is not required.

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 revitalize your lessons and engage students like never before? Activity Before Content (ABC) strategies offer a simple way to encourage learning through play, discovery, and exploration at all levels. ABCs emphasize student-centered learning rather than teacher-directed instruction and empower students to take ownership of their education. This workshop will introduce you to the fascinating "world” of ABCs, the simple approaches to incorporating ABCs into your lessons, and the deeper connections your students will make while actively participating in these activities.

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 provide new K-12 teachers with the foundational skills and strategies necessary for success in the classroom. The course covers a wide range of topics, including: Classroom Management, Differentiated Instruction, Classroom Technology, Classroom Engagement, Lesson Planning and Delivery, Special Education, English Language Learners, Professional Development and Growth and Reflection and Self-Care.

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)

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.

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)

In this course, participants will review the basics of Computer Science and Digital Fluency in the arts. This in-depth course will explore creative, fun, project-based art projects and concepts that integrate technology and STEAM learning. Participants will explore a range of emerging and classic tools and media that teach the fundamentals and are cost-effective. This course will explain how to incorporate the principles of Computer Science & Digital Fluency, the arts along with how to engage students with creative projects. During this course, we will share ways to elevate the learning to the next level by adding elements such as collaboration, connection, and community.

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. (6 CTLE hours)

This course introduces the use of artificial intelligence (AI) in education. Participants will gain an understanding of how AI can be used to enhance learning, support student engagement, and promote effective teaching practices. We will explore how AI can free up teachers' time to focus on more meaningful interactions with students. This course will also explore how AI can be seen in the new Computer Science and Digital Fluency Standards. As the technology continues to evolve, it will be important for educators to stay informed of these developments and ensure that students are prepared to succeed in an increasingly AI-driven world.

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)

Do you want to get and keep your students engaged in content, while fostering their creative and collaborative sides? Look no further than the number one video game of all time, Minecraft.

Minecraft Education allows teachers to engage students with the best parts of the commercial game, while giving educators the ability to create, monitor, and challenge learners safely. In this 5 hour introductory course, we will look at basic game play, pedagogy for using it with your students, multiplayer, and assessment.

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. (5 CTLE hours)

This course will focus on best practices and strategies to implement the new NYS Computer Science & Digital Fluency Learning Standards into K-12 classrooms. In this course, participants will explore Computational Thinking, Networks and Systems Design, Digital Literacy, and Impacts of Computing along with several edtech resources and tools that can support the integration of these learning standards into the classroom. This course is appropriate for all K-12 educators.

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)

As our country's demographics shift, the impact can be seen in the classroom as we are teaching students from across the world. There is great potential for embracing cultures and enhancing instructional activities, while bridging cultures between home and school. Educators will review research-based strategies to better incorporate students from other cultures into the classroom. Educators in this course will become empowered to adjust instructional delivery to meet the needs of their classroom's changing demographics and improve educational outcomes for all 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. (45 CTLE hours)

A teacher's use of formative assessment techniques is essential in ensuring he or she is meeting the learning targets for a unit. Teachers need to know "who knows what” before moving on. Formative assessment is nothing new - our teachers were administering formative assessments to us when we were in school many years ago. In today's digital world, we are lucky to have so many more tools to assist us in our formative assessments. Teachers in the class will review the research on formative assessment as well as explore dozens of instructional tools that can be used for formative assessments. Teachers will leave this course with concrete and easy to use examples for embedding more formative assessments into their lessons that attempts to reach all students. Course outcomes will focus on allowing all students to experience academic success, and creating a welcoming and affirming environment that is inclusive for all students. Participants will work with resources that focus specifically on using formative assessments with students with disabilities and multi-language learners.

