This Stony Brook University course focuses on the leadership and administrative roles of elementary and secondary school building leaders. Topics include: tasks of a building administrator; building organizations and staff utilization; curriculum development; evaluating the school or program performance and involving the staff in making changes; leadership; engaging teachers, staff, and parents in the decision-making process; facilities management; employee relations, student affairs; public relations; maintaining collaboration between the home and the school and school law.

Please note: The hours listed in Frontline are placeholders for the hours of the course. Synchronous course meetings will be arranged by your instructor.

Educational Leadership Theory II (prerequisite: EDL 501) The focus of this course will be on organizational behavior. Topics include: the study of roles and relationships; working well with the school staff, students, parents, and community; bureaucracy; social systems; human motivation; using resources effectively; maintaining an orderly physical environment; decision making, leadership and organizational change; communications; and the effect of community and outside influences.

PLease note: Dates and times listed in Frontline are simply placeholders for the hours of the course.

The goal of Stony Brook University's EDL Research Project Seminar is to teach students to understand and conduct graduate-level research that culminates in a final research paper. All of the work for this course will be completed online in Brightspace with virtual face to face meetings scheduled throughout the course.

Prerequisite: Completion of all foundation and required coursework.

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. Synchronous course meetings will be arranged by the instructor.

(co-requisite EDL 586-Internship Seminar)

EDL 585 is the field experience component of the corresponding and co-requisite EDL 586.

This course is a cooperatively guided leadership experience at the school district central office level and school building level, strategically designed to immerse candidates in educational experiences that support and rely upon the information and skills attained from courses taken in the combined certification program. A plan of leadership, administration and supervisory tasks must be submitted to the internship coordinator.

The internship is conducted in schools and school districts over an extended period of time. Achievement will be determined against a stated list of competencies as assessed by the school district personnel and the SBU supervisor. Field experiences are structured so that candidates gain proficiency in all twelve NY State Leadership competencies. S/U Graded.

Internship runs from June 30th through December 19th, 2025. Dates and times are simply placeholders for the work of the course.

*Prerequisite: Completion of all foundation and required course work.

(co-requisite EDL 585-Internship)

This course is a co-requisite to EDL 585 Internship.

The Educational Leadership Internship is defined as the process and product that result from the application in a workplace environment of the strategic, instructional, organizational and contextual leadership program standards. It is strategically designed to immerse candidates in educational experiences that support and rely upon the information and skills attained from courses taken in the program. The internship includes a variety of substantial concurrent or capstone experiences in diverse settings planned and guided cooperatively by university and school district personnel and conducted in schools and school districts over an extended period of time. The experiences need to provide interns with substantial responsibilities, which involve direct interaction and involvement with students, staff, parents, community leaders, and social service organizations involved with inter-agency activities affecting schools. Through guided and specific tasks, projects and responsibilities you work be expected to work in all ten (10) PSEL standards and will be required to evaluate your growth in each standard at the end of the internship. As highlighted in the Internship Informational Booklet, you will also be required to become proficient in 16 specific PSEL Sub Standards, and demonstrate that you can address matters of equity and cultural responsiveness in all aspects of leadership. (PSEL Standard 3h)

Internship runs from June 30th through December 18th, 2025. Dates and times are simply placeholders for the work of the course.

*Prerequisite: Completion of all foundation and required coursework.

Students who have completed the prerequisite coursework should contact the Internship Coordinator, Dr. Robert Scheidet, for enrollment.

This course is designed to equip educators with the Spanish proficiency needed to communicate effectively in educational settings. It places a strong emphasis on cultural competence, recognizing that understanding cultural diversity is essential for creating a more inclusive and supportive learning environment. By building these skills, participants will be better prepared to connect with Spanish-speaking students and their families.

Whether you're a beginner or have some prior knowledge of Spanish, this course will help you develop essential interpersonal language skills. Rather than focusing on introductory language concepts, the course will engage participants in real-life scenarios, such as conducting parent-teacher conferences, giving instructions, and gathering information. Through interactive drills and exercises, educators will enhance their ability to understand and respond to basic verbal and written Spanish communication.

Active participation is key-students will be required to keep their cameras on, engage in breakout room activities, and collaborate with peers to strengthen their language skills.

This is a comprehensive, synchronous course delivered via Zoom. (15 CTLE hours) Syllabus

This course is designed to equip educators with the Spanish proficiency needed to communicate effectively in educational settings. It places a strong emphasis on cultural competence, recognizing that understanding cultural diversity is essential for creating a more inclusive and supportive learning environment. By building these skills, participants will be better prepared to connect with Spanish-speaking students and their families.

