Catalog: Rockland/Westchester Teachers' Center Institute

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1. GREENBURGH CSD NEW TEACHER INSTITUTE September 26, 2023 - June 12, 2024

Location: Woodlands HS/MS (Hartsdale, NY) - Innovation Lab

Dates: 9/26/2023 to 6/12/2024

Location: Innovation Lab

THIS CLASS IS ONLY OPEN TO NEW TEACHERS IN THE GREENBURGH CSD DATES AND TIMES: 3:30 - 5:00PM September 26, 2023 November 14, 2023 January 9, 2024 March 12, 2024 April 30, 2024 June 12, 2024 ***6 additional hours will be spent on assignments outside of our sessions. In order to receive the 1 in-service credit from EWTC you MUST attend. ALL sessions and complete all assignments.

2. Online: Canva for Classroom Teachers, April 1 - May 10, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 4/1/2024 to 5/10/2024

Location: Asynchronous

Starting Soon
Canva is an excellent tool for keeping students engaged and improving classroom communication. Whether you are creating worksheets for students or newsletters for communication, this course will assist you in mastering the ins and outs of Canva. You will be on the road to creating high quality finished products that will engage students and impress parents! PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

3. Online: Differentiated Instruction for ELLS, April 1 - May 10, 2024 (WTCI)

Audience: Educators in Grades K-12

Dates: 4/1/2024 to 5/10/2024

Location: Asynchronous

Starting Soon
English Language Learners (ELLs) need to have access to K-12 curriculum and be able to achieve the same level of success as their English speaking counterparts. This course prepares teachers to effectively understand ELLs' backgrounds and to differentiate their instructional approach. By providing the skills to differentiate their instruction through multiple modalities, this course gives a practical, classroom ready application of new learning to improve instructional practice. This course is appropriate for both regular and special education educators. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

4. Online: Intro to Coding for Beginners, April 1 - May 10, 2024 (WTCI)

Audience: Educators in Grades K -12

Dates: 4/1/2024 to 5/10/2024

Location: Asynchronous

Starting Soon
Rather than being passive consumers of technology, children should have the opportunity to be active creators in the innovation process. By learning to program from a young age, children can explore new ideas and develop their own ways to solve problems they face. Educators in this course will learn the core concepts of programming and examine different strategies to share these skills with young learners. Each educator in this course will make connections between these core concepts and their everyday lives to present programming in a way that is engaging and relevant to their students. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

5. ONLINE: Making Math Meaningful and Rigorous, April 1 - May 10, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 4/1/2024 to 5/10/2024

Location: Asynchronous

Starting Soon
Math teachers want to create a learning environment that supports learners at every level to reach their greatest potential. This course provides the participant with practical ways to achieve this goal. Through careful exploration of what rigor is, and understanding how to best incorporate rigorous lessons, activities, and assessments, math teachers will be able to support students to make meaning for themselves! This method allows both the struggling and advanced students to focus on the same ultimate goal, expectations, process, and demonstrations of learning rather than the same final outcome! This course is appropriate for all K-12 school personnel. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

6. The Importance of Language and How it is Connected to Culture (4/1/24-4/4/2024)

Location: Online (online, ny)

Dates: 4/1/2024 to 4/4/2024

Wait ListStarting Soon
Participants will explore how Indigenous peoples and communities are a vital part of the fabric and story of humanity. Exploring the connections and relationships between language, identity, family, and community will help an ENL teacher connect with their students and support learning. This course is 3 ENL/CTLE hours and will run through Google Classroom. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. MLP Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the MLP admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.

7. Restorative Practices: Promoting a Positive School Culture and Climate

Location: Zoom (Zoom, Zo)

Audience: K - 12 Educators

Dates: 4/4/2024

Wait ListStarting Soon
This seminar provides an overview of discipline dis-parities, restorative practices and ways to promote positive discipline in schools. RP examines recent data collected on disciplinary trends by the US Department of Education Office of Civil Rights. Key ideas and components of Restorative Practice are presented. Research and reasons for using restorative practices as an alternative to suspensions and other punitive approaches to misbehavior are explored. This seminar will offer educator's strategies to engage in restorative questioning, dialogue, tier I restorative circles, community building and restorative conversations. Sponsored by the Lower Hudson Network: Washingtonville TC, Bedford SDC, Bronxville PDC, East Ramapo TC, Edith Winthrop TC, Hudson River TC, Middletown TC, New Rochelle SRC, Newburgh TC, Nyack TC, NWP TC, Ossining SDC, Richard Gazzola TC, Rockland TC, Scarsdale TI, SCTC, The TC of Central Westchester, & White Plains SDC

8. Exploring Indigenous Language to Better Connect with ENL Students (4/8-4/11/2024)

Location: Online (online, ny)

Dates: 4/8/2024 to 4/11/2024

Participants will engage in activities to learn how Indigenous language vitality is interconnected with a speaker's identity, family, community, and relationship to the land. By learning more about Indigenous peoples and communities, students will be encouraged to broaden their perspectives about the world's diverse cultural heritage and to consider how we are all a part of the global story. These experiences will help the ENL teacher learn strategies to connect to students. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. MLP Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the MLP admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.

9. Best Practices for ENL: The SIOP Model 4/9/24-5/21/24

Location: Online Only (Online, )

Dates: 4/9/2024 to 5/21/2024

This 15 hour asynchronous online course, which will run through Google Classroom, is designed to prepare educators to teach English New Language students using The SIOP Model. The SIOP Model (Sheltered Instruction Observation Protocol) is a research-based, instructional model that is highly effective in addressing the academic needs of English learners. This course will include an exploration into The SIOP Model components: Lesson Prep, Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Delivery and Review/Evaluation. Participants will learn how the The SIOP Model works and learn strategies to work with students across all content areas. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your course completion time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center Gmail account to participate in this course a few days before the start date.Sponsored by the Lower Hudson Network: Washingtonville TC, Bedford SDC, Bronxville PDC, East Ramapo TC, Edith Winthrop TC, Hudson River TC, Middletown TC, New Rochelle SRC, Newburgh TC, Nyack TC, NWP TC, Ossining SDC, Richard Gazzola TC, Rockland TC, Scarsdale TI, SCTC, The TC of Central Westchester, & White Plains SDC.

10. Exploring Artificial Intelligence for Educators (4/10/24 - 5/15/24)

Location: Online (online, ny)

Dates: 4/10/2024 to 5/15/2024

Wait List
Today's students and teachers can expect to interact with Artificial Intelligence (AI) in many aspects of their personal and academic lives. To prepare students for success, educators must understand how AI technologies can be used to facilitate teaching and learning. In this 15 hour course we will review the uses of AI for in education. . Participants will learn how to identify the various types of AI, look at new and developing AI resources and build tools to make AI concrete and accessible in their professional practice.To conclude the course, participants will develop learning tools for implementing AI into their classroom. Participants will receive a rockteach email address to participate.

11. Make Grading Matter - 3 In-Service Credits

Location: North Rockland High School (North Rockland HS, )

Dates: 4/10/2024 to 6/12/2024

From early childhood education to high school, educators are constantly seeking ways to make assessments and grading meaningful and useful for students. Educators seek grading systems that measure student learning and growth. In this course, we will ask deep questions about the point and value of grading. Participants will think about current grading practices and construct new meanings around this important topic. In this inservice course, participants will research, examine and implement standards based grading systems. Participants will: Identify and analyze various types of grading systems from K-12 settings; Define and identify the meaning of standards based grading practices; Bring accuracy to student assessment and grading practices; Learn how to use grades to effectively communicate students' mastery of learning standards; Understand the value of allowing students multiple opportunities to demonstrate their learning when taking assessments; Discuss and implement assessment practices and grading systems in differentiated learning environments; Consider whether to incorporate effort, attendance, and behavior into academic grades; Research and identify homework policies and their impact on grading systems; How to create useful and fair test questions, including how to grade such prompts efficiently; and Analyze the validity and usefulness of allowing students to re-do assessments for full credit and make up policies. Class Texts: "Making Grades Matter", by Matt Townsley, Nathan L. Wear (2021); "Grading From the Inside Out: Bringing Accuracy to Student Assessment Through a Standards-Based Mindset (How to Give Students Full Credit for Their Knowledge)", by Tom Schimmer (2016); "Fair Isn't Always Equal: Assessing & Grading in the Differentiated Classroom", 1st Edition by Rick Wormelli (2018). Offered through the Rockland/Westchester Teacher Center Institute.

12. Impact of Social Issues In Education - 3 In-Service Credits

Location: North Rockland High School (North Rockland HS, )

Dates: 4/11/2024 to 6/7/2024

Education is a cornerstone institution in our country and is directly connected to what is referred to as the "American Dream.” Education plays the dual role of preparing students to be active, literate citizens who are prepared to prosper and contribute to our economy. As educators, we have an obligation to fulfill the tenet that all children are entitled to a "free and appropriate education” in the United States of America. In 2021, educators face a myriad of social issues that impact our profession. In this course, participants will research, analyze and discuss some of the important issues facing our students and profession today. Participants will identify and utilize culturally responsive teaching strategies to create inclusive learning environments; identify the impact of poverty and homelessness on children's classroom behavior and learning; describe the structures of US families today, identifying the difficulties that working parents face in raising children; discuss and analyze issues pertaining to race, ethnicity and gender and the ongoing issue of unequal educational opportunities; discuss and analyze ethical/legal issues affecting teaching and learning such as the use of technology, education law, etc.; describe and analyze the impact of alcohol and drug abuse on students in recent years; identify the ramifications of school violence on schools and what steps educators are taking to keep students safe but also feel connected to schools; and analyze dropout rates and identify why students drop out of school and develop strategies as to what educators can do to prevent students from dropping out of school. Required texts:" Culturally Responsive Teaching and The Brain", by Zaretta L. Hammond, 2014; "Teach Like a Champion 3.0: 62 Techniques that Put Students on the Path to College", by Doug Lemov, Norman Atkins, 2023. Final projects and reflections due online on June 13, 2024. Offered through the Rockland/Westchester Teacher Center Institute.

