(co-requisite EDL 586-Internship Seminar)

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

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

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

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

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

(co-requisite EDL 585-Internship)

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

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

Internship runs from June 9th through November 24th, 2026. Dates and times are simply placeholders for the work of the course.

*Prerequisite: Completion of all foundation and required coursework.

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

Every classroom has an invisible ecosystem dictated by human dynamics. This session decodes the people dynamics of schooling from building a seamless teacher-TA or teacher-paraeducator partnership to managing transitions smoothly and deploying targeted micro-interventions that match student energy rather than fighting it. (1.5 CTLE Hours)

Move beyond surface-level checkbox routines. Discover the neuroscience of the "cognitively unlocked brain" and learn how to explicitly weave NYSED SEL Benchmarks and Culturally Responsive-Sustaining Education into core academic blocks so students feel safe, seen, and ready for rigorous learning. (1.5 CTLE Hours)

Move your students past simple memorization and passive retrieval into deep, critical thinking during this interactive, one-hour live session designed for teachers and instructional assistants. Together, we will breathe new life into Bloom's Taxonomy, shifting away from low-level, easily searchable questions and focusing on how to intentionally select high-impact, active verbs that drive student analysis, evaluation, and creation. (1 CTLE Hour)

Differentiation isn't about creating 30 different lesson plans; it's about creating flexible pathways to the exact same destination. This highly practical hour strips the intimidation away from differentiation by showing you how to tweak a single lesson by content, process, or product to support striving learners and challenge advanced ones simultaneously. (1 CTLE Hour)

A curriculum guide can often feel like a rigid labyrinth of scripts and standards that doesn't always fit the diverse learners in your room. Join us for this interactive, one-hour live session where we will look at your curriculum through the lens of Universal Design for Learning (UDL) principles. Instead of feeling restricted by pacing guides, you will learn how to proactively build flexibility into your existing units using multiple means of engagement, representation, and expression. (1 CTLE Hour)

High-impact teaching starts with understanding exactly what your standards are asking your students to do. In this practical, one-hour live session, we will shift the perspective on state and national frameworks from a compliance checklist to a powerful tool for classroom equity. You will discover how to turn abstract academic goals into concrete, measurable learning targets, equipping both teachers and instructional assistants with a blueprint to evaluate student mastery accurately and elevate daily instruction. (1 CTLE Hour)

Great lessons don't happen by accident; they are engineered. This session breaks down the anatomy of an effective lesson timeline, teaching you how to partition your time between the hook, explicit modeling, guided practice, and independent application so you never find yourself rushing through the conclusion as the bell rings. (1 CTLE Hour)

Leadership isn't just a title, it's a mindset. This unique session is designed to help new teachers and instructional support staff identify their unique instructional assets and advocate for their own professional growth. Learn how to seek out targeted mentorship, actively contribute to PLCs, and lead from the classroom floor. (1 CTLE Hour)

Whether you are looking to spark student engagement, streamline your prep time, or master the latest educational technology, this self-paced learning experience connects you with the exact tools you need, right when you need them. Learn on your own schedule, dive into the topics that matter most to you, and walk away with practical, real-world resources you can use in your classroom tomorrow.

You'll explore a rich, curated library of diverse instructional materials adaptable to any subject or grade level:
*Dynamic Visuals: Captivate your students with high-energy videos and conceptual animations that make complex ideas easy to grasp.
*Ready-to-Go Materials: Save hours of planning with adaptable lesson plans, ready-to-print worksheets, and practical activities.
*Cutting-Edge Tech: Future-proof your teaching with innovative AI tools designed to generate ideas, lesson plans, and differentiate instruction.
*Aligned & Structured: Stay on track with resources built around core educational standards to ensure every activity is purpose-driven. (5 CTLE Hours)

How do you know they actually learned it? This workshop shifts the spotlight from what we taught to what they retained. Educators will explore the power of real-time, low-stakes formative assessments and learn a concrete sorting protocol to use data from exit tickets to pivot their instruction tomorrow morning.(1 CTLE Hour)

Join Tim Needles, Smithtown HS East educator, technology integration specialist, and author of STEAM Power, for an immersive masterclass designed to demystify Artificial Intelligence and unlock its creative potential in the classroom. As educational technology evolves at an unprecedented pace, this session focuses on keeping students and learning at the center of the AI conversation.