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. (45 CTLE hours)

*The content of this course may be sensitive to some.* School Social Workers, School Psychologists, and School Counselors frequently assess for safety risk in their students throughout the school year. This course will analyze the current data related to the very sensitive and serious topic of suicidality in K-12 students, and will explore best practices for responding to our most at-risk students experiencing a mental health crisis in the school setting. This course will also cover available Suffolk County resources that are specific to responding to mental health crisis situations. This course will also provide opportunities for case conferencing and will offer resources to prevent burnout.

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)

Being a new teacher can be overwhelming. Whether it be building content, creating routines or simply finding the best uses of your limited time, it can be difficult to juggle all of the nuances of this profession at the start of your career. This course is designed to give some helpful tips and tricks that I have learned that have been beneficial to me in my own classroom.

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)

Participants in this course will develop a SEL tool kit for direct implementation in their classrooms highlighting topics and lessons aligned with New York State learning goals for Social Emotional Learning. We will explore a different CASEL core competency: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making each week.

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)

In this course participants will explore the impact of "lesson shells" also know as EduProtocols to build a teaching portfolio that can transition throughout content areas and grade levels. No more "reinventing the wheel" with every grade level change or curriculum initiative. Using simple, easy-to-follow steps, participants will learn how to incorporate building parameters for class activities that can be filled in by students independently or in group environments.

Based on the books by Jon Corippo and Marlena Hebern, this teaching strategy will save teachers time and energy granting them the opportunity to provide more immediate feedback and guidance of their student work.

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)

Do you want to get and keep your students engaged in content, while fostering their creative and collaborative sides? Look no further than the number one video game of all-time, Minecraft. Minecraft Education allows teachers to engage students with the best parts of the commercial game, while giving educators the ability to create, monitor, and challenge learners safely.

In this second 5-hour course we will focus on teaching with Minecraft Education, Managing multiplayer tutorials and project based learning/assessment.

**Participation in Minecraft 101 is encouraged, but not required.**

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. (5 CTLE hours)

The purpose of this course is to assist teachers, counselors, support staff, etc. with integrating Service Learning into their school environments. Educators will be able to identify the need for Service Learning and how its benefits may be felt throughout the school and greater community.

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)

Chart a New Course is a book written by Rachelle Dene Poth who identifies the top skills students needed to succeed in the future. These skills are identified as: the ability to communicate, work in teams, think creatively, problem solve and design. This book shows educators how to help students develop essential skills needed through authentic, real-world learning experiences, building a pathway for the future of learning and work. This course will offer tools educators need to design more purposeful learning experiences to drive student engagement, promote creativity, model risk-taking and build classroom culture. Each module will explore digital tools and strategies, and offer clear examples, as educators create practical lessons that they can use in their classrooms. Each week you will read required chapters, participate in discussions, and complete challenges that can be applied to your classroom.

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. (45 CTLE hours)

It is no secret that a large number of teachers hit a point of burnout at some point in their career. Teachers today have an unbelievable amount of pressure and responsibility that often stretches far beyond the content they were hired to teach. Expectations are high and come from within, administration, the public and the nation at large. Additionally, teachers have seen rapid changes to curriculum, technology, social- emotional initiatives. APPR, and state and federal standards. This course will explore the skills needed to prevent and manage burnout. Participants will learn strategies for improving their morale, reducing stress and managing expectations.

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 online class will help educators get a better understanding of children who experience grief through loss; the stages of loss; types of loss; the changes that occur after loss. We will learn, as educators, how to create a supportive and empathetic learning environment that fosters trust among all students in the classroom (or office).

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 will give participants strategies for improving classroom management in order to create an orderly and well organized environment where students can succeed and complete rigorous work. Participants will explore approaches for developing positive classroom communities that promote good relationships between the teacher and students as well as between peers. Effective classroom management is vital for teachers ' ability to teach and students ability to learn. Participants will learn how to maintain good student behavior, create feasible classroom expectations and procedures, and techniques for implementing behavior modifications when needed. Behavior intervention plans will be discussed as well as resources and service providers within the school building that are available when help is needed beyond the confines of the classroom. In addition, coursework will cover ways to teach students how to monitor and regulate their own behavior.