Whether you're a beginner or have some prior knowledge of Spanish, this course will help you develop essential interpersonal language skills. Rather than focusing on introductory language concepts, the course will engage participants in real-life scenarios, such as conducting parent-teacher conferences, giving instructions, and gathering information. Through interactive drills and exercises, educators will enhance their ability to understand and respond to basic verbal and written Spanish communication.

Active participation is key-students will be required to keep their cameras on, engage in breakout room activities, and collaborate with peers to strengthen their language skills.

This is a comprehensive, synchronous course delivered via Zoom. (15 CTLE hours) Syllabus

AI is an evolving topic in education. In this course, we will explore new strategies to support Multilingual Learners through generative AI, so that we can be more adaptable educators to our linguistically and culturally diverse students. Participants will learn tools as well as strategies to implement effective use of AI for teaching. Final course assignments' submissions will be due one week after the last synchronous session.

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 we will approach the spoken and listening progression for ELLs (English Language Learners) in the school setting. This includes a look at ELLs of all 5 levels and even looking into long-term ELLs. We will research the method of shadowing through the book "Shadowing Multilingual Learners", accessed on Gale, and look at case studies to further our understanding. Additionally, we will utilize a variety of sources to plan out the next steps for the MLLs (Multilingual Learners) 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)

This course will take a deeper dive into the world of executive functioning skills and how we can weave them into our everyday instruction to meet the changing needs of the students we support each day. Participants will learn about 11 executive functions, develop an understanding and alternate perspective of why students look different today, and create a toolbox of strategies, skills, and resources to use within their classroom to support 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 asynchronous course is designed to help K-12 teachers address learning loss caused by various disruptions, including the pandemic, socio-political instability, and shifts in instructional models. It begins by examining the impact of these disruptions on student learning, engagement, and well-being, while also providing strategies for supporting students dealing with trauma and anxiety. Teachers will explore research-backed best practices such as tiered lessons, guided inquiry, project-based learning, and active learning strategies to close learning gaps and re-engage students. The course also covers high-yield instructional strategies, curriculum design, and effective technology integration to enhance teaching effectiveness. By the end of the course, educators will have the tools and strategies needed to embed high-impact practices into their instruction, fostering resilience and academic growth in their students.

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. (45 CTLE hours)

"Sparking Student Motivation" is an illuminating roadmap for educators and anyone invested in unlocking the key to student engagement. It serves as a comprehensive guide, blending insightful theories with practical strategies to invigorate and sustain motivation in educational settings. In this 7-week course, participants will keep a reflection journal where they will reflect on each chapter. Participants will collaborate asynchronously through discussion questions on Google Classroom. There will be synchronous meetings through Zoom. Finally, participants will create a small group reading lesson plan, focusing on creating a lesson plan for a reading group.

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)

This course will allow educators the opportunity to create resilient schools that meet the social, emotional, ethical, and academic needs of students. Participants will explore the research-based skills and competencies that have a positive impact on the organizational structure of their school, the delivery of instruction, and student performance.

By participating in this course educators will be able to build bridges by acknowledging past accomplishments, validating what is presently working well, and designing future SEL goals to bring the existing programs to new levels of development. SEL must be an ongoing process and "way of life” which will bring about systemic change. Participants will develop a toolbox of SEL strategies, and create a SEL Portfolio that serve as a resource tool and guide for implementation. Participants will be provided with the opportunity for independent inquiry, learning in cooperation with others, and reflective practice.

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.

This course explores the philosophy of identifying priorities and focusing on the truly "essential.” Teachers are often overwhelmed by countless tasks and responsibilities, leading to either action paralysis or action overexertion. Instead, creating a hierarchy of task management by identifying long-term goals, prioritizing quality over quantity, acknowledging trade-offs, and overcoming the cultural obsession with busyness can help in achieving greater efficiency and overall professional satisfaction. The key principles from Greg McKeown's Essentialism will be thoroughly analyzed. Excerpts from several other notable texts will be examined, including The One Thing, The Power of Less, Overwhelmed, and Deep Work. Teachers can use strategies for advancing professional growth as well as promoting student development.

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)

Unlock the potential of your students and foster their innate talents with the "Teach to Develop Talent” book study course. In this dynamic program, K-12 educators will delve into innovative strategies that blend psychology, motivation, and practical teaching techniques. By applying these principles, you'll empower your students to become tomorrow's creative problem-solvers, critical thinkers, and leaders. Practical tips and classroom-tested techniques will equip you to inspire even the most reluctant learners. As educators, we hold the key to unlocking the extraordinary potential within each student. Let's embark on this transformative journey together! 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.