13. Using Technology to Empower Students with Special Needs - 3 In-Service Credits

Location: North Rockland High School (North Rockland HS, )

Dates: 4/11/2024 to 6/7/2024

Most students do not fit into the "one size fits all” theory of a typical classroom setting. Technology has eased the disappointment that many students face with academics. Technology has helped students become excited about learning and empowered them to feel confident in the classroom. This 3 credit course is intended to give educators an opportunity to learn about, explore and implement technology tools that can assist with engaging learners. This course will also explore tools for Special Need Students, Speech and Language Impairments and tools for the Deaf & Hearing. These tools will help students feel more empowered and help them succeed. Required Text: "The UDL Educational Technology Guide 2020: Technology for Special Education” by John F O'Sullivan. Final projects and reflections due online on June 13, 2024. Offered through the Rockland/Westchester Teacher Center Institute.

14. Online: Building Strong Classroom Communities, April 15 - May 24, 2024 (WTCI)

Audience: Educators in grades K-12

Dates: 4/15/2024 to 5/24/2024

Location: Asynchronous

Are you passionate about creating inclusive, positive, and thriving learning environments? This online course is designed for educators seeking to enhance their skills in fostering collaborative, supportive, and engaging classrooms. We will delve into key aspects of building strong classroom communities, gaining practical insights, and implementing evidence-based strategies. From understanding diverse student needs to mastering conflict resolution and incorporating social-emotional learning, participants will, at the conclusion of this course, have the knowledge and skills necessary to cultivate a positive and inclusive learning environment. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

15. Online: ELL's Meeting the Academic Needs of English Language Learners April 15 - May 24, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 4/15/2024 to 5/24/2024

Location: Asynchronous

English language learners present special challenges for teachers in today's classrooms. A successful ELL teacher learns to balance the language learning needs of the students with the appropriate content. The knowledge and skills students gain in ELL classes positively affect their lives at school and home. As the diversity of the United States increases, so too does the need for teachers of second language learners. Participants in this course will create lesson plans that incorporate strategies to reach ELL students. This class is appropriate for all K-12 teachers. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

16. Online: Improving Classroom Discussions with Technology, April 15 - May 24, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 4/15/2024 to 5/24/2024

Location: Asynchronous

The available technology that today's educators are able to utilize allows for student-led discussions that increase collaborative learning. In this course, you will have an opportunity to explore several of the free to use apps and participate and develop your own assignments for each app. All of these free-to-use applications work in any classroom. Educators will develop 21st century learning experiences that improve student learning outcomes for all students. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

17. Online: Leveraging Tech Tools to Assist Special Ed Populations, April 15 - May 24, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 4/15/2024 to 5/24/2024

Location: Asynchronous

Today's increase in educational apps, tools, and extensions have impacted the way educators deliver instruction, and perhaps the most profound results have been in assisting students with learning disabilities. Educators in this course will examine free and easy to use tools for assisting with reading, writing and study skills, as well as behavior and classroom management. Educators will develop classroom ready assignments and lessons. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

18. Online: Cross Curricular Coding, April 15 - May 24, 2024 (WTCI)

Audience: Educators in Grades K -12

Dates: 4/15/2024 to 5/24/2024

Location: Asynchronous

In order to make connections between what students learn in school and the real world, instructional materials must be relevant to the lives of our students. With the expansion of computer science in K-12 education, the concept of computer programming should be prevalent through a student's education. When working in tandem with core curriculum subjects, connections between coding and the real world become evident. Not only can this collaboration benefit a student's computer science education, it also has the potential to enhance the core curriculum by presenting education in a different way. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.
Songs, or oral storytelling, often reflect cultural values, ethics, and beliefs. In Indigenous cultures, songs are passed down from generation to generation and many are under threat of disappearing. Songs can be stories that honor ancestors and the living world. Many Indigenous songs do not translate directly into another language, a reflection of how the messages are unique and specific to people and place. Participants will explore the connections between songs, culture, and language vitality to increase English language learning in the ENL Classroom. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. MLP Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the MLP admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.
During this one hour session you will learn about the science of a concussion, including leading causes, signs and symptoms. Attendees will gain insight on what it is like to be a student with a concussion trying to attend school. Finally you will learn academic adjustments that you can use to help students who are recovering from a concussion. An update to this presentation also examines considerations and adjustments to virtual learning. This session is provided by Michelle Kellen, Brain Injury Association on NYS (BIANYS). BIANYS offers Social Work (#0539), Physical Therapy/ PT Assistants, Speech-Language Pathologist & Audiologists, and Occupational Therapy/OT assistants. This training is co-sponsored by BIANYS and RTC.

21. AMTNYS High School Math Network (Zoom)

Location: Zoom (Zoom, Zo)

Dates: 4/16/2024

Join NYSED leaders and teachers/teacher leaders at High School grade level from across the state as we explore NYSED resources, discuss curriculum issues and trends, and network with fellow educators and friends. Great opportunity to develop partnerships and share ideas with colleagues throughout the state. Facilitated by AMTNYS Grade level Reps with support from the NYSED Curriculum and Instruction office. Facilitated by Anne Bratt, Nicolle Haynes, Christopher O'Sullivan and Marianne Strayton.

22. Classroom Management: How to Keep Your Classroom Running Smoothly - Pre-K through Grade 2 (Zoom)

Location: Zoom (Zoom, Zo)

Audience: Pre-K through 2 Educators

Dates: 4/17/2024

Learn tips and tricks to keep your classroom organized and running smoothly. We will discuss ways to empower students to take ownership of their materials and behavior, which in turn will aid in your overall classroom management. We will discuss how to start your management plan from the moment you begin classroom set up and how to follow through with it until the last day. You will receive ideas that you can start to incorporate now into your classroom and test out before the year is over.
In accordance with Article 2 Sections 10-18 of the Education Law, all applicants for Certification in NYS registered programs are required to complete six clock hours of Training in Harassment, Bullying, Cyberbullying and Discrimination in Schools: Prevention and Intervention (DASA Training). This workshop will be both asynchronous and synchronous. The first 3 hours will be provided through Google Classroom (a Google invite will be provided). You will need to join using a personal Gmail account. The asynchronous portion will consist of a self-directed module-based approach that will ask candidates to review the background and some of the laws associated with the DASA, timelines and concrete concepts. The modules will include both free responses and multiple-choice quizzes to ascertain your understanding before a certificate for Part 1 can be issued. You will have four days to complete the first 3 asynchronous hours. This 3-hour session must be completed prior to Part II which is on Sunday, April 28th. Part 2, also a 3-hour time frame, will dive deeper into the strategies and reporting procedures as well as proactive mechanisms for tracking, reporting, and preventing bullying and harassment in the educational/school environment, including cyber bullying. All participants must be available on Sunday, April 28th from 10:00am - 1:00pm to participate in synchronous Part II of the workshop which will be held via Zoom.

24. Language Revitalization and the ENL Classroom (4/29-5/3/2024)

Location: Online (online, ny)

Dates: 4/29/2024 to 5/3/2024

Wait List
Language revitalization can be defined as learning activities, including language immersion schools and programs, to cultivate new speakers, especially where intergenerational transmission of the language has been disrupted. Participants will explore the various ways in which each Indigenous speaker is keeping his/her language alive while also learning English. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. MLP Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the MLP admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.

25. Elementary Math PLC 23-24 (Zoom)

Location: Zoom (Zoom, Zo)

Dates: 4/30/2024

The Elementary Math Professional Learning Community is designed to be an interactive professional learning community where teachers explore and discuss curriculum highlights, updated NYSED resources and best instructional practices with teachers at their grade level throughout the state. Key topic highlights in the 23-24 agenda include positioning multilingual learners for success in math class, NASA curriculum connections, standards-based math play/center activities and more.

26. Book Study: We're Gonna Keep on Talking: How to Lead Meaningful Race Conversations in the Elementary Classroom by Matthew R. Kay & Jennifer Orr, May 1 - June 17, 2024 (EWTC)

Audience: Classroom teachers, specialists, school librarians who work with students in grades PreK-5

Dates: 5/1/2024 to 6/17/2024

Location: Hybrid

This Free class is open to consortium members only In this book study, we will discuss strategies for building safe and supportive classrooms and ways to tailor race conversations to specific grade level standards. We will look at how art, picture books, historical photographs and current events can help facilitate meaningful conversations. At the end of this book study, you will have the tools needed to make your classroom a comfortable, safe and supportive space that will translate into a more productive learning environment. Participants will read We're Gonna Keep On Talking: How To Lead Meaningful Race Conversations in the Elementary Classroom by Matthew R. Kay & Jennifer Orr. There will be 3 required synchronous Zoom sessions from 4:30 - 6:30pm on Wednesday, May 8, 22 and June 12 to discuss the book. Participants will be also asked to complete online assignments after each session. Your camera must be on and you must be present on-screen at all times during the Zoom sessions. Participation in the sessions, including responding to prompts in the chat and engaging in breakouts, is required. YOU MUST BE ABLE TO ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE.

