Participants will develop interpersonal Spanish skills, enabling them to communicate with students and their families. Participants will enhance their interpretive skills, allowing them to understand and respond appropriately to basic verbal and written communication in Spanish. Sessions will include interactive drills and exercises aimed at practicing real-life scenarios, such as communicating during parent-teacher conferences, giving instructions, and seeking information.

This is a comprehensive, synchronous 18-hour course that will run from September 28, 2026 through December 21, 2026. Sessions will be held on Monday evenings from 4:30-6:00 PM via Zoom.

Goal Setting: Goal setting is an essential component of professional growth and accountability. Set and discuss your professional goals for the school year with fellow LMS.

School Library System Network Meetings are vital in LMS communication throughout the region. Network meeting participants: *Learn best practices from across the region *Connect work to the Empire State Information Fluency Continuum, AASL National School Library Standards, and advocacy *Serve as a spokesperson for your school's and/or district's needs *Secure additional resources for your school/district *Play a critical role in the overall effective operation of the School Library System

Participants communicate information back to their schools and districts about: *New York State Standards, AASL National School Library Standards, and Empire State Information Fluency Continuum implementation *Research tools and tools to service special-needs and ELL students *Subscription databases and educational technology tools *Effective uses and implications of AI *Free resources to support classroom instruction

The forum schedule allows for collegial networking, professional development from respected educators and speakers in the region and beyond, as well as EdCamp Style professional learning.

Time spent within your own school level cohort will be provided within each forum session to focus specifically on the unique work within your role.

Our workshops are accessible to people with disabilities. To request accommodations, please contact hhirsch@pnwboces.org

To request accommodations for a disability, please contact G. Gilmore, ggilmore@pnwboces.org.

Weather-related delays/cancellations information: www.PNWBOCES.org. If BOCES closes, professional learning activities will be cancelled and possibly rescheduled. Delayed openings: 1-Hour Delay, 9:30am start; 2-Hour Delay, 10:30am start; 3-Hour Delay, 11:30am start. If an early dismissal - afternoon activities, meetings, etc. will be cancelled.

Registration Deadline: 9/28/2026 at 11:59pm

This training provides participants with an overview of universal screening and how to adopt this practice in their schools to work with all general education students within a tiered model of academic support (e.g. MTSS and RtI) as well as students receiving special education services. The content of this training focuses on the essential knowledge and skills for identifying a universal screening measure to adopt, establishing a plan for implementing universal screening practices, and understanding the basics of how to interpret and apply information from a universal screening measure.

All PNW BOCES visitors must enter our 200 BOCES Drive campus through the main entrance off Veterans Road/Northmore Drive. Please prepare to arrive a few minutes early to pass through security. A valid ID (such as a driver's license) will be required to enter campus.

Our trainings are accessible to people with disabilities. To request accommodations, please contact Felecia Morris, fmorris@pnwboces.org, at least three weeks prior to your event.

Registration Deadline: Monday, September 28, 2026, 11:59pm

Note: CEU Credits currently offered only to LMSW/LCSW/LMHC and Doctoral Level Psychologists. All other disciplines are ineligible at this time. 1.5 CEU Credit is available.

This workshop is offered at no cost for districts that are Northwell members.

The School Library System Council is responsible for developing and approving the Plan of Service; is responsible for monitoring the implementation of the Plan of Service; does long-range and short-range planning, and supports the Plan of Service by serving on a committee; evaluates the system's services; and approves the annual budget and the system's annual report.

Topics include legal considerations of progress monitoring, using reading Curriculum-Based Measures (CBM) for data-based decision-making, and a 7-step process for implementing progress monitoring at the individual student level.

All PNW BOCES visitors must enter our 200 BOCES Drive campus through the main entrance off Veterans Road/Northmore Drive. Please prepare to arrive a few minutes early to pass through security. A valid ID (such as a driver's license) will be required to enter campus.

Our trainings are accessible to people with disabilities. To request accommodations, please contact Felecia Morris, fmorris@pnwboces.org, at least three weeks prior to your event.

