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

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

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

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

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

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (30 CTLE hours)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (45 CTLE hours)

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

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

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

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

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

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

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

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

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

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

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

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

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

This course presents an examination of the duties and responsibilities of the school business administrator including an understanding of the role in relation to other members of the administrative team.

Also examined during the course are other aspects of the business administrator's work such as office management, budget procedures, financial management, accounting and auditing, purchasing and supply management, insurance programs, capital outlay and debt service, school plant operation and maintenance, food service, and transportation. At the core of this administrative role is that you can effectively act ethically and professionally in personal conduct, relationships with others, decision- making, stewardship of the school's resources, and all aspects of school leadership, while being able to effectively establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement; while confronting institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status.

The major goal of this role is for you to be an effective, responsible, ethical, and accountable steward of the school's monetary and non- monetary resources, engaging in effective budgeting and accounting practices. (PSEL Standards 2a, 3e, 3g, 7c, and 9d)

The course content will be delivered through both virtual meetings via Zoom and asynchronous work in Brightspace. (3 Graduate Credits/45 CTLE hours)

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

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

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

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

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

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