27. Creating Classroom Culture & Community (5/2/24 - 6/7/24)

Location: Online (online, ny)

Dates: 5/2/2024 to 6/7/2024

This 15 hour course will provide training and information on how to create an inclusive and thriving classroom culture that is positive and productive for all learners. As educators, we want our students to be successful in the chaotic world outside of our classroom. To develop the skills necessary to succeed in a workplace environment, it is important that we focus on instilling and honing those skills now so that students can thrive after their schooling years. But how do we do this? By creating an environment where students feel safe to make mistakes, take risks, and trust one another and themselves. Participants will be exposed to multimedia resources that will guide them on a journey of self discovery to determine how they can pivot within their current classroom dynamics as well as integrate new, timely and relevant ideas that will empower students to be engaged and motivated while you, the teacher, establish clear and authentic expectations, rules, and procedures. Participants of this course will explore the rationale behind various classroom management strategies, the correlation between classroom community and motivation and engagement, different ways of implementing various connectivity methods, and specific research based practices to successfully carry out culture building activities in your own classroom. If you are ready to transform your classroom teaching and level up this school year for yourself and your students, then this course is for you! This course will be conducted in an asynchronous online setting utilizing Google Classroom as the delivery platform. Participants will work at their own pace to complete the course expectations and assignments. Dates listed are start and end dates.

28. Integrating Social & Emotional Learning in the K-12 Classroom (5/2/24-6/7/24)

Location: Online Only (Online, )

Dates: 5/2/2024 to 6/7/2024


Integration of Social and Emotional Learning (SEL) is a critical component in students' success in the classroom and beyond. SEL has five essential components; self awareness, self-management, responsible decision-making, social awareness, and relationship skills. Throughout this course we will engage in readings, videos, personal reflectionS, and online forums to enhance our understanding of SEL as an approach to improving academic performance. Participants will explore each component of SEL, identify how SEL impacts academics, and learn how to integrate the SEL components into their classrooms to meet the needs of their students.

This course will be utilizing Google Classroom as the Learning Management System for instruction and collaboration. All materials and assignments will be posted to be completed asynchronously with weekly deadlines for submission.
RTCI/WTCI course

29. Key Strategies for English Language Learning (5/2/24-6/7/24)

Location: Online (online, ny)

Dates: 5/2/2024 to 6/7/2024

This 15 hour course, which will run through Google Classroom, is designed to prepare educators to teach English New Language students using key and relevant strategies. This course will include an exploration into strategies that promote embodied learning, multiliteracies and translanguaging and vocabulary instruction. Participants will learn Lingua Franca, a language systematically used to make communication possible between people not sharing a motor tongue as well as learn how to use Cognates to connect with students and increase English language learning. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your course completion time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teachers' Center gmail account to participate in this course a few days before the start date. Dates listed are start and end dates. The course is available 24/7. RTCi/WTCI course

30. Online: Digital Literacy Skills for Online Research (5/2/24-6/7/24)

Location: Online (online, ny)

Dates: 5/2/2024 to 6/7/2024

Digital literacy is the ability to effectively find, use and share information in digital form. This 15 hour asynchronous online course will help educators to use better search strategies to get relevant information, and show them how to vet website credibility on the open web. In addition, protecting online information, maintaining privacy and giving proper credit will be covered. Participants will navigate free and paid content, and learn about tools to help students become educated consumers of digital content. Public library cards are needed to research databases (normally paid content). Although much of the course will be directed toward secondary level instruction, participants can adapt what they learn for younger students.

This 15 hour course, which includes implementation and practice, will provide the tools to bring engaging kids yoga and mindfulness content into your classroom. Even if you can't touch your toes or don't have a yoga mat, you can be skilled and confident sharing yoga with children. With hours of engaging videos, colorful handouts, accompanying classroom favorites for kids yoga, mindfulness activities and the information on development, safe yoga pose techniques and class planning, this is a complete online training for early childhood teachers who want to incorporate the benefits of yoga and mindfulness into their classroom.

If you're concerned about the emotional toll this world is having on your students (and yourself) this is a magic wand to create calm. This course is self-paced. Instructor Bari Koral is an internationally recognized kids yogi and recording artist with over 20 years of experience working with young children and thousands of educators. Dates listed are the start and end date. The course is available 24/7
RTCi/WTCI course
Using the Google Earth tour Celebrating Indigenous Languages, participants will explore Indigenous languages around the world, some of which are at risk of disappearing. Participants will learn about the importance of language revitalization from the unique stories and perspectives of those who speak the world's Indigenous languages. Participants will also Explore how to utilize Google Earth in the ENL classroom. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. MLP Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the MLP admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.

33. AMTNYS New Professional Math Network (Zoom)

Location: Zoom (Zoom, Zo)

Audience: New professionals and preservice teachers k-12

Dates: 5/9/2024

Are you a preservice teacher or in the first five years of your professional career? The New Professional Math Network is a collaborative team of young professionals who together will explore the k-12 math curriculum and best instructional practices designed to strengthen your knowledge of the standards and enhence the math instruction in your classroom. Led by young professionals with the support of senior members of the AMTNYS, TCMEA and NCTM organizations, this course will connect teachers to NYSED and supporting resources as well as key people throughout the state who are currently or will soon be teaching at the elementary, middle or high sch.ool level just like you. Facilitated by Allison Bratt, Anne Bratt, Lynda Brennan, and Marianne Strayton Live Kick off events AMTNYS Conference November 10-11 (optional) - if in attendance look for special young professional events.

34. Building Community Through Agriculture

Location: Cropsey Farm (New City, NY)

Audience: PreK-12 educators

Dates: 5/10/2024

Engage in a day of interactive learning focused on teaching core standard concepts through the lens of agriculture. Educators will participate with lessons focused on food, fiber and fuel systems, art and agriculture, and share in a round table discussion with community health and wellness professionals to learn about the availability of resources for students, educators , families and communities.This training is for all grade levels.

Lunch is included in the training.
This training is co-sponsored by the RTC, Rockland Farm Alliance, and Rockland County School Health and Wellness Coalition.

This training is facilitated by Sue Ferreri, Executive Director, Rockland Farm Alliance.

35. AI Empowered Educator: Streamlining Teaching with Artificial Intelligence

Location: Online (online, ny)

Dates: 5/13/2024 to 5/20/2024

New
Explore the transformative potential of Artificial Intelligence (AI) in education! This self-paced professional development course is designed for K-12 educators eager to harness the power of AI to enhance efficiency and elevate lesson planning. Discover cutting-edge AI tools tailored for educators and gain insights into how educational content provider companies are integrating AI to revolutionize teaching practices. Asynchronous online course delivered in Google Classroom - 3 hours. All participants will receive a Rockteach email to participate. Sponsored by the Lower Hudson Network: Washingtonville TC, Bedford SDC, Bronxville PDC, East Ramapo TC, Edith Winthrop TC, Hudson River TC, Middletown TC, New Rochelle SRC, Newburgh TC, Nyack TC, NWP TC, Ossining SDC, Richard Gazzola TC, Rockland TC, Scarsdale TI, SCTC, The TC of Central Westchester, & White Plains SDC.

36. Helping ENL Students Succeed In Science (5/13-5/16/2024)

Location: Online (online, ny)

Dates: 5/13/2024 to 5/16/2024

Many ELLs may lack of background knowledge in science. This can lead to frustration and lack of confidence. This course will explore strategies that will assist ENL students in learning science. During this course, participants will explore resources that can be given to students and families to keep their students from this learning loss. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. MLP Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the MLP admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.

37. How to Help Boost Your ELL's Writing Skills (5/13-5/16/2024)

Location: Online (online, ny)

Dates: 5/13/2024 to 5/16/2024

Wait List
ELL students in particular have a difficult time writing papers because they have to expend more time and effort in finding the right words to construct their sentences than a native English speaker. This task alone can cause frustration with the minimal English vocabulary they usually have.This course will explore strategies to boost ELL's writing and confidence in that writing. During this course, participants will explore resources that can be given to students and families to keep their students from this learning loss. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. MLP Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the MLP admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.

38. Everybody Should Be In A Band and Follow-up Discussion

Location: Zoom (Zoom, Zo)

Dates: 5/14/2024

Join Music Therapist Jeffrey Friedberg MT-BC, LCAT to explore ways to use music in the classroom for functional outcomes after viewing the 45 minute movie Everybody Should Be In A Band. Everybody Should Be In A Band, which will be viewed at the start of the session, is about the power of playing music together to help us think and act differently. The movie was created with a Voices of Change grant from ArtsWestchester and focuses on the power of music to help people of all skills, abilities, and challenges. The premise of the film is that music and the "band” format helps us build life skills that empower individuals, create social networks, and change the way communities view individuals who are often seen as "different”. Music Therapist Jeffrey Friedberg and filmmaker Pascal Akesson spent 6 months following 5 bands at Music For Life Creative Arts Therapy in Nyack, filming rehearsals and performances. Participants from Music For Life helped film and edit the movie. Sponsored by the Lower Hudson Network: Washingtonville TC, Bedford SDC, Bronxville PDC, East Ramapo TC, Edith Winthrop TC, Hudson River TC, Middletown TC, New Rochelle SRC, Newburgh TC, Nyack TC, NWP TC, Ossining SDC, Richard Gazzola TC, Rockland TC, Scarsdale TI, SCTC, The TC of Central Westchester, & White Plains SDC.

39. QPR (Question, Persuade, Refer) - Zoom

Location: Zoom (Zoom, Zo)

Dates: 5/15/2024

QPR (Question, Persuade, Refer) teaches the general community how to reduce the risk of suicide in loved ones, colleagues, and neighbors. This is a "gatekeeper” training that helps participants feel equipped and comfortable in talking with people who are going through difficult times, and helping them connect to other supports when needed. Topics include warning signs of suicide risk, what to ask and how to respond, steps for referring someone to help, and resources for assistance. This training is facilitated by Tatiana Yelizarova Phd, Mental Health Association of Rockland.