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)

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)

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)

This in-depth online book study will explore fun, creative, project-based STEAM projects and concepts featured in the new edition of the book STEAM Power from ISTE + ASCD along with the author, educator Tim Needles. A range of emerging and class technologies from cardboard to AI that teach the fundamentals and are cost-effective will be covered. Educators who attend this presentation will leave knowing the 22 great STEAM projects that are elastic and appropriate for any classroom.

We will cover the book's 4 parts, beginning with incorporating the STEAM principles, engaging with STEAM projects, and elevating the learning to the next-level by adding elements such as collaboration, community and global learning.

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

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)

According to the CDC, an estimated 7 million U.S. children between the ages of 3 and 17 had been diagnosed with Attention Deficit Hyperactivity Disorder at some point in their childhood. Our students with ADHD are struggling with executive functioning deficits that often lead to negative outcomes in the areas of learning, motivation, communication, and behavior. In our classrooms, these children are struggling with initiating tasks, maintaining focus, planning, organizing, putting forth effort, utilizing working memory, self-monitoring, and regulating emotions. This course will provide participants with an in-depth understanding of ADHD and executive functioning in children, with a special focus on the tools and strategies offered by Cindy Goldrich and Carly Wolf in their book, ADHD, Executive Function, & Behavior Challenges in the Classroom. Cindy Goldrich is a mental health counselor, parent coach, and teacher trainer that has been nationally recognized for her work in navigating the complex challenges of students with ADHD. Carly Wolf is a special educator and intervention specialist.

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 book is geared toward both new and experienced teachers. The content focuses on developing effective classroom management skills and strategies specifically examining how to reach those students with emotional and behavioral disorders. In this book study participants will explore ways in which they can create a positive classroom community where students thrive and learn to the best of their ability. It will empower teachers by providing tools to improve student behavior and managing their classrooms. The text also includes an assortment of self-assessments we will review and discuss how to utilize in order to improve instruction and classroom management.

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

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 explores evidence-based practices in grammar to drive reading fluency. Learn to strategically leverage GPTs to enhance instruction, personalize learning, and boost student reading outcomes.

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. (3 CTLE hours)

This course is designed to equip educators with the Spanish proficiency needed to communicate effectively in educational settings. It places a strong emphasis on cultural competence, recognizing that understanding cultural diversity is essential for creating a more inclusive and supportive learning environment. By building these skills, participants will be better prepared to connect with Spanish-speaking students and their families.

Whether you're a beginner or have some prior knowledge of Spanish, this course will help you develop essential interpersonal language skills. Rather than focusing on introductory language concepts, the course will engage participants in real-life scenarios, such as conducting parent-teacher conferences, giving instructions, and gathering information. Through interactive drills and exercises, educators will enhance their ability to understand and respond to basic verbal and written Spanish communication.

Active participation is key-students will be required to keep their cameras on, engage in breakout room activities, and collaborate with peers to strengthen their language skills.

This is a comprehensive, synchronous course delivered via Zoom. (15 CTLE hours)

Equip teachers with the knowledge and tools needed to address child and adolescent anxiety at a critical moment. The number of students experiencing anxiety at school is on the rise. With this book, teachers can create emotionally supportive environments and strengthen children's abilities to cope with anxiety. This must-have resource provides a framework for understanding anxiety, its causes, and the various ways it can present in young people; offers standalone action strategies for classroom use, including a matrix to identify which strategies may be most useful for specific situations; and makes implementation of strategies easy with reproducibles for teacher and student use. The authors wrote this book to ensure that teachers, regardless of their prior knowledge and background, have a wide range of easy-to-understand and useful instructional tools to address anxious behaviors.

This book study aims to help teachers and support staff improve their understanding of and response to childhood anxiety in the school setting. Opportunities will be provided for case conferencing and support amongst participants.

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)

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)

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 CLTE hours)

In June 2018, the NYS Regents approved a new certification extension pathway for educators interested in extending their existing certification to address the growing shortage of special education teachers in NYS. This 45-hour course will help teachers analyze the NYS Next Generation Standards focusing on Reading, Writing, and Math at the 10th - 12th-grade level and develop lesson plans that use evidence-based and developmentally appropriate instructional practices to support student achievement. Teachers will apply their knowledge of this age group, current learning research, and technology to demonstrate facility in designing engaging lessons and developing a classroom culture that supports social, emotional, cognitive, and linguistic growth for all students.

The content of this course will be delivered through synchronous meetings online and assignments in Google Classroom (a personal Google account is required to access course materials). Fulfills NYS requirements for SWD Grades 10-12 certification extension.