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 will explore a variety of anxiety disorders and the symptoms that may appear in the classroom. The course will seek to address concerns of teachers and support staff in addressing and dealing with the impacts that anxiety can have on students in relation to school. Additionally, we will discuss strategies, accommodations, testing accommodations, IEP and 504 plans and how they are used for children with Anxiety Disorders.

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)

Google Workspace is an essential tool for teachers who want to engage students in a dynamic and interactive learning environment. This course is designed to provide teachers with a greater understanding of Google Workspace and how it can be used to enhance their teaching and improve student learning outcomes. By the end of this course, teachers will have a better understanding of Google Workspace tools and how they can be used to create dynamic, interactive, and engaging learning experiences for students. Teachers will also have practical skills for managing and organizing files in Google Drive and customizing Google Workspace for their individual teaching needs.

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)

The New York State Learning Standards workshop is designed to empower educators with the knowledge, strategies, and resources needed to effectively implement the revised world language standards. Our sessions will address the critical role of language education in preparing students to thrive in an interconnected and diverse world.

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 course provides educators with a deep dive into each of the newly required middle school science investigations. We will go through the background content and instruction that should be covered with students before conducting the investigation as well as discussion the best practices for instructing and facilitating the investigation with 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. (15 CTLE hours)

In this advanced Minecraft Education workshop we will look at coding, redstone, commands, special blocks, world creation and management. Looking to take your student's classroom Minecraft experience to the next level?

*Participation in Minecraft 101 & 201 is encouraged, but not required.

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. (5 CTLE hours)

Make Just One Change by Dan Rothstein and Luz Santana, equips all educators - at all levels - to become experts at teaching the fundamentally important skill of question formulation. Students become curious and engaged when they learn to formulate their questions. Participants will walk away from this program with practical action steps for implementing questioning strategies in their classrooms - and get the most out of it. Course delivery will be through synchronous meetings and asynchronous work in Google Classroom.

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)

Delivering culturally-responsive lessons can not only help you engage students, but allow them to make personal connections with content. Greater student investment will lead to many other benefits, such as more rigor and motivation. This course will walk educators through the process of learning about the link between culture and neuroscience, as well as methods for infusing daily lessons with culturally responsive activities. A happier, focused classroom is the ideal outcome.

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. (45 CTLE hours)

No matter the content area, as teachers we are tasked with being on the frontline of educating our youth to live in an ethnically and culturally diverse America. Educators have a responsibility to create a culturally inclusive classroom and provide a means for students to become more culturally and civically aware. In this course participants will learn approaches to teaching about cultural responsiveness and civic responsibility by discussing and learning strategies to create both a tolerant and accepting classroom. We will discuss how to navigate difficult conversations and engage students in lessons that will prepare them for their future beyond their K-12 education.

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)

Using the compelling stories and case studies of adolescence as a guide, this online course will give you a snapshot look at the complex world of the body, brain and mind. A "look inside” if you will of children battling eating disorders.

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)

In 2018, NYSED identified the following goals to guide their K-12 SEL Benchmarks for New York State schools: Develop self-awareness and self-management skills essential to success in school and in life, Use social awareness and interpersonal skills to establish and maintain positive relationships, and Demonstrate ethical decision-making skills and responsible behaviors in personal, school, and community contexts. This 15-hour, online course will focus on understanding, accessing, and implementing the New York State Social Emotional Learning Benchmarks in classrooms of all grades and disciplines. Participants will explore the NYS K-12 Social Emotional Learning Benchmarks, research best practices to help their students meet the benchmarks, and learn how to infuse them into interdisciplinary lessons.