40. Unleashing the Potential of AI in ENL Teaching and Learning (5/20-5/23/2024)

Location: Online (online, ny)

Dates: 5/20/2024 to 5/23/2024

Wait List
Artificial Intelligence (AI) has revolutionized many fields, and education is no exception. Particularly in the realm of English as a New Language (ENL) instruction, AI presents transformative opportunities for both teachers and learners. It offers innovative methods to enhance language learning and address some of the challenges inherent in ENL education. During this course, participants will explore resources that can be given to students and families to keep their students from this learning loss. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. MLP Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the MLP admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.

41. When ENL Meets AI (5/20-5/23/2024)

Location: Online (online, ny)

Dates: 5/20/2024 to 5/23/2024

AI is here to stay and we need to learn how to teach students to utilize AI safely and appropriately. AI's impact extends to the development of resources for ENL learners. Interactive games, videos, and podcasts powered by AI are engaging learners in exciting and immersive language experiences. These resources not only boost language proficiency but also make the learning journey enjoyable and captivating. Learn the basic of AI and ENL and the potential. During this course, participants will explore resources that can be given to students and families to keep their students from this learning loss. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. MLP Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the MLP admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.

42. AMTNYS Elementary Level Math Learning Collaborative (Zoom)

Location: Zoom (Zoom, Zo)

Dates: 5/20/2024

Join NYSED leaders and teachers/teacher leaders from across the state as we explore resources, answer curriculum questions and network with fellow educators and friends. Great opportunity to develop partnerships and share ideas with colleagues throughout the state.

43. AMTNYS Middle School Math Network (Zoom)

Location: Zoom (Zoom, Zo)

Dates: 5/22/2024

Join NYSED leaders and teachers/teacher leaders at the middle school level from across the state as we explore NYSED resources, discuss curriculum issues and trends, and network with fellow educators and friends. Great opportunity to develop partnerships and share ideas with colleagues throughout the state. Facilitated by AMTNYS Grade level Reps with support from the NYSED Curriculum and Instruction office. Facilitated by Lisa Sanders, Jordan Titus, Lynda Brennan, and Marianne Strayton.

44. EDAD 5501.01 Community Internship

Location: Online (online, ny)

Dates: 5/28/2024 to 8/16/2024

The Community internship experiences provide substantial, sustained, standards-based opportunities for leadership candidates to apply leadership competencies in real settings. During the internship, the leadership intern is supported by the college internship supervisor and the cooperating administrator. Bi-monthly seminars provide an opportunity for leadership interns to discuss their experiences, to relate them to best practices and theory, and to offer support and suggestions to one another. Students will work a minimum of 100 hours in a community setting and attend seminars. You must become a matriculated Manhattanville student to take this course. Email jmurray@rockteach.org for details. College registration is required. Additional college tuition and fees will be incurred. Course will run from 5/28-8/16 asynchronously online. Note only start and end dates are listed.

45. EDAD 5502.01 Building Internship

Location: Online (online, ny)

Dates: 5/28/2024 to 8/16/2024

The School internship experiences provide substantial, sustained, standards-based opportunities for leadership candidates to apply leadership competencies in real settings. During the internship, the leadership intern is supported by the college internship supervisor and the cooperating administrator. Bi-monthly seminars provide an opportunity for leadership interns to discuss their experiences, to relate them to best practices and theory, and to offer support and suggestions to one another. Students will complete a minimum of 300 hours in a public or non-public school setting. Students in full-time employment should be able to complete this requirement in their own schools or districts by arranging a special schedule with their principal, head of school, or superintendent. You must become a matriculated Manhattanville student to take this course. Email jmurray@rockteach.org for details. College registration is required. Additional college tuition and fees will be incurred. Course will run from 5/28-8/16 asynchronously online. Note only start and end dates are listed.

46. EDAD 5503.01 District Internship

Location: Online (online, ny)

Dates: 5/28/2024 to 8/16/2024

The District internship experience provides substantial, sustained, standards-based opportunities for leadership candidates to apply leadership competencies in real settings. During the internship, the leadership intern is supported by the college internship supervisor and the cooperating administrator. Bi-monthly seminars provide an opportunity for leadership interns to discuss their experiences, to relate them to best practices and theory, and to offer support and suggestions to one another. Students will complete a minimum of 300 hours in a public or non-public school setting at the level of the school district. Students in full-time employment should be able to complete this requirement in their own districts by arranging a special schedule with their principal and/or superintendent. You must become a matriculated Manhattanville student to take this course. Email jmurray@rockteach.org for details. College registration is required. Additional college tuition will be incurred. Course will run asynchronously online. Note only start and end dates are listed.

47. EDU 5083.01 Assessment of Learning and Behavioral Problems

Location: Online (online, ny)

Dates: 5/28/2024 to 6/28/2024

New
This course is designed to provide an intensive study of the assessment process as it relates to the special education teacher. Students will learn the purpose of assessment, measurement concepts and technical adequacy and experience how to administer and interpret test data. Students will explore ways to communicate assessment information and assessment issues related to I.D.E.A. The focus will be on a combination of formal and informal assessment strategies. Teacher candidates will prepare a final report dealing with a comprehensive assessment to include the creation of an I.E.P. for a student with a disability. As part of a formative process, the required portfolio will be reviewed as part of the course. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred. Note, only start and end dates are listed. Please refer to service hub for exact meeting dates.

48. EDU 5200.01 Structure of English

Location: Online (online, ny)

Dates: 5/28/2024 to 6/28/2024

Review English grammar for the purpose of developing classroom activities and materials for the teaching of semantics, syntax, morphology and phonology of English to students with limited proficiency. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred. Course will run synchronously online on Mon/Tues/Thurs. Note, only start and end dates are listed. Please refer to service hub for exact meeting dates.

49. Resources to Support ELLs Over the Summer Break (5/28-5/31/2024)

Location: Online (online, ny)

Dates: 5/28/2024 to 5/31/2024

All students benefit from reading and learning over the summer break. However, this is essential to ELLs to help prevent them from losing too much ground over the summer. During this course, participants will explore resources that can be given to students and families to keep their students from this learning loss. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so you may plan your time accordingly. All work is due by the end of the last day of the course. You will receive a Rockland Teacher Center gmail account to participate in this course. Participants print their own CTLE certificate. After the following has been completed, 1. The course officially ends: 2. MLP Evaluation is completed 3. Attendance is confirmed by instructor: 4. Once the MLP admin marks the course complete, participants will be able print their CTLE certificate. Please note that initial class information, including your new RTC gmail, will be sent to the email you have registered on Frontline MLP.

50. EDAD 5050.01/School Finance

Location: Online (online, ny)

Dates: 5/28/2024 to 6/27/2024

This seminar will involve other district leaders in the field who will address current workplace challenges related to resource allocation and fiscal accountability. Emphasis will be placed on developing sound business practices and policies that are consistently applied throughout the district. Emphasis will be placed on involving and empowering all school and district leaders in the creation and monitoring of the district finances and resources to support effective and equitable use of time, money and human resources. Other related areas of concentration will include negotiating and collective bargaining, facilities management, and management of transportation, food services and purchasing. Case study analysis will provide a primary tool to support fiscal accountability and ethical decision making. If you would like to take this graduate course please contact jmurray@rockteach.org for complete details. College matriculation and registration is required. Additional college tuition and fees will be incurred. Course runs on Mon/Tues/Thurs. Note only start and end dates are listed. Please refer to service hub or syllabus for exact meeting dates.

51. EDU 5088.01 Introduction to Students with Learning and Behavior Problems

Location: Online (online, ny)

Dates: 5/28/2024 to 6/27/2024

This course will provide an introduction to the field of learning disabilities and behavior This course will provide an introduction to the field of learning disabilities and behavior disorders for classroom teachers in both regular and special education at the Early Childhood, Childhood, and Adolescent levels. We will identify the social, emotional, and learning characteristics of children having been identified with behavior disorders, neurological impairment, and learning disabilities. A developmental focus, involving both biological and experiential underpinnings of the disorders will further be discussed in order to understand the multiplicity of factors which give rise to the problems children manifest. As a result of the high co-morbidity (co-occurrence) of problems of perception, language, attention, and motivation, and behavior, these will be identified when they relate to the specific disorders. They will not be covered as specific disorders in themselves. In addition, we will consider effective instructional methods for these students as well as relevant behavioral interventions. Goals and objectives, as well as the instructional strategies employed in teaching will be incorporated in the individual education plans (IEP/IFSP) for individuals demonstrating these problems. The importance of developing collaborative relationships with parents and family members for enhancing student learning and addressing students' exceptional needs will be a significant component of the course. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Course will run on Mon/Tues/Thurs. Only start and end dates are listed. Please refer to service hub or the course syllabus for exact dates.

52. EDU 5134.01 Transition from School to Adult Life

Location: Online (online, ny)

Dates: 5/28/2024 to 6/25/2024

Explore the issues faced by youth as they make the transition from school to employment and adult life and the competencies needed by professionals responsible for implementing transition services. Examine the transition services initiative (its history and legislation), theoretical and existing models of service delivery, characteristics of the population receiving transition services, strategies for building collaborative relationships among agencies and personnel, and strategies for planning and implementing instruction. Field experience required. (Special Ed Course) If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred for graduate credits. Additional asynchronous coursework may be required.