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 online course, you'll explore key ideas, learn practical strategies, and gain helpful resources to help you bring your language habits and patterns more in line with your best intentions and positive goals for students.

Understand how the language we use with students is so crucial to their academic and emotional engagement in school.
Consider language habits and patterns in three main areas: culture & climate, positive behavior, and academic engagement.
Explore many "instead of this--try this" examples to help you consider language shifts you might try.
Learn a process for changing language habits and set a goal for personal growth.
Gain access to a wide array of supportive resources including articles, videos, podcasts, and more.

You will have access to this course for a year, so you can go back in over and over again. (6 CTLE hours)

This course is a New York State Education Department approved course and provides the hours and course content required for certification extension for SWD grades 5-8.

Eligible participants must have SWD 1-6 or SWD 7-12 certification and at least 3 years of teaching experience to be eligible for the certification extension.

This 45 hour course requires synchronous and asynchronous work. The course includes 3 sections, Knowledge of Students, Instructional Strategies, and Professional Practices.

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.

This fully asynchronous course is designed to accelerate student learning by enhancing teacher clarity. Participants will learn how to establish clear learning objectives, deliver well-structured lessons, and provide timely feedback to improve student engagement and academic outcomes. Through practical readings, videos, and interactive activities, teachers will refine their instructional methods. The course also includes opportunities for self-reflection and peer feedback, helping educators strengthen their ability to communicate effectively 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. (45 CTLE hours) District approval is needed for in-service credit.

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)

This course explores evidence-based practices in vocabulary and comprehension. Learn to strategically leverage GPTs to enhance instruction, personalize learning, and boost student reading outcomes based on these essential components.

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. (3 CTLE hours)

Staring at a blank page can be the most daunting part of the writing process. Writer's block hinders creativity, motivation, and ultimately, the quality of student work. This course explores how Artificial Intelligence (AI) platforms like SchoolAI, Brisk and Magic School can empower students at all grade levels to overcome writer's block and enhance their writing journey through idea generation, outlines, drafting, and revising student work. Participants will walk away with AI-powered strategies to empower their students and transform the writing process from daunting to dynamic.

The 15-hour course will include a blend of synchronous meetings and asynchronous work for participants to complete at their own pace while also engaging in collegial conversations.

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 evidence-based practices in phonics, phonemic awareness, vocabulary, comprehension, grammar, and fluency. Learn to strategically leverage GPTs to enhance instruction, personalize learning, and boost student reading outcomes across these essential components.

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)

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.

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 course will examineSupporting Student Mental Health: Essentials for Teachers by Michael Haas & Amy Ardell This text is a guide to the basics of identifying and supporting students with mental health challenges. It is full of accessible and appropriate strategies for responding to students' mental health needs, such as relationship-building, behavioral observation, questioning techniques, community resources, and more. Participants will examine strategies for building classroom community and supporting students' mental health.

The book Supporting Student Mental Health: Essentials for Teachers by Michael Haas & Amy Ardell is available for purchase through Amazon or Barnes and Noble ISBN #978-0367409760.

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.

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 an era where artificial intelligence is transforming education, ensuring equitable access and learning opportunities for all students is more critical than ever. This course equips K-12 educators with the knowledge and skills to leverage AI tools to support diverse learners, enhance differentiation, increase accessibility, and improve assessment and feedback practices.

Participants will engage with AI-powered platforms such as Gemini, ChatGPT, SchoolAI, MagicSchool, Brisk, Diffit, and Quizizz to explore how these technologies can foster inclusive, student-centered learning environments. Through discussions, hands-on exploration, real-world applications, and reflective practices, educators will develop practical AI-integrated strategies to meet the needs of all students, including those with disabilities, English Language Learners, and students requiring personalized learning pathways.

By the end of this course, participants will have created a culminating AI-powered equity action plan, applying AI-driven strategies to a lesson, project, or instructional practice that promotes educational equity.

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 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)

It's not exactly a news flash to say that it's a hard time to be a teacher. In this practical and inspiring asynchronous course, you'll learn concrete strategies to help you get into powerful habits so you can become a more well-balanced and energized educator.

You will have access to this course for a year, so you can go back in over and over again. (6 CTLE hours)

The purpose of this course is to assist Elementary teachers, counselors, support staff, etc. with identifying stressors within themselves and their students. Educators will be able to identify the impact that stress has on our minds and bodies. Participants will develop strategies to mitigate the negative impact of stress by developing a supportive classroom community and incorporating SEL techniques focusing on self-care and self-management.