Whether you are an elementary teacher looking to spark curiosity or a high school educator preparing students for college and careers, this course provides a hands-on roadmap for using AI to enhance student voice, choice, and advocacy. We will move beyond simple chatbots to explore a suite of creative "Creative Engineer" tools that can transform how you and your students work.

What You Will Explore:
*Creative Content Creation: Master AI-driven design and animation using Adobe Express, Canva, and Google's latest generative tools to challenge students with future-ready problem-solving.
*Personalized Learning & Research: Learn how to use Google's NotebookLM to turn static notes into interactive study partners, generate "Deep Dive" podcasts for homework, and streamline complex research with cited sources.
*The Future of "Agentic AI": Get a sneak peek into the next 12 months of education, from "Grading Agents" to 24/7 high-fidelity student tutors and AI-suggested feedback in Google Classroom. AI Literacy & Ethics: Discover resources to facilitate classroom discussions on machine learning, bias, and the ethical use of generative media.

Participants will walk away with practical, "classroom-ready" strategies-from gamifying standards to using AI for global travel and language reflection.

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.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

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

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

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

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

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

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

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

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

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

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)

Student engagement is a critical factor in academic success, motivation, and long-term persistence in school. When students feel ownership of their learning and see themselves as active participants in the classroom, they are more likely to remain invested in their academic growth.

This course explores instructional strategies that increase student engagement and foster agency in the classroom. Participants will examine how classroom structures, culturally responsive teaching practices, collaborative learning, and authentic learning experiences can strengthen student motivation and participation. Teachers will analyze research on engagement, explore strategies for building inclusive learning environments, and develop classroom practices that encourage students to take greater responsibility for their learning.

Through reflection activities, and instructional planning tasks, participants will design classroom routines and learning experiences that promote student agency, strengthen relationships, and support equitable access to rigorous learning opportunities. The course emphasizes instructional practices that increase participation and engagement for students who have historically experienced barriers to participation in classroom learning environments.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

District approval is needed for in-service credit. (45 CTLE Hours)

This course will provide teachers with strategies and tools for creating and maintaining a healthy, inclusive classroom culture. We will explore social emotional learning, culturally-responsive teaching, and equitable practices. This will include exploration into the framework from the New York State Education Department. Participants will also learn how to use practices and pedagogical skills to create a more positive classroom culture.

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 empower teachers with the skills and knowledge needed to integrate positive framing techniques into their teaching practices. Positive framing involves adopting a constructive and optimistic perspective to enhance student engagement, motivation, and overall learning outcomes. Participants will explore the principles of positive framing, discover practical strategies, and engage in reflective exercises to apply these concepts in their classrooms.

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)

Canva is your one stop shop for all of your creative needs! Even more, it is free for all teachers! So why aren't you using it yet? This course will not only introduce you to the digital basics of Canva for educators but elevate your skills to the mastery level. This in depth course will allow you to develop your design skills while examining the many creative tools that you have at your fingertips to create inspiring resources that promote engagement in your classroom. No matter what you want to create, whether it be an infographic, newsletter, presentation, video or more, Canva has the tools for you to do it… with ease! Not sure where to begin? Let Canva's Magic AI help! With Canva, digital design is not difficult to do and this course will show you how! Note: No work will be given during the week of Thanksgiving.

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)

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

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

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

In this 15 hour course, participants will delve into Occupational Defiant Disorder, a disorder which is found in kids and teens who display a continual pattern of tantrums, arguing, and angry or disruptive behavior toward teachers, parents, or other authority figures may have oppositional defiant disorder (ODD). Students with ODD can be so uncooperative and combative that their behavior affects their ability to learn and get along with classmates and teachers. It can lead to poor school performance, anti-social behaviors, and poor impulse control. Educators in this course will learn how to identify this disorder and differentiate it from other mental health disorders, while also examining research-based strategies to address this behavior through instruction.

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 class will help educators get a better understanding of children who experience grief through loss; the stages of loss; types of loss; the changes that occur after loss.