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 assistive technology in an educational setting. The author focuses on how to develop a consistent approach for choosing technology to design accessible, inclusive, educational experiences for the benefit of students. Technology is ever evolving as are all successful educators. Each week participants will read required chapters, participate in discussions, and complete activities that can be applied to their classrooms. This class will meet both synchronously (5 hours) and asynchronously (10 hours).

Required Materials:

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

Participants are required to have a personal Google account to access course materials.

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

With all the buzz about ChatGPT and other Artificial Intelligence (AI), it is time for staff to experience exactly what ChatGPT and AI is all about. In this class, you will be introduced to the possibilities that AI can provide and the challenges that will be faced. Gain a solid understanding of AI vocabulary, tools within our technology platforms, responsible use, ethical considerations and how to apply AI to current teaching practices. You will end this week-long course with skills, confidence and understanding of AI.

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 request. (15 CTLE hours)

The instructor will guide participants through the hidden culture of female aggression and steps educators can take to reduce these behaviors in our students. Relational aggression can take on many different forms, both verbal and nonverbal, and they can vary depending on the individual perpetrating the aggression as well as the culture in which it is occurring.

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)

Unlocking the Power of the 4 C's: Enhancing Classroom Communication, Collaboration, Critical Thinking, and Creativity focuses on improving communication, collaboration, critical thinking, and creativity in the classroom. Teachers will learn practical strategies and techniques for promoting these skills in their students, as well as tools and resources to effectively incorporate them in their teaching practice using Canva for Education. A basic understanding of Canva will be introduced to participants. Afterward, they will create engaging and interactive visual aids to enhance their lessons and promote deeper learning. Through a combination of lectures, discussions, and hands-on activities, participants will gain a deeper understanding of the 4 C's and how they can be implemented into their teaching using Canva to create a more engaging and effective learning environment for themselves and 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. (45 CTLE hours)

This three week course is designed to help content area teachers support their English Language Learners (ELLs). Each week will highlight digital tools in a specific category: Translation Tools, Engagement Tools, & Literacy Tools. At the end of the course, participants will choose one tool to explore and create a lesson with.

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)

A multi-Tiered System of Support (MTSS) is a framework that helps educators provide educational and behavioral strategies for students with various needs. This framework can be successful by utilizing tools and best practices that support students emotionally, academically, and behaviorally.

There are more students struggling than ever before. We will delve into the MTSS framework and explore best practices and tools that provide equitable learning and create positive learning experiences to support the current learning environment and meet the needs of ALL students.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom. A personal Google account is required to access course materials.

Please note: Asynchronous work dates listed below are simply placeholders for the work in 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)

This online class will help educators get a better understanding of children who self-harm; the age of onset for self-harm as well as events in the lives of children that might trigger including the growing presence of social media; the emotional state of a self-injurer; treatments and how as educators/adults can create a supporting 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)

Padlet, an online bulletin board, can be used to educate educators and students alike. This class will focus on using Padlet to 1) present researched information to fellow participants and 2) engage your own students. After learning how to use Padlet, participants will research an instructional strategy/current educational trend and present that information via Padlet. The second part is to create Padlets for student interaction. See all that Padlet has to offer!

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 examines teacher resilience as a crucial role in education, focusing on teacher psychology as a critical component in teacher responsiveness, effectiveness, sense of agency, competency, autonomy, optimism, and emotional intelligence. Since a bidirectional relationship exists between the mind and body, an analysis of physiological responses to psychological stress will be explored. Lifestyle factors and nutritional deficiencies that can impair adaptability and the response to psychological stress will also be examined. Evidence-based mind and body techniques for building resilience will be investigated. Knowledge of science is not required.

The content of this course will be delivered through synchronous meetings and asynchronous work in Google Classroom. A personal Google account is needed to access course materials.