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 way teachers talk with students has a profound impact on how kids feel about school, for better or worse. The way teacher leaders talk with teachers can have the same kind of impact. In this active and interactive webinar, Mike Anderson, author of What We Say and How We Say It Matter: Teacher Talk That Improves Student Learning and Behavior, will share a few key ideas about effective language in schools:
1. All educators have positive goals and intentions when it comes to their work with students and colleagues.
2. When it comes to the way we talk with others in schools, we have to rely on habits and patterns.
3. We all have at least a few habits and patterns that don't align with our best intentions.

We will explore these ideas both through the lens of language teachers can use with their students and through the language that directors/leaders can use with their colleagues. Participants will gain access to an online binder of resources to support further learning and implementation.

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. Coursework will be both synchronous and asynchronous.

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)

Remember circling toys in the catalog as a kid, this is the professional educator's version! We will explore the favorite educational technology of 2025 with a focus on creativity, innovation, and learning. This fast-paced, fun session highlights tools, projects, pros, and cons of tools like Artificial Intelligence, Animation, 3D printing, laser cutting, design, gamification, and more! Attendees will leave this session knowing more about the tools they want to use with staff and students.

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.

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 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 multilanguage 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)

Educators will gain 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).

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 take a look beyond the basics of Canva designs and skills to examine the many creative ways in which Canva can be integrated into your classroom to enhance your educational resources, student engagement, and parent communication. From crafting vibrant classroom organization materials to developing visually stunning educational resources of all kinds, you'll discover how Canva empowers both you and your students to unleash creativity and enhance learning across all subject areas. Designed for the beginner to the expert, or elementary to high school, the content of this course will be customized to your understanding of Canva and your content area. Think of it as a "choose your own adventure” in Canva! So, get ready to transform your teaching toolkit and captivate your students with dynamic visual content! Note: 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.

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 outlines a comprehensive, collaborative approach to teaching students living with trauma, violence, and chronic stress that focuses on students' strengths and resiliency. During the course you will be provided with strategies for working with half of the students in the U.S. who are experiencing or have experienced trauma, violence, or chronic stress. Participants will work from a strength-based perspective that draws from the personal, cultural, and world experiences that students and families bring with them and that can be capitalized on to create successful academic outcomes.

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

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)

Educators will get a better understanding of children who may experience the internal challenges of being Obsessive Compulsive. Some challenges may be due to stress, depression, anxiety, predisposition and even trauma. Children may also experience conflict with peers and adults in addition to their own internal confusion and disturbances.

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)

An Individualized Education Program (IEP) is a strategic planning document that lays out the program of special education instruction, supports, and services a student with a disability needs within the educational environment. This course will foster a collaborative deconstruction of all parts of an IEP to understand better how each component is interconnected to support the overall needs of the students entitled to this legally-binding document. Participants will also learn how to enhance their ability to write cohesive and comprehensive IEPs to ensure measurable outcomes for students with disabilities. An IEP is the cornerstone of the special education process; however, components of the framework can be used to support any student. Therefore, this course will be designed to meet the needs of general or special education teachers district-wide.

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 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)

According to the CDC, an estimated 7 million U.S. children between the ages of 3 and 17 had been diagnosed with Attention Deficit Hyperactivity Disorder at some point in their childhood. Our students with ADHD are struggling with executive functioning deficits that often lead to negative outcomes in the areas of learning, motivation, communication, and behavior. In our classrooms, these children are struggling with initiating tasks, maintaining focus, planning, organizing, putting forth effort, utilizing working memory, self-monitoring, and regulating emotions. This course will provide participants with an in-depth understanding of ADHD and executive functioning in children, with a special focus on the tools and strategies offered by Cindy Goldrich and Carly Wolf in their book, ADHD, Executive Function, & Behavior Challenges in the Classroom. Cindy Goldrich is a mental health counselor, parent coach, and teacher trainer that has been nationally recognized for her work in navigating the complex challenges of students with ADHD. Carly Wolf is a special educator and intervention specialist.

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)

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.

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)

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.

This asynchronous course provides a structured, research-based approach to comprehension that applies across all grade levels and subjects. Based on Comprehension: The Skill, Will, and Thrill of Reading, the course equips educators with strategies to develop engaged, purposeful readers. Using the Skill, Will, and Thrill framework, participants will learn how to strengthen essential literacy skills for deep comprehension, foster motivation and perseverance to sustain engagement, and inspire curiosity and purpose to encourage meaningful learning.

Educators will explore evidence-based instructional methods that enhance students' reading, writing, and content-area literacy while making connections to the Science of Reading. This course offers practical tools and strategies to ensure all learners become confident, motivated, and lifelong readers.

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. (45 CTLE hours)