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 asynchronous course is designed to help K-12 teachers address learning loss caused by various disruptions, including the pandemic, socio-political instability, and shifts in instructional models. It begins by examining the impact of these disruptions on student learning, engagement, and well-being, while also providing strategies for supporting students dealing with trauma and anxiety. Teachers will explore research-backed best practices such as tiered lessons, guided inquiry, project-based learning, and active learning strategies to close learning gaps and re-engage students. The course also covers high-yield instructional strategies, curriculum design, and effective technology integration to enhance teaching effectiveness. By the end of the course, educators will have the tools and strategies needed to embed high-impact practices into their instruction, fostering resilience and academic growth in their students.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

District approval is needed for in-service credit. (45 CTLE Hours)

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

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

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

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

District approval is needed for in-service credit. (45 CTLE Hours)

"Sparking Student Motivation" is an illuminating roadmap for educators and anyone invested in unlocking the key to student engagement. It serves as a comprehensive guide, blending insightful theories with practical strategies to invigorate and sustain motivation in educational settings. The book meticulously explores various facets of motivation, dissecting psychological principles, teaching methodologies, and environmental factors that influence students' enthusiasm for learning.

Through compelling narratives and evidence-based approaches, it offers a rich tapestry of tools and techniques that educators can employ to ignite a passion for learning among their students. By emphasizing the cultivation of intrinsic motivation and fostering environments conducive to growth, this book equips readers with actionable insights to create dynamic and inspiring learning spaces. It's a beacon for educators seeking to empower and elevate their students' educational journey by harnessing the transformative power of motivation.

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

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

District approval is needed for in-service credit. (45 CTLE Hours)

According to the CDC, an estimated 7 million U.S. children between the ages of 3 and 17 had been diagnosed with Attention Deficit Hyperactivity Disorder at some point in their childhood. Our students with ADHD are struggling with executive functioning deficits that often lead to negative outcomes in the areas of learning, motivation, communication, and behavior. In our classrooms, these children are struggling with initiating tasks, maintaining focus, planning, organizing, putting forth effort, utilizing working memory, self-monitoring, and regulating emotions.

This course will provide participants with an in-depth understanding of ADHD and executive functioning in children, with a special focus on the tools and strategies offered by Cindy Goldrich and Carly Wolf in their book, ADHD, Executive Function, & Behavior Challenges in the Classroom. Cindy Goldrich is a mental health counselor, parent coach, and teacher trainer that has been nationally recognized for her work in navigating the complex challenges of students with ADHD. Carly Wolf is a special educator and intervention specialist.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

District approval is needed for in-service credit. (45 CTLE Hours)

This course is designed to enhance educators' instructional strategies and skills for meeting the needs of diverse learners while providing equitable learning opportunities for all students. Emphasis is placed on supporting students with disabilities, students with Autism Spectrum Disorder (ASD), and English Language Learners (ELLs) within inclusive classroom environments.

Participants will explore research based, classroom tested instructional practices that address diverse learning profiles, strengths, and needs.

The course focuses on designing instruction that removes barriers to learning, promotes access and engagement, and supports academic, social, and behavioral success across content areas and grade levels. Through practical examples, reflection, and application, educators will examine how to differentiate instruction, scaffold learning, and use flexible instructional approaches to support learners with varying language abilities, processing needs, and developmental profiles. The course also highlights inclusive practices that foster belonging, independence, and meaningful participation for all students, aligning instruction with equity focused and student centered principles.

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)

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

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

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

Google Workspace is an essential platform for educators seeking to create dynamic, collaborative, and interactive learning environments. This course is designed to deepen teachers' understanding of Google Workspace, with a primary focus on using Google Docs to support effective instruction and student engagement. Participants will engage in a comprehensive exploration of Google Docs, including document creation, collaboration tools, commenting and feedback features, advanced formatting, and integration into classroom workflows. The course emphasizes practical classroom applications that support communication, organization, and real-time collaboration among students and colleagues. Educators will also learn strategies for designing inclusive and accessible learning materials to support diverse student needs. By the end of the course, participants will have a stronger understanding of Google Workspace tools and how to use them to create engaging and interactive learning experiences. Teachers will also develop practical skills for organizing and managing files in Google Drive, streamlining classroom workflows, and customizing Google Workspace to meet their individual instructional and professional needs.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

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

This course will take a deeper dive into the world of executive functioning skills and how we can weave them into our everyday instruction to meet the changing needs of the students we support each day. Participants will learn about 11 executive functions, develop an understanding and alternate perspective of why students look different today, and create a toolbox of strategies, skills, and resources to use within their classroom to support students.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

District approval is needed for in-service credit. (45 CTLE Hours)

This book study course will examine the #1 New York Times Bestseller impacting educators and families across the country since its release: The Anxious Generation by social psychologist Jonathan Haidt. This course will provide opportunities for reflection on the youth mental health crisis in our schools and communities, and will analyze the suggestions made and tools offered by the author in order to elicit meaningful change.