Please note: Asynchronous work dates listed below are simply placeholders for the hours of work in the course. You may complete asynchronous work during the hours that work best for you. District approval is needed for in-service credit. (15 CTLE hours)

Compassionate School Practices: Fostering Children's Mental Health and Well-Being discusses how educators can establish a compassionate cultural foundation for strong relationships and holistic skills to weather stress, trauma, and promote well-being for their entire school population. The authors of this book explain how educators can discover a collaborative visioning process to elevate compassion through dialogue, policies, and protocol. Participants will explore how compassion shapes professional practice and organizational functioning. We will read and discuss insights about how educators can be more prepared to deal with students who face struggle, and hardship. Compassion has the potential to transform schools into places of healing, comfort, belonging, and connection amid these difficulties. Participants will also learn skills needed to demonstrate and nurture compassion within their schools, districts, and communities, and will better understand how compassionate instruction can directly support vulnerable populations within schools.

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 introduces the use of artificial intelligence (AI) in education. Participants will gain an understanding of how AI can be used to enhance learning, support student engagement, and promote effective teaching practices. We will explore how AI can free up teachers' time to focus on more meaningful interactions with students. This course will also explore how AI can be seen in the new Computer Science and Digital Fluency Standards. As the technology continues to evolve, it will be important for educators to stay informed of these developments and ensure that students are prepared to succeed in an increasingly AI-driven world.

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)

The fastest way to get our students thinking at a higher level is to question them at higher level. With higher and more exhaustive standards being placed on our students, we must use our ability to question students in a manner that improves their ability to think critically and problem solve. This course will prepare teachers to meet the demands of the Next Generation Learning Standards and improve student learning outcomes.

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. (45 CTLE hours)

In this course, we will study Maryann Harlan's book The Girl Positive Library: Inspiring Confidence, Creativity, and Curiosity in Young Women. This well-researched, straightforward work offers librarians and educators guidance in reading, critiquing, and recommending YA books that advance positive and accurate representation of girls and young women. Harlan's book discusses complex issues like character archetypes that define norms of adolescent behavior, body autonomy and sex positivity, and the importance of reading YA fiction through a lens of intersectional feminism. The text provides an accessible and thorough foundation for meaningful conversations surrounding representations of girlhood in media, particularly novels and film. About half of the work consists of in-depth reviews of YA fiction and the other half is practical suggestions for how to use and implement a feminist lens while reading, discussing, and reviewing titles.

A digital copy of the book will be provided through MESTRACT's Gale eBook library.

Please note: Course delivery will be through a combination of required synchronous meetings and asynchronous work in Google Classroom. District approval is required for in-service credit. (15 CTLE hours)

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.

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 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!

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. (45 CTLE hours)

In this course, participants will learn how working smarter, not harder means focusing the learning taking place in the classroom on the students with the instructor as an instructional content creator. By introducing Hyperdocs and Choice Boards into lesson plans, teachers will assist students in learning advocacy, decision-making and time management freeing up more time for instructors to provide feedback and guidance. Recapture a sense of balance to the teacher workload where instructor and students do equal work for a more individualized learning experience.

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 explores the use of various types of scientific research to teach critical thinking skills in all academic subjects. Methods of evaluating the validity of published, peer-reviewed studies will be emphasized, with the same critical thinking skills having real-world application. The components of a research study will be reviewed, and a scaffolded approach students assessing studies will be presented. Participants will engage in digital discussions and complete activities that can be applied to their classrooms. Knowledge of science is not required.

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)

Do you ever wish that your students would ask the questions instead of you? The seemingly "simple” skill of asking questions is often never taught but always expected, until now. This course will explore the simple strategies of asking questions using the Question Formulation Technique (QFT). This technique empowers students to ask important questions and seek answers while respecting each other's voices. QFT promotes inquiry, is easy to implement, adaptable to any classroom, and will transform the student-centered learning experience.

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)

*The content of this course may be sensitive to some.* School Social Workers, School Psychologists, and School Counselors frequently assess for safety risk in their students throughout the school year. This course will analyze the current data related to the very sensitive and serious topic of suicidality in K-12 students, and will explore best practices for responding to our most at-risk students experiencing a mental health crisis in the school setting. This course will also cover available Suffolk County resources that are specific to responding to mental health crisis situations. This course will also provide opportunities for case conferencing and will offer resources to prevent burnout.