Registration Deadline: Monday, September 28, 2026, 11:59pm

- understand the special education process as delineated in New York State (NYS) Education Law and Regulations;

- perform specific responsibilities as Chairperson of the Committee;

- develop practices that encourage parental involvement and cultivate home-school partnerships; and

- identify strategies for the Committee to make high-quality decisions that will result in an individualized education program (IEP) that meets State requirements and will result in educational benefit to the student.

All PNW BOCES visitors must enter our 200 BOCES Drive campus through the main entrance off Veterans Road/Northmore Drive. Please prepare to arrive a few minutes early to pass through security. A valid ID (such as a driver's license) will be required to enter campus.

Our trainings are accessible to people with disabilities. To request accommodations, please contact Felecia Morris, fmorris@pnwboces.org, at least three weeks prior to your event.

Cancellations and delays due to inclement weather can be found on the PNW BOCES website. If a delayed opening is announced, morning learning sessions will be rescheduled for another date whenever possible.
For full day professional learning activities, please see the start times below: 1-Hour Delay: Workshops start at 9:30am 2-Hour Delay: Workshops start at 10:30am 3-Hour Delay: Workshops start at 11:30am In the event of an early dismissal, afternoon professional learning activities, meetings, etc. will be cancelled.

Registration Deadline: Tuesday, September 29, 2026, 11:59pm

Explore the intangibles of teaching and learn to align your mission, vision, and values in a comprehensive, personal teaching practice. The work of teaching is artful, complex, and situated in context. But the pace of teaching can keep excellent practice shrouded in mystery. As teachers navigate a given day - planning their lessons, making thousands of in-the-moment decisions, and supporting students, colleagues, and families - their individual strengths power their classrooms. Yet, to deepen their own practice and that of others, educators need to be able to share their knowledge, insights, and questions. They need to make what is intangible, tangible. Articulating the Intangibles of Teaching will help you surface your purpose, navigate the ways in which it does or does not come alive within your work as a teacher or teacher leader, and articulate your language of practice to be able to share with students, parents, and colleagues. The program welcomes interest and registrations from all practitioners in the field.

This certificate consists of four modules. Each online asynchronous course lasts six weeks.

WHO SHOULD ATTEND

The ILC is appropriate for those who serve or aspire to serve in instructional leadership roles, including:





• Teacher leaders or teachers with an interest in leadership





• Education professionals who support teachers in their work, such as mentors, instructional coaches, grade-level or department leads, supervisors, or teachers in other leadership roles.

Participants will earn 15 CTLE Hours.

The deadline to enroll in this course is September 18, 2026.

Learn how to effectively leverage instructional coaching relationships to help teachers fulfill their visions for instructional improvement, student engagement, and professional growth. In this course, we will explore mentoring relationships at different stages of a teaching career. We aim to uncover the practices specific to the teaching profession and name what makes them so effective in supporting and sustaining teachers as individuals and practitioners. Together, we'll tackle the following questions: What does it mean to be a mentor? How have your personal experiences of being mentored impacted you? What technical and relational skills, knowledge, or dispositions are foundational to mentoring? Where do both the purpose and power of mentoring help you grow not only your own mentoring practice but also your ability to assist others in doing the same?

This certificate consists of four modules. Each online asynchronous course lasts six weeks.

Participants will earn 15 CTLE Hours.

The deadline to enroll in this course is September 28, 2026.

Uncover strategies for balancing your team's role in advancing student learning, fostering the professional growth of individuals on your team, and establishing the structures and dynamics required for successful team collaboration.

Teacher teams are powerful levers of transformation in a school. Leading a team of teacher colleagues is an opportunity to build new skills, take on or expand leadership roles, advance your career, and expand your impact on student learning. However, team leadership presents challenges to even the most experienced teachers. In times when educators already feel overburdened and stressed, it can be harder to navigate the steps toward your shared goals.

Leading Teacher Teams: Promoting Growth Through Effective Collaboration was designed to help new and experienced teacher leaders build the skills they need to lead adult teams effectively. You'll explore how adults learn, how to reach and motivate them, and how to apply team leadership strategies and practices that are supported by theory, research, and professional expertise. The program welcomes interest and registrations from all practitioners in the field.

This certificate consists of four modules. Each online asynchronous course lasts six weeks.