53. EDU 5313.01 The Science of Happiness for Student and Educator Well-being

Location: Online (online, ny)

Dates: 5/28/2024 to 6/25/2024

This course examines wellness on a personal and systems level for educators, school leaders, and their students. This class is an opportunity to re-evaluate your beliefs, values, and assumptions about the underpinnings of happiness and well-being and to learn the research behind the science of happiness. In this course we look at how individuals can create positive change by reinterpreting their goals and identifying steps towards successful experiences. Key findings from the fields of positive psychology will inform our understanding of the biopsychosocial underpinnings of well-being. The class seeks to foster in teachers more fulfilling and productive lives inside and out of schools and to support educators with an understanding of human potential. If you would like to take this course please contact jmurray@rockteach.org for info matriculation and registration with the college is required. Additional college tuition will be incurred. Course runs on Tues. Note only start and end dates are listed.

54. EDU 5452.01 Strategies for Teaching Young

Location: Online (online, ny)

Dates: 5/28/2024 to 6/27/2024

This course will focus upon the application of theories of teaching and behavioral guidance to practice in the inclusive early childhood classroom. Students will be introduced to theoretical concepts and principles and shown how they may be integrated into the early childhood classroom by the use of specific methods and strategies, including techniques for addressing the needs of English-language learners and children from different cultural settings. Topics include classroom organization, planning, instructional methods, instructional materials, grouping for instruction, teaching style, child guidance, management techniques. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Course runs on Mon/Tues/Thurs. Only start and end dates are listed. Please refer to service hub or the course syllabus for exact dates.

55. EDU 5536.01 Field Based Educational Research

Location: Online (online, ny)

Dates: 5/28/2024 to 8/16/2024

This course provides an opportunity for students to understand the fundamental methods of qualitative educational research. Issues in current educational research are explored and implications for practice are outlined. Students develop and complete an original research project in relation to fieldwork/internship experience in an education-based setting. This course is a seminar and requires significant student participation, fieldwork, research, and writing. Fieldwork required. This course is open to matriculated students in the program only. Note additional tuition will be incurred. Course runs from 5/28-8/16. Only start and end dates are listed. Refer to syllabus for exact dates.

56. EDU 5569.01 Critical Pedagogy of Place

Location: Manhattanville College (Purchase, NY)

Dates: 5/28/2024 to 6/27/2024

In this course, sustainability is developed as an urgent and unique context for motivating and designing curriculum and instruction. Armed with their vision for sustainable future and their understanding of the values, skills and knowledge required for making the changes required to achieve this vision, students will learn how to assess existing curriculum for supporting or integrating sustainability. They will also use this framework to guide their development and implementation of curriculum and instruction that facilitate effective civic engagement for sustainable communities. Students in this course will experience and learn how to use classroom community development, critical pedagogy of place and problem-based learning in the development of curriculum and instruction for sustainability. This course is open to matriculated program students only. Additional college tuition will be incurred. Course will run on Mon/Tues/Thurs. on campus. Only start and end dates are listed. Please refer to service hub or the course syllabus for exact dates.

57. EDU 5612.01 Literacy Assessment and Intervention

Location: North Rockland High School (North Rockland HS, )

Dates: 5/28/2024 to 6/25/2024

Candidates will work with students to learn and apply techniques for assessing the literacy abilities and needs of students, and identifying difficulties that may be confronted in acquiring the literacy skills, including dyslexia. Candidates design effective interventions based on learner needs. Candidates examine and analyze a broad array of formal and informal assessment techniques and their application to literacy instruction. They apply strategies for effectively communicating assessment results to parents, caregivers, and school personnel. Field experience required. Required Texts: "When kids can't read: What teachers can do”, by Beers, K. 2003, Portsmouth, NH: Heinemann; "Solutions for Reading Comprehension Strategic Interventions for Striving Learners”, by Hoyt, L., Davis, K., Olson J., Boswell K., 2011, Portsmouth, NH: Heinemann; "Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level”, by Shaywitz, S., 2005, New York: Vintage Books. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred for graduate credits.

58. EDU 5215.01 Teaching ESL in Content Areas

Location: Online (online, ny)

Dates: 5/28/2024 to 6/27/2024

Focus on second language teaching techniques to improve an LEP student's proficiency in understanding content area subjects. Learn from required lesson and unit plans and peer teaching. Field experience required. You must be a Manhattanville Non-matriculated student to take this course. Contact Jmurray@rockteach.org for directions. Additional college tuition will be incurred. Course will run on Mon/Tues/Thurs. Note that only start and end dates are listed. Please refer to the Manhattanville calendar or the syllabus for exact meeting dates.

59. EDU 5339.01 Teaching Geography in SS Class/EDU 5375.01 Teaching Economics in SS Class

Location: Manhattanville College (Purchase, NY)

Dates: 5/28/2024 to 6/27/2024

Geography 1.5 credits-Learn about methods for teaching key geographic concepts in the K-12 social studies curriculum. Explore ways to encourage students to use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live local, national and global including the distribution of people, places and environments over the Earth's surface. Economics 1.5 credits-Must be taken in conjunction with EDU 5339. Develop strategies for teaching economics in the social studies classroom so that students will understand key macroeconomic and microeconomic concepts. Topics will include methods for teaching how the United States and other societies develop economic systems and associated institutions to allocate resources; how major decision-making units function in the U.S. and the other national economies; and how an economy solves the scarcity problem through market and non-market mechanisms. This on campus course is open to matriculated students only. Additional college tuition will be incurred for graduate credits. Course will meet on Mon/Tues/Thur. Note only start and end dates are listed, please refer to service hub or course syllabus for exact meeting dates and times.

60. EDU 5013.01 Math for the Learning Disabled Student

Location: North Rockland High School (North Rockland HS, )

Dates: 5/29/2024 to 6/26/2024

This course is designed to introduce teacher candidates to a variety of strategies for teaching mathematics to the elementary and middle school learning disabled student. A good knowledge of mathematics is increasingly important in our world. Manual computation as well as computers will continue to play an important role in children's lives. The ability to understand and solve naturally occurring problems is increasingly a prized attribute. The array of activities and methods will assist you in differentiating your lessons to fit your special education class. You will become familiar with the latest research as well as the newest manipulatives to enhance your teaching skills. Required Text: "Teaching Mathematics to Students with Learning Disabilities” by Nancy S. Bley & Carol A Thornton, Fourth Edition. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred.

61. EDU 5107.01 Childhood Mathematics Methods

Location: North Rockland High School (North Rockland HS, )

Dates: 5/29/2024 to 6/26/2024

This course is designed to introduce teacher candidates to the content and current methods of teaching mathematics in elementary schools. It examines key concepts, strategies, and skills in the elementary school mathematics curriculum. Topics include theory, content included in the elementary mathematics curriculum (number sense, estimation and mental computation, place value, development of algorithms, algebraic reasoning, fractions, decimals, ratios, percents, probability, data analysis, geometry, and measurement), planning instruction, assessment, and the use of technology in the classroom. The course is also situated in a wider context by addressing state and national standards in elementary school mathematics. Interactive lectures, discussion, group work and presentations, inquiry-based methods, and field experience are used to explore and master course objectives. Required Texts: "Elementary and Middle School Mathematics: Teaching Developmentally”, Eighth Edition, by J.A. Van de Walle, K.S. Karp, J.M. Bay-Williams; "Field Experience Guide for Elementary and Middle School Mathematics: Teaching Developmentally, Fourth Edition, by J.M. Bay-Williams. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred.

62. EDU 5367.01 Methods for Teaching Literacy I

Location: North Rockland High School (North Rockland HS, )

Dates: 5/29/2024 to 6/26/2024

The first in a pair of courses that provides a research-based introduction to literacy teaching and learning for children in grades PreK-6. Students will be introduced to the theories, approaches and methodology of teaching reading and writing in the elementary classroom. Emphasis will be on helping students develop an informed, integrated and balanced approach to the planning and instruction of reading and the language arts; with a strong focus on phonemic awareness and strategies for teaching phonics. Field experience required. Required Texts: "Phonics they use: Words for Reading and Writing”, by Cunningham, P. (2013). New York, Pearson Publishing; and "Reading with Meaning”, by Miller, D. (2013). 2nd edition Portland, ME: Stenhouse Publishers. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred.

63. EDPD 5036.01/Restorative Justice: Effective Classroom Management Interventions and Solutions

Location: North Rockland High School (North Rockland HS, )

Dates: 5/30/2024 to 7/18/2024

Based upon the book Better Than Carrots or Sticks by Dominque Smith, Douglas Fisher and Nancy Frey, participants will learn and apply restorative practices for effective classroom management. These practices will assist teachers in not only teaching academic material but also instruct students in matters pertaining to social skills. In line with an educator's mission to educate the whole child, participants will develop strategies to: hold individual conferences with students to address problematic behavior, move beyond the traditional use of rewards and consequences, and ultimately build a strong classroom climate through restorative practices. Required Readings: "Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management", Smith Dominique, et al., Alexandria, VA: ASCD. 2015; "All Learning is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond", by Frey, Nancy et al., Alexandria, VA: ASCD. 2019. *Final projects and reflections due online on July 18. If you want to take this for graduate credit and don't have an account with Manhattanville, please contact jmurray@rockteach.org for more information. College registration is required.