The Anxious Generation explores how the rise of smartphones and social media has contributed to a sharp increase in anxiety, depression, and other mental health issues among young people. He emphasizes the importance of play-based, independent experiences for healthy psychological growth. The book presents data showing that mental health trends worsened dramatically after 2010, coinciding with widespread smartphone use. Haidt ultimately calls for societal change, including delayed smartphone access and more offline childhood experiences, to reverse the youth mental health crisis.

Required Materials: You will need to borrow or purchase the book before the start of the course. ISBN #978-0593655030 Check your public library for an audiobook, eBook, or paper copy.

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)

Technology doesn't have to be "one more thing" In this class, we'll explore how the tools you already know (or want to learn!) can help you tailor instruction to meet diverse learning needs. Students who require adaptations to simplify classwork and students who require enrichment will benefit from the strategies taught in this class. Using popular platforms (Google Classrroom, Canva, Kami, Padlet, MagicSchool and other AI tools), you'll discover ways to offer multiple pathways for learning, provide targeted support, and give students authentic choices while saving yourself time. Come ready to explore, create, and re-imagine differentiation in a digital age.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

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

In an era where artificial intelligence is transforming education, ensuring equitable access and learning opportunities for all students is more critical than ever. This course equips K-12 educators with the knowledge and skills to leverage AI tools to support diverse learners, enhance differentiation, increase accessibility, and improve assessment and feedback practices. Participants will engage with AI-powered platforms such as Gemini, ChatGPT, SchoolAI, MagicSchool, Brisk, Diffit, and Wayground to explore how these technologies can foster inclusive, student-centered learning environments. Through discussions, hands-on exploration, real-world applications, and reflective practices, educators will develop practical AI-integrated strategies to meet the needs of all students, including those with disabilities, English Language Learners, and students requiring personalized learning pathways. By the end of this course, participants will have created a culminating AI-powered equity action plan, applying AI-driven strategies to a lesson, project, or instructional practice that promotes educational equity.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

District approval is needed for in-service credit. (45 CTLE Hours)

This 3-Week course is designed to help content area teachers support their English Language Learners (ELLs). Each week will highlight digital tools in a specific category: Translation Tools, Engagement Tools, & Literacy Tools. At the end of the course, participants will choose one tool to explore and create a lesson with.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

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

This course explores the principles and practices of effective classroom management and discipline in K-12 education to support both student engagement and academic success. Teachers are often challenged by balancing structure with flexibility, maintaining consistency while responding to diverse student needs, and addressing behavior in ways that are both effective and developmentally appropriate. Without a clear framework, classroom management can become reactive rather than intentional.

Instead, establishing proactive systems, clear expectations, and relationship-centered approaches can create structured and supportive learning environments. This course examines key components of classroom management, including routines, expectations, behavior intervention, and restorative practices. Participants will explore strategies grounded in educational research and aligned with the New York State Education Department.

Through readings, reflection, and application, educators will develop practical strategies to manage behavior, promote student accountability, and foster positive classroom climates. Teachers will apply course concepts to design classroom management plans and reflect on their own practices, supporting both professional growth and student success.

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 provides a research-based analysis of the growing adolescent mental health crisis, specifically examining the profound impact of technology and the developmental shift known as the "Great Rewiring of Childhood.” Participants will analyze the crisis by identifying the four foundational harms-social deprivation, sleep disruption, attention fragmentation, and behavioral addiction patterns-and connecting these issues to student experiences in their educational communities.

The primary focus is on developing actionable, evidence-based strategies to support student well-being. Educators will critically evaluate current school policies against the concept of the "Protection Paradox” and the developmental necessity of free play and real-world independence. Through collaborative discussion, the course explores practical solutions in two central pillars: implementing technological discipline and restoring opportunities for real-world social development.

Participants will apply their learning by creating implementation plans (e.g., a Student Development Initiative, Parent Engagement Toolkit, or Instructional Practice Redesign) and practicing effective communication of the research-backed rationale to all stakeholders. The course is designed to empower educators to foster healthier relationships with technology and promote environments where students can build resilience, attention, independence, and social connection.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

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

This book study explores a variety of anxiety disorders through the lens of the K-12 classroom. The goal is to equip teachers and support staff with practical tools to address the impacts of anxiety on academic performance and student well-being. Rather than focusing on clinical psychological implementation, this course empowers educators to recognize symptoms and apply classroom-level strategies, Social and Emotional Learning (SEL) principles, and standard accommodations (such as 504 plans) to create a supportive learning environment.