Participants will earn 15 CTLE Hours.

The deadline to enroll in this course is September 28, 2026.

Identify and develop the mentoring and teaching practices that can support and sustain teachers as individuals and practitioners.

In this course, we will explore mentoring relationships at different stages of a teaching career. We aim to uncover the practices specific to the teaching profession and name what makes them so effective in supporting and sustaining teachers as individuals and practitioners.

This certificate consists of four modules. Each online asynchronous course lasts six weeks.

Participants will earn 15 CTLE Hours.

The deadline to enroll in this course via Frontline and Harvard's Graduate School of Education portal is September 23, 2026.

In this series, educators will explore each brief, connect its guidance to instructional resources, and collaborate to intentionally leverage the linguistic and cultural assets students bring from their home languages and communities.

This session will address Brief 1 (Expanding the Scope of Reading to Include Multilingual Learners) and Brief 2 (Teaching Reading in Multilingual Classrooms: Moving Beyond a Deficit Perspective). Educators will:

Participants will learn about 9 evidence-based classroom management practices: 1) building positive relationships with students, 2) arranging the physical environment, 3) defining, teaching, and acknowledging expectations and rules, 4) defining and teaching classroom procedures and routines, 5) active supervision, 6) behavior-specific praise, 7) response strategies for inappropriate behavior, 8) class-wide acknowledgement systems and 9) promoting active student engagement.

The training includes interactive activities and opportunities for participants to consider how to apply the information to their settings.

All PNW BOCES visitors must enter our 200 BOCES Drive campus through the main entrance off Veterans Road/Northmore Drive. Please prepare to arrive a few minutes early to pass through security. A valid ID (such as a driver's license) will be required to enter campus.

Our trainings are accessible to people with disabilities. To request accommodations, please contact Felecia Morris, fmorris@pnwboces.org, at least three weeks prior to your event.

Registration Deadline: Wednesday, September 30, 2026 11:59pm

Teacher leaders are among the most influential individuals in a school community. Selected for their expertise, credibility, and ability to inspire others, they play a critical role in building capacity, strengthening professional practice, and advancing meaningful change. Whether serving as an instructional coach, department chair, team leader, mentor, staff developer, or in another leadership role, these educators help shape the experiences of both staff and students.

The Teachers as Leaders Academy is a learning experience consisting of three 90-minute, in-person sessions designed for educators seeking to expand their leadership impact beyond the classroom. Participants will deepen their understanding of the unique role of teacher leadership, explore effective strategies for supporting and influencing adult learners, and develop foundational leadership skills that foster individual, team, and schoolwide growth. Together, we will examine both the opportunities and challenges of leading peers while building the confidence, capacity, and leadership mindset needed to inspire growth and create lasting impact.

Participants will:

Discover strategies to support early educators as they work with vulnerable children to offset the effects of adverse experiences.

Early experiences - including stress resulting from adversity and trauma - can impact young learners. In Stress, Adversity, and Trauma, you'll discover strategies to support early educators as they work with vulnerable children. Gain critical skills for setting up organizational and classroom structures and practices that can help offset the effects of adverse experiences. The program welcomes interest and registrations from all practitioners in the field.

This online, asynchronous series is one entry point into CEEL. Module: Learn C runs from October 5 to October 23, 2026, the deadline to enroll in this module is September 25, 2026. Module "Learn C" will be offered again May 3- 21, 2027, and register by April 23, 2027, with a deadline to enroll by April 23, 2027

Every leadership decision you make rests on how well you understand the children and adults in your building. This series examines the science behind child development, adult learning, and the impact of trauma on early learners, so the decisions you make as a leader are built on solid ground rather than guesswork.

The series consists of five modules: four Learn modules (A, B, C, D) and one capstone Plan and Apply module. Learn modules run three weeks (about 10 hours of work); Plan and Apply runs four weeks (about 15 hours). You can begin with any Learn module and take them in any order, though completing at least two Learn modules before Plan and Apply is required.

Participants earn CTLE hours matching each module's workload: 10 hours per Learn module, 15 hours for Plan and Apply, for up to 55 CTLE hours across the full series.

Enroll in Learn C by September 25, 2026