64. EDPD 5017.01/Responding to Nonfiction with Power

Location: Online (online, ny)

Dates: 6/3/2024 to 8/5/2024

This course will help participants teach nonfiction reading skills and strategies. They will use these strategies to help their students respond powerfully and creatively to nonfiction through written responses, arguments, discussions, research essays, and presentations. Students will learn how to adapt their lessons to reach all learners. Finally, they will use the lessons taught to create a framework that is relevant to their particular students. Required Texts: "Disrupting Thinking Why How We Read Matters. Scholastic", by Beers, Kylene, and Robert E. Probst, 2017; "Reading Nonfiction Notice & Note: Strategies for Close Reading", by Beers, G., and Robert Probst, 2013, Heinemann; "Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. Stenhouse Publishers", by Harvey, S., 1998; "5 Kinds of Nonfiction: Enriching Reading and Writing Instruction with Children's Books", by Stewart, Melissa, and Marlene Correia, 2021, Stenhouse Publishers; "The Knowledge Gap: The hidden cause of America's broken education system-- and how to fix it", by Wexler, N., 2020, Avery, an imprint of Penguin Random House LLC. Additional college registration required to take this course for graduate credit. Email jmurray@rockteach.org for more information.

65. EDPD 5040.01 Responding to Literature with Power

Location: Online (online, ny)

Dates: 6/5/2024 to 8/14/2024

In this course, students will understand how to construct, teach, and enhance writing responses to texts. They will learn how to implement a yearlong framework that will move students from simple responses to multi paragraph essays. Students will learn how to adapt their lessons to reach all learners. Finally, they will use the lessons taught to create a framework that is relevant to their particular students. Required Texts: "Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility", 2nd Edition Paperback, by Douglas Fisher, Nancy Frey, 2013, Alexandria, VA ASCD; "Notice & Note Strategies for Close Reading", by Kylene Beers and Robert E Probst, 2013, New Hampshire, Heinemann. Additional college registration is required for graduate credit. Email jmurray@rockteach.org for more information.

66. Cultural Arts Coordinator Workshop - Zoom

Location: Zoom (Zoom, Zo) - Zoom

Audience: Educators overseeing cultural arts in their schools and PTA Cultural Arts Coordinators

Dates: 6/6/2024

Location: Zoom

Join Cultural Arts Coordinators from throughout the county as we share information, resources, and successes. Local presenters will be showcased. Session will include a Q and A with Anu Gupta of Rockland BOCES. New and seasoned cultural arts coordinators and volunteers are encouraged to attend.

67. EDPD 5130.01/Mastering the Teacher Evaluation Process: Effective to Highly Effective Teaching

Location: North Rockland High School (North Rockland HS, )

Dates: 6/20/2024 to 8/8/2024

In the words of Charlotte Danielson, "Teaching is complex work. It's a thinking person's job.” As a result of this course, participants will address and apply the themes of: equitable learning, high expectations, cultural competence, meeting the needs of all learners and student assumption of responsibility. Participants will identify highly effective practices around Danielson's "Framework for Teaching.” We will observe lessons to evaluate the four core areas of: Planning and Preparation, Classroom Environment, Instruction and Professional Responsibilities. To become highly effective in the teacher evaluation process, participants will develop teaching strategies to help their students to take ownership of their own learning. Based upon Robert Marzano's The Art and Science of Teaching, participants will design instructional strategies that help students to think more logically, effectively and independently. During input sessions, participants will learn to incorporate a variety of research-based strategies into their lessons. These strategies include: providing and communicating learning goals, using assessments, conducting "deep thinking” lessons, using engagement strategies, implementing rules and procedures, and building relationships. Required Readings: "Enhancing Professional Practice: A Framework for Teaching", by Danielson, Charlotte (2007) ASCD: Alexandria, VA.; "The New Art and Science of Teaching", by Marzano, Robert (2017) Solution Tree Bloomington, Indiana. *Final projects and reflections due online on Aug. 8. If you want to take this for graduate credit and don't have an account with Manhattanville, please contact jmurray@rockteach.org for more information.

68. Online: Discussions and Questioning to Build Deep Thinking, July 1 - July 28, 2024 (WTCI)

Audience: Educators K-12

Dates: 7/1/2024 to 7/28/2024

Location: Online

This course may be taken for graduate or inservice credit. Since the two options are listed separately, please be sure to register accordingly. In this online course, participants will explore how to facilitate classroom discussions through engaging conversations, the role of teachers as coaches during this process and how best to provide a supportive classroom environment when integrating higher order questioning techniques. When we closely examine the value of student participation in small group discussions, we find that students are able to connect with each other's thoughts and opinions and are able to engage in higher level critical thinking. Critical thinking involves logical thinking and reasoning including the following skills: comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. We will examine the link between critical thinking skills and questioning techniques by taking an in depth look at Bloom's Taxonomy and the quote, "Maslow before Bloom.” At the end of the course, you will have the tools needed to transfer responsibility from yourself to your students to speak purposefully, think outside of the box and lead an effective and engaging classroom discussion. Participants will need to purchase the following required text to participate in this course - Walsh, J. A., & Sattes, B. D. (2015). Questioning for Classroom Discussion: Purposeful speaking, engaged listening, deep thinking. Alexandria, VA: ASCD. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

69. Online: Embracing Student Diversity and Immigrant Students, July 1 - July 28, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 7/1/2024 to 7/28/2024

Location: Asynchronous

Culturally competent educators understand the diverse needs of their students and establish a culture of learning that provides opportunities for all students to succeed. Across the nation we are seeing a cultural gap that educators must navigate, including the challenges that current immigration issues and language differences have presented. Educators in this course will develop strategies for incorporating and celebrating, students' strengths and differences into daily lessons. Each educator will develop strategies for creating lessons and integrating strategies to become a more culturally competent teacher while promoting a safe space for learning and cultural differences. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

70. Online: Inclusive Teaching: Strategies for Differentiation in Diverse Classrooms, July 1 - July 28, 2024 (WTCI)

Audience: Educators in grades K-12

Dates: 7/1/2024 to 7/28/2024

Location: Asynchronous

This course will provide participants with the information needed to create inclusive learning environments by exploring the principles and practices of differentiation. Participants will gain a deep understanding of differentiation, dispelling misconceptions and practical strategies. The sessions cover a diverse range of tools, including flexible grouping, tiered assignments, choice menus, and tech tools, providing educators with a versatile toolkit to cater to varied learning styles. The course underscores the essential connection between Universal Design for Learning (UDL) and differentiation, encouraging seamless integration into instructional practices. At the conclusion of the course, participants will possess both a comprehensive understanding of differentiation and practical skills to effectively implement these strategies in their classrooms. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

71. Online: Work Hard/Think Hard: Principles of Effective Teaching, July 1 - July 28, 2024 (WTCI)

Audience: Educators K-12

Dates: 7/1/2024 to 7/28/2024

Location: Online

This course may be taken for either inservice or graduate credit. Since the two options are listed separately, please be sure to register accordingly. In this online book study, participants will develop their own use of the principles of effective teaching and develop a master teacher mindset through the examination of the best-selling text Never Work Harder Than Your Students by Robyn R Jackson. We will explore how to engage students in the heavy lifting of learning through the use of units of study, lesson plans, assessments, interventions and classroom management. With a focus on the quality of learning and not the quantity of work; teachers will become better equipped to lead their students on a voyage of self-discovery and acquisition of academic knowledge. At the conclusion of the course, participants will have a unit of study, lesson plan, assessment and action plan to help them put the principles into practice immediately and effectively, challenging their students to work hard and think harder. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

72. Online: Exploring ChatGPT and AI in Education Today, July 1 - July 28, 2024 (EWTC)

Audience: Content Area Classroom Teachers in Grades 3-12

Dates: 7/1/2024 to 7/28/2024

Location: Asynchronous/Online

This Free class is only open to consortium members only This course will provide participants with a comprehensive understanding of the history, development, and practical applications of ChatGPT and AI in teaching. You will gain knowledge on how to effectively communicate and share ChatGPT technology with both students and parents, as well as how to integrate innovative ideas in the classroom. Tools for study skills, lesson planning and assessments such as Quizlet, Gimkit and Magic School will be shared and many new ideas will be researched and implemented as we move through each section of the course. At the end of the course, you will have a toolbox of resources you can bring back to the classroom as well as a working knowledge of ethical classroom behaviors and how to set reasonable expectations. This course applies to content area teachers in grades 3-12.

73. EDPD 5050.01/Discussions and Questioning to Build Deep Thinking (WTCI)

Location: Online (online, ny) - Asynchronous

Dates: 7/8/2024 to 8/9/2024

Location: Asynchronous

In this online course, participants will explore how to facilitate classroom discussions through engaging conversations, the role of teachers as coaches during this process and how best to provide a supportive classroom environment when integrating higher order questioning techniques. When we closely examine the value of student participation in small group discussions, we find that students are able to connect with each other's thoughts and opinions and are able to engage in higher level critical thinking. Critical thinking involves logical thinking and reasoning including the following skills: comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. We will examine the link between critical thinking skills and questioning techniques by taking an in depth look at Bloom's Taxonomy and the quote, "Maslow before Bloom.” At the end of the course, you will have the tools needed to transfer responsibility from yourself to your students to speak purposefully, think outside of the box and lead an effective and engaging classroom discussion. Required Text: "Questioning for Classroom Discussion: Purposeful Speaking, Engaged Listening, Deep Thinking", by J. A. Walsh & B. D. Sattes, 2015, Alexandria, VA: ASCD. This course will run asynchronous online from 7/8 - 8/9/2024. Only start and end dates are listed. If you are taking for graduate credit and are not a student of Manhattanville, please contact jmurray@rockteach.org for info on creating your account.