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

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

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

This online class will help educators, support staff and/or coaches get a better understanding of children who may experience emotional and externalizing challenges because of divorce. Some challenges may be behavior disorders, depression, anxiety trauma and may exhibit these behaviors in school.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

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

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

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 45 hour course, Strengthening Family Engagement in Diverse Classrooms prepares teachers to build meaningful, respectful, and effective partnerships with families from different cultural, linguistic, and socioeconomic backgrounds. It moves beyond "parent involvement” (like volunteering or attending events) and focuses on true collaborative partnership between school and home. It includes key ideas of:

1. Understanding and Celebrating Diversity
Finding support with:
- Challenging "deficit thinking” (e.g., "uninvolved parents”)
- Viewing families as partners with valuable knowledge regarding: Culture and traditions; Language; Socioeconomic background; Family structure (single-parent, grandparents as caregivers, blended families, etc.); Educational experiences and expectations

2. Culturally Responsive Communication
- Finding support with:
- Communicating clearly and respectfully across language barriers
- using interpreters and translation tools appropriately
- recognizing cultural differences in communication styles
- building trust with families who may feel intimidated by schools

3. Building Trust and Relationships

4. Equity and Access
- Finding support with designing engagement opportunities that are: Flexible; Accessible; Inclusive Respectful of families' realities

5. Collaborative Problem-Solving (how do we share data in understandable ways)

6. Connecting Curriculum to Student Lives

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)

Transforming Teaching and Learning with the New Google Workspace focuses on modernizing instruction and streamlining teacher workflows using the latest AI-powered updates and platform redesigns. Teachers will learn practical strategies for leveraging Gemini and NotebookLM to automate administrative tasks, classroom management and differentiate instruction, as well as tools to foster deeper student engagement using Google Vids and Google Classroom's newest features. Participants will be introduced to the significant 2026 "Glow Up" of Google Workspace. Through a series of hands-on activities and digital projects, participants will gain a comprehensive understanding of how to implement these cutting-edge features to create a more efficient, personalized, and future-ready classroom. This fully asynchronous course will be delivered via Google Classroom.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

District approval is needed for in-service credit. (45 CTLE Hours)

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

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

District approval is needed for in-service credit. (45 CTLE Hours)

January is Human Trafficking month! This online class will help educators get a better understanding inside the world of human trafficking. As concerned and committed school communities, we can be the strongest resource there in bringing awareness which helps in preventing and reduce human trafficking.

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)

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

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

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

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

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)

Artificial Intelligence (AI) is rapidly transforming education. In this course, participants will explore a variety of AI tools, apps, and browser extensions that can support teaching and learning in special education classrooms. Educators will gain hands-on experience using these tools to enhance instruction, streamline tasks, and support students with diverse learning needs.

Participants will learn practical strategies for adapting AI tools to meet individualized learning goals and create more inclusive and supportive classroom environments. Through demonstrations, guided practice, and real-world examples, educators will discover ways AI can assist with lesson planning, differentiation, communication, and student engagement.

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.

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)

Teaching has evolved beyond classroom instruction. Today's educators face mounting pressures from school leadership, the public, and constantly shifting requirements in curriculum, technology, social-emotional learning, evaluation systems, and standards.

This course addresses the reality of teacher burnout by:
*Examining its root causes in the modern educational landscape
*Developing practical prevention and management techniques
*Rekindling your professional passion and purpose

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 empower educators with the skills and knowledge needed to implement equitable and inclusive instructional practices for students with Autism Spectrum Disorder and other developmental disabilities. Participants will explore the characteristics of diverse learners, examine barriers to access, and learn evidence-based strategies to support engagement, communication, behavior, and academic growth. Through the use of frameworks such as Universal Design for Learning (UDL) and differentiation, participants will discover practical approaches to meet varied learning needs. Opportunities for reflection and application will support educators in creating accessible learning environments that promote student independence, participation, and positive outcomes.

Please note: Asynchronous work dates listed below are simply placeholders for the work of the course. You may complete asynchronous work during hours that work best for you.

District approval is needed for in-service credit. (45 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)