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 will help educators recognize the social constructs that have served to continue sexist behavior in both personal and educational settings. We will explore the history of sexism and the importance of this topic in America today. We will explore gender equity in sports, the existing gender gap in the workplace, and gender equity in education. We will focus also on future possibilities and paths to reach gender equity in America. Participants will be encouraged to engage in discussions from their own experiences as well as from current research in the field.

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. (45 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.

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. (45 CTLE hours)

The objective of this course is to conduct a comprehensive analysis of the book, Removing Labels: 40 Techniques to Disrupt Negative Expectations about Students and Schools, written by Dominique Smith, Douglas Fisher, and Nancy Frey. The course is designed to use the main objectives of the book to help educators "interrupt the cycle caused by labeling students". We will review common assumptions, expectations, labels, conclusions, and judgements teachers and administrators sometimes make in their classrooms and schools. Additionally, we will explore methods that may be used to disrupt these cycles through building relationships with individual students in the classroom.

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)

Required Materials:

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

This 15-hour online class will help educators get a better understanding of children who may experience more externalizing challenges because of divorce. Some challenges may be learning, behavior disorders, depression/anxiety and even trauma. In addition, children may also experience more conflict with peers and adults after a divorce. Learn how we, as educators/adults can show understanding and create a supportive learning environment for children experiencing the challenges of 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)

STEM education is an excellent way to spark learning science engagingly. Research shows that STEM is an approach to learning that positively impacts student achievement and teacher efficacy.

This course engages K-8 teachers in hands-on activities, investigations, data analysis, and productive, collegial talk, including collaboration and sharing practices. Participants will learn STEAM resources and meaningful activities to integrate concepts of Science, Technology, Engineering, and Mathematics. The class will explore the relevant Next Generation Learning Standards to provide a productive and exciting learning environment that prepares students for ongoing STEM interests.

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.

The fastest way to get our students thinking at a higher level is to question them at higher level. With higher and more exhaustive standards being placed on our students, we must use our ability to question students in a manner that improves their ability to think critically and problem solve. This course will prepare teachers to meet the demands of the Next Generation Learning Standards and improve student learning outcomes.

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. (45 CTLE hours)

As educators and designers, we are called to architect learning experiences for all learners by creating lessons with flexible goals, methods, materials, and assessments. This course is designed to delve deeper into best practices by examining the framework of teaching developed by Charlotte Danielson, highlighting seven essential elements of great teaching and providing a clear pathway to effective instruction.

Participants will explore how the Understanding by Design (UBD) framework and the Blended Learning model, when combined, can create flexible learning landscapes that support a student-centered learning environment. Participants will also examine digital tools to foster essential teaching practices that build on the foundation of planning and facilitating engaging and coherent instruction designed to meet the various needs of our students. There will be a strong emphasis on classroom equity and its role in creating an optimal learning environment for all 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. (45 CTLE hours)

Out with the old and in with the new! Change is fastly approaching and it is time to start implementing meaningful changes into our science classrooms. The goal of the NYS Science Learning Standards is to reinvigorate science education at all levels, promote greater exploration, and better prepare students for careers in the 21st century. This course is meant to take the daunting and overwhelming tasks of this transition and turn them into possible and inspiring opportunities for our students and ourselves! This course will explore meaningful phenomena, examine Crosscutting Concepts, and strategize the implementation of Science and Engineering Practices.

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)

Strategic games and board games can offer fun and engaging ways to teach Social Emotional Learning skills and incorporate Computer Science and Digital Fluency Skills. Take part in hands-on activities, foster a deeper knowledge of the standards and identify ways to incorporate the skills your students develop across all curriculum areas.

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)