74. EDPD 5055.01/Work Hard/Think Hard: Developing a Master Teacher Mindset (WTCI)

Location: Online (online, ny)

Dates: 7/8/2024 to 8/9/2024

In this online grad level course, participants will develop their own use of the principles of effective teaching and develop a master teacher mindset through the examination of the best-selling text Never Work Harder Than Your Students by Robyn R Jackson. We will explore how to engage students in the heavy lifting of learning through the use of units of study, lesson plans, assessments, interventions and classroom management. With a focus on the quality of learning and not the quantity of work; teachers will become better equipped to lead their students on a voyage of self-discovery and acquisition of academic knowledge. At the conclusion of the course, participants will have a unit of study, lesson plan, assessment and action plan to help them put the principles into practice immediately and effectively, challenging their students to work hard and think harder. Required Texts: 'Never Work Harder Than Your Students: The Journey to Great Teaching', 2nd, by Robyn Jackson, Alexandria, Va: ASCD. 2018. This course will run asynchronous online from 7/8 - 8/9,2024. Only start and end dates are listed. If you are taking for graduate credit and are not a student of Manhattanville, please contact jmurray@rockteach.org for info on creating your account.

75. EDU 5000.01 Foundations of Education

Location: Online (online, ny)

Dates: 7/8/2024 to 8/9/2024

This introductory course provides an overview of the field of American education. It investigates major issues, which have affected learning and teaching in the U.S. Through active class involvement, the learning/teaching dyad, its social, political, economic antecedents and possible consequences are analyzed. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Only start and end dates are listed, please refer to service hub or the syllabus for exact meeting dates.

76. EDU 5344.01 Child Development and Learning

Location: Online (online, ny)

Dates: 7/8/2024 to 8/9/2024

Learn about the developmental milestones of childhood and adolescence. Explore ways in which the cognitive, emotional/ social, motor and linguistic aspects of student development influence the curricular and instructional choices that teachers make. Satisfies prerequisite requirement. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517 before registering. Additional college tuition will be incurred for graduate credits. Note only start and end dates are listed.

77. Education and the At Risk Student

Location: North Rockland High School (North Rockland HS, )

Dates: 7/8/2024 to 8/5/2024

Working more effectively with disabled students by recognizing their disabilities and using strategies that meet their particular needs; as a result of this course participants will design a program for one student or more. Formerly CMSV CEGE 556-R01.

78. EDAD 5009.01 Technology for Administrators

Location: Online (online, ny)

Dates: 7/8/2024 to 8/7/2024

This course strives to prepare current/prospective K-12 administrators to use information technologies effectively and efficiently in order to support student learning and professional productivity. This hands-on course is designed to move participants from theory to practice and to assist them in the application of technology skills and knowledge that will support the needs of their current school communities and future leadership settings. If you would like to take this graduate course please contact jmurray@rockteach.org for complete details. Additional college tuition and fees will be incurred. Course runs on Mondays and Wednesdays. Note only start and end dates are listed. Please refer to dates provided by instructor.

79. EDU 5017.01 Foundations of Early Childhood

Location: Online (online, ny)

Dates: 7/8/2024 to 8/8/2024

An introduction to the historical, philosophical, and cultural roots of early childhood education including traditional, current and innovative models for early childhood programs. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517 before registering. Additional college tuition will be incurred for graduate credits. Course will run on Mon/Tues/Thurs. Only start and end dates are listed, please refer to service hub or the syllabus for exact meeting dates.

80. EDU 5085.01 PK-12 Special Ed Cert Instructional Strategies

Location: North Rockland High School (North Rockland HS, )

Dates: 7/8/2024 to 8/5/2024

This course will provide multiple strategies and approaches for use with students with exceptional learning needs (ELNs), as well as those for who are English as a New Language Learners (ENLs) in a PK-12 setting. The readings and discussions will center on topics such as creating an environment for success, differentiated instructional techniques, multiple intelligences, modifications and accommodations, working effectively with students from diverse linguistic and cultural milieus, and new approaches in the implementation of Inclusion, Response to Intervention, Positive Behavioral Interventions and Supports, and Common Core Standards. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred.

81. EDU 5204.01 Methods of TESOL

Location: Online (online, ny)

Dates: 7/8/2024 to 8/8/2024

Integrate language learning and theory into classroom practice. Develop instructional techniques and survey materials for promoting the four language skills of listening comprehension, speaking, reading and writing. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred. Course will run on Mon/Tues/Thurs. Note, only start and end dates are listed. Please refer to service hub for exact meeting dates.

82. EDU 5217-01 Working with Parents in Inclusive Schools

Location: Online (online, ny)

Dates: 7/8/2024 to 8/8/2024

This on campus course will develop strategies for more effective parent involvement in school programs. The focus will be on the particular needs and concerns of the parents of students with disabilities and will address broader parent involvement issues such as home/school communication and parent involvement. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517 before registering. Additional college tuition will be incurred for graduate credits. Course will run on Mon/Tues/Thurs. Note only start and end dates are listed. Please refer to service hub or course syllabus for exact meeting dates.

83. EDU 5380.01 Curriculum, Management, and Assessment

Location: Manhattanville College (Purchase, NY)

Dates: 7/8/2024 to 8/8/2024

Explore ways for childhood educators to develop curricula, plan and implement instruction within the full range of students' abilities in a role as an apprentice in a school setting. Develop methods for assessing student learning. Examine the application of research as a method for gathering data, planning and assessment toward instruction improvement and student performance. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred for graduate credits. Course will run on Mon/Tues/Thurs. Only start and end dates are listed. Refer to service hub or the course syllabus for exact dates

84. EDU 5387.01 Fundamentals of Middle Childhood Education

Location: Online (online, ny)

Dates: 7/8/2024 to 8/8/2024

This course will focus on the sociological and academic factors that have resulted in the creation of the modern middle school concept. The course will emphasize how active learning, team structures, and lesson design can support the social, emotional and intellectual development of students in the middle grades. We will develop strategies for motivation, instruction, assessment, and classroom management. We will also explore how to create a collaborative environment among students, colleagues, and parents and examine the effects of state standards and mandated testing. Students are expected to be active participants in the conception and creation of lessons. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred for graduate credits. Course will run on Mon/Tues/Thurs. Only start and end dates are listed. Refer to service hub or the course syllabus for exact dates.

85. EDU 5494.01 Literacy Development Grade 3-6

Location: Online (online, ny)

Dates: 7/8/2024 to 8/8/2024

Study the relationship among the literacy skills of reading, writing, speaking and listening in grade 3-6 elementary instructional environments. Focus on teaching all aspects of literacy acquisition for this age level, including a variety of methods and strategies that strengthen vocabulary skills, study strategies, strategies for building comprehension and constructing meaning, word study and fluency for diverse learners. Practice assessing student literacy performance. Design assessment-based differentiated instruction as well as an interdisciplinary unit that also includes technology. Students will complete a literacy profile on one student. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Course will run on Mon/Tues/Thurs. Only start and end dates are listed. Please refer to service hub or the course syllabus for exact dates.

86. EDU 5026.01 Literacy in the Content Areas

Location: Manhattanville College (Purchase, NY)

Dates: 7/8/2024 to 8/8/2024

Learn to build literacy skills in different content areas, developing strategies based on current theory and practice in teaching listening, speaking, reading, and writing. Candidates acquire an integrated and balanced approach for improving students' literacy development at the elementary, middle, and high school levels. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred for graduate credits. Course will run on Mon/Tues. in person and Thurs. synchronously online. Only start and end dates are listed, please refer to service hub or the syllabus for exact meeting dates.

87. EDU 5032.01 Collaboration and Consultation in Inclusive Settings

Location: Online (online, ny)

Dates: 7/8/2024 to 8/8/2024

The course will examine the need for collaboration between teachers of children with both typical and special education needs. Students will become knowledgeable of state and federal laws which establish special education services (NCLB) as well as accommodations for those individuals who require instructional modifications and do not clearly fit into one of the IDEA classifications (section 504). They will become familiar with the characteristics of the major disability areas identified by law and the modifications of instruction and classroom setting necessary to meet the individual's needs. This will include those practices for planning and designing co-teaching and collaboration which have been shown to be effective in the collaborative setting. Classroom management needs and individualization of instruction of children in the inclusive setting will be addressed with emphasis placed upon the importance of using positive behavioral supports. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org before registering or call 845-553-9517X103. Additional college tuition will be incurred for graduate credits. Only start and end dates are listed, please refer to service hub or the syllabus for exact meeting dates.

88. EDU 5202.01 Intro to Language and Linguistics

Location: Online (online, ny)

Dates: 7/8/2024 to 8/8/2024

Explore the universal underlying logical structure of human languages. Discuss phonological, morphological, syntactic, and semantic patterns found in language. Consider the evolution and psychology of language. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517X103 before registering. Additional college tuition will be incurred. Course will run synchronously online on Mon/Tues/Thurs. Note, only start and end dates are listed. Please refer to service hub for exact meeting dates.

89. Executive Functioning Skills to Increase Student Performance (7/9 - 8/14/24)

Location: Online (online, ny)

Dates: 7/9/2024 to 8/14/2024

Executive functioning involves the neurological processes used to consciously control thoughts, emotions and actions so that goals can be set and achieved. When students have deficits in their executive functioning skills they tend to have difficulty grasping concepts, cannot maintain an organized workspace and despite having just heard directions, don't know where to start. In this 15 hr online class we will explore the executive functioning skills that control a student's ability to think metacognitively and also their ability to respond appropriately using their social emotional skills. We will explore the role of the working memory and the essential role it plays in processing, storing and retrieving information, as well as the other necessary skills of task initiation, planning, organization, self-monitoring, impulse control, flexibility and emotional control. We will develop strategies to address our students needs and learn to incorporate strategies to our teaching and learn that will allow students with effective functioning deficits to succeed academically and socially. RTCI/WTCI course

90. Exploring Artificial Intelligence for Educators (7/9/24 - 8/14/24)

Location: Online (online, ny)

Dates: 7/9/2024 to 8/14/2024

New
Today's students and teachers can expect to interact with Artificial Intelligence (AI) in many aspects of their personal and academic lives. To prepare students for success, educators must understand how AI technologies can be used to facilitate teaching and learning. In this 15 hour course we will review the uses of AI for in education. . Participants will learn how to identify the various types of AI, look at new and developing AI resources and build tools to make AI concrete and accessible in their professional practice.To conclude the course, participants will develop learning tools for implementing AI into their classroom. Participants will receive a rockteach email address to participate.

In this 15 hour asynchronous book study, participants will be taking a deep dive into the book "Spark: The Revolutionary New Science of Exercise and the Brain” by John Ratey MD. The book reviews case studies and evidence on how important exercise and movement is for the brain to be able to create, think, and learn. Participants will use this book to help increase the movement in their own classrooms and improve practice as an educator.

Course dates listed are the start and end date of this 15 hour asynchronous course.

Participants in this course will be provided a rockteach email address to participate in the course. The course will be delivered in Google Classroom.

Required Text: "Spark: The Revolutionary New Science of Exercise and the Brain” by John Ratey MD

Participants must secure a a copy of book or ebook prior to the start of the 15 hour course.
RTCi/WTCI course

92. Reading & Writing Across All Content Areas (7/9/24-8/14/24)

Location: Online (online, ny)

Dates: 7/9/2024 to 8/14/2024


This 15 hour online course will explore the research-based benefits of integrating reading and writing activities into content area instruction. Participants will exam strategies for curriculum enhancement based upon samples of effective instruction, and design an instructional unit that meaningfully integrates reading and writing activities to enrich instruction, contextualize content, as well as for assessment of content area mastery. Participants will explore a variety of reading and writing resources and activities that will engage students in content areas instruction. The goal of this course is to determine how content area instruction can be enhanced with the integration of reading and writing activities. Instructional resources will address the needs of all participants, regardless of content area or grade level.

If students are provided with the opportunity to connect content area instruction with real life experiences, via reading and writing assignments, they are more likely to personalize learning, and consequently meet and exceed standards. This course provides teachers with the resources to merge reading and writing activities across all content areas.
RTCi/WTCI course

93. Social Emotional Learning: A Strategic Approach - 3 Inservice Credits

Location: North Rockland High School (North Rockland HS, )

Dates: 7/9/2024 to 8/27/2024

Learning is a social and emotional act. From early childhood education to the high school level, rigorous learning requires the formation and maintenance of relationships. However, we cannot expect teachers to add more content or adjust curriculum maps to add "more.” Therefore, no matter the grade level, participants will be able to develop social emotional learning strategies to embed in their current teaching assignments. Participants will work closely on the work developed by Nancy Frey, Douglas Fisher, and Dominique Smith. We will examine and implement the five-part model of Social Emotional Learning. Required Text: "All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond", by Nancy Frey, Douglas Fisher, Dominique Smith, 2018. Offered through the Rockland/Westchester Teacher Center Institute.

94. EDAD 5016.01 Understanding/Applying Data I

Location: Online (online, ny)

Dates: 7/9/2024 to 8/8/2024

This course will provide the foundation for the use of data as an instructional tool. It is designed to take students from the philosophical underpinnings of data driven instruction through the practical applications of data collection, data analysis and data driven instructional decisions. Additionally, students will role play conversations with teachers about student data and the implications for student achievement. This process will provide students with the framework necessary to lead a department, a building, or a district in incorporating the use of data as an essential element of the instructional program. If you would like to take this graduate course please contact jmurray@rockteach.org for complete details. College registration is required. Additional college tuition and fees will be incurred. Course runs on Tuesdays and Thursdays. Note only start and end dates are listed. Please refer to service hub or syllabus for exact meeting dates.

95. EDU 5274.02 Methods of Teaching Literacy II

Location: North Rockland High School (North Rockland HS, )

Dates: 7/9/2024 to 8/6/2024

The second part of Literacy Methods course that provides an understanding of research-based best practices in literacy instruction. Apply strategies and materials used in a comprehensive, balanced literacy program. Examine models of thematic units that integrate literacy with content areas. Construct a unit of study that demonstrates the ability to evaluate and select strategies that integrate a variety of texts across disciplines to meet the needs of diverse learners. Field experience required. Required Texts: "Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre and Content Literacy”, by Fountas & Pinnell, 2001, Heinemann; "The Literacy Teacher's Playbook: Grades 3-6, by J. Serravallo, 2014, Portsmouth, NH: Heinemann. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred.

96. xxx

Location: Online (online, ny)

Dates: 7/9/2024 to 8/6/2024

The second part of Literacy methods courses that provides an understanding of research-based best practices in literacy instruction. Apply strategies and materials used in a comprehensive, balanced literacy program. Examine models of thematic units that integrate literacy with content areas. Construct a unit of study that demonstrates the ability to evaluate and select strategies that integrate a variety of texts across disciplines to meet the needs of diverse learners. Required Texts: "Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre and Content Literacy”, by Fountas & Pinnell, 2001, Heinemann; "The Literacy Teacher's Playbook: Grades 3-6, by J. Serravallo, 2014, Portsmouth, NH: Heinemann. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred.

97. Instructional and Educational Strategies for English Language Learners - 3 InService Credits

Location: North Rockland High School (North Rockland HS, )

Dates: 7/11/2024 to 8/29/2024

The demographics and backgrounds of our students is constantly changing yet we, as educators, still primarily utilize expressive language (speaking and reading) to convey information to students and expect them to use receptive language (speaking and listening) to share with us what they have learned. As more and more children come to our schools needing English as a Second Language services, schools are expecting mainstream, "regular education” teachers to meet the needs of our English Language Learners. By the end of this course, participants will be better able to meet the language and academic needs of ELLs in various academic settings. Required Readings: "Classroom Instruction that Works with English Language Learners", by Hill, Jane & Miller, Kirsten, 2014, ASCD: Alexandria, VA.; "Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement", 2nd Edition, by Ceri B Dean, Elizabeth Ross Hubbell, Howard Pitler & BJ Stone, 2012, ASCD: Alexandria, VA. Offered through the Rockland/Westchester Teacher Center Institute.

98. EDPD 5013.01 - Digital Tools to Support Meaningful Learning

Location: North Rockland High School (North Rockland HS, )

Dates: 7/22/2024 to 8/16/2024

Educators and support staff will become experts on using digital tools to communicate, create, collaborate and assess students. Participants will gain an understanding of Internet tools to create online resources, screencasting, assessments, online portfolios, communication options for students and parents, and how to maximize the learning environment to reach students through different learning mediums. No textbook is required for this course. Critical reading of assigned articles and supplementary materials are embedded throughout the course. *Final projects and reflections due online on Aug. 16, 2024. If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details.

99. Book Study - Thrivers by Michele Borba (7/23 - 8/8/24)

Location: Online (online, ny)

Dates: 7/23/2024 to 8/8/2024

This book study is based on Thrivers, The Surprising Reasons Why Some Kids Struggle and Others Shine by Michele Borba. We will discuss the certain traits that set Thriver students apart. The traits include: confidence, empathy, self control, Integrity, curiosity, perseverance and optimism. According to the author these traits can be taught to children at any age by parents and teachers. The author gives strategies to help teachers teach children and older students how to cope today so that they can thrive tomorrow. Participants will be expected to complete the work on google classroom. Participants will be responding to journal questions and discussion posts about the book. Participants will be expected to complete an action plan that they will use in their classrooms with the new knowledge gained in the book. Participants must secure a copy of the book prior to the course start date.

100. EDU 5630.01 Multisensory Structured Literacy Instruction 1

Location: Online (online, ny)

Dates: 7/29/2024 to 8/2/2024

This course is offered through the Rose Institute for Learning and Literacy. Multisensory Structured Literacy Instruction 1 introduces participants to the fundamental elements of an Orton-Gillingham based approach characterized by explicit teaching of foundational literacy skills. The course includes an introduction to phonology and basic phonics, and focuses on instruction to promote fluency, vocabulary acquisition, and an understanding of the structure of the language. The content includes information on dyslexia and language-based learning disabilities, strategies for multisensory instruction, using assessment results for small/large group lessons, and planning an Orton-Gillingham lesson. The scientifically-based methodology is explicit,interactive, diagnostic, multisensory, and integrated. The course is designed for general and special-education teachers, administrators, curriculum specialists, and speech and reading specialists, and is recommended for instructional assistants and tutors. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517x103 before registering. Additional college tuition and fees will be incurred. Only start and end dates are listed. Please refer to service hub or the course syllabus for exact dates.

101. Online: The Key to Conversation, Comprehension, and Assessment, August 1 - August 28, 2023 (WTCI)

Audience: All Educators

Dates: 8/1/2024 to 8/28/2024

Location: Online

This course, which is a compilation of teaching strategies, comprehension techniques, and assessment practices, will introduce participants to learning through intentional lesson planning. We will begin the course by learning how to build conversations and create a safe environment where students are able to take risks and contribute to classroom conversations. In order to build comprehension, we will look at the course objectives and decide what we want the students to take away from the experience. We will explore the use of classroom questioning (and follow up) strategies, fiction and non- fiction book talks and design curriculum wide hands-on activities to improve student participation and comprehension. Exploring a variety of assessment strategies is a key part of the process. By implementing a backward design lesson plan, teachers can focus on the goals they hope to achieve, making their classroom time more intentional and their lesson plans more effective in the production of the desired result. The strategies and tools explored in this class can be applied to any curriculum and will enhance your current classroom tools. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.