Catalog: Rockland/Westchester Teachers' Center Institute

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1. GREENBURGH CSD NEW TEACHER INSTITUTE September 22, 2022 - June 8, 2023

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

Audience: All grade levels

Dates: 9/22/2022 to 6/8/2023

Location: TBD

THIS CLASS IS ONLY OPEN TO NEW TEACHERS IN THE GREENBURGH CSD DATES AND TIMES: 3:30 - 4:30PM September 22, October 13, November 10, December 8, January 12, February 9, March 23, April 20, May 11, June 8, ***5 additional hours will be spent on assignments outside of our sessions

2. Culturally Responsive Pedagogy - Zoom

Location: Zoom (Zoom, Zo)

Dates: 2/9/2023

Starting Soon
Culturally Responsive Pedagogy is the intersection of race consciousness and every interaction that happens in a school environment. These interactions are included but not limited to discipline, grading, curriculum, instruction, less structured time, etc. In this course participants will understand the importance of a racial lexicon, a race-conscious workforce, culturally responsive teaching, and culturally responsive community engagement.

3. A Perfect Match: Coding and ENL (2/13 -2/16/23)

Location: Online (online, ny)

Dates: 2/13/2023 to 2/16/2023

Starting Soon
Coding is a basic literacy in the digital age, and it is important for kids to understand and be able to work with and understand the technology around them. It also helps children with communication, creativity, math,writing, confidence and English learning. 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.

4. Science: How do we analyze data and develop evidence-based claims?

Location: Online Only (Online, )

Dates: 2/14/2023 to 2/16/2023


Participants will be provided with a Google Sheets file of authenticity collected data. Using Google Sheets, participants will analyze the data collected, and they will generate a graph as well as develop an evidence-based claim based on the data and the graphs.

This 3-hour course is delivered asynchronously through Google Classroom. Participants will receive a rockteach.org email address to participate. The dates listed are the start and end dates. Course is available 24/7.

5. How Bricks are Made - Haverstraw Brick Museum - Zoom

Location: Zoom (Zoom, Zo)

Dates: 2/15/2023

New
This training is designed to explore the local history of the brickmaking industry in Rockland County and the Hudson River Valley and its impact as an economic incubator during the industrial era of the 1800s through the 1900s and the building of one of the greatest cities in the world, NYC. Learn strategies to teach the content in your classroom. This training is delivered over Zoom by Rachel Whitlow, Executive Director, Haverstraw Brick Museum

6. Writing in the Content Areas - Zoom

Location: Zoom (Zoom, Zo)

Dates: 2/15/2023 to 3/1/2023


Examine how writing instruction applies in math, science, and/or social studies to support students in identifying as writers, developing their motivation to improve their skills, and meet the expectations of the NYS Learning Standards for Writing while also developing their understanding of subject matter. This program is geared toward elementary school educators and support staff

Objective: To support writing skills and fluency through examining student writing samples, engaging in writing practices, and trying out practices in our own classrooms.
This program is geared to elementary and offered in conjunction with the Hudson Valley Writing Project. You must attend both sessions to earn CTLE hours.

7. EDPD 5013.01/Digital Tools to Support Meaningful Learning

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

Dates: 2/16/2023 to 4/20/2023

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. If you are taking this course for graduate credit and do not have an active non-matriculated account with Manhattanville contact jmurray@rockteach.org for details. *Final Projects and reflections delivered via online on Apr. 20, 2023.

8. EDPD 5037.01/Teaching Strategies for Students Living in Poverty

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

Dates: 2/16/2023 to 4/20/2023

Students living in poverty face challenges that educators may miss in our school settings. Ruby Payne (2019) says that students living in poverty are often in "survival mode.” This can make learning in schools challenging, but certainly not impossible for students. As a result of this course, participants will develop methods and strategies that will best meet the learning needs of students living in poverty. Participants will understand the nature of poverty and how poverty affects behavior and academic performance. Once an understanding of poverty has been established, participants will "embrace the mindset of change” necessary to assist students living with poverty (Jensen, 2009). Participants will view students as having "fluid intelligence” and develop action steps necessary to positively influence the way in which students can better understand learning standards and grow as learners/thinkers. Finally, participants will develop classroom level factors to improve student performance following the SHARE method developed by Jensen in his book titled Teacher with Poverty in Mind: What Being Poor Does To Kids' Brains And What Schools Can Do About It (2009). The SHARE method stands for: Standards-based curriculum and instruction; Hope building; Arts, athletics, and Advanced Placement; Retooling of the operating system; and Engaging instruction. Required Readings: Payne, Ruby (2019). A Framework for Understanding Poverty - A Cognitive Approach (Sixth Edition). Aha Press; Highlands, Texas; Kathleen M. Budge and William H. Parrett (2018). Disrupting Poverty: Five Powerful Classroom Practices. ASCD: Alexandria, VA. Jensen, Eric (2014); Engaging Students Living in Poverty. ASCD: Alexandria, VA. If you plan to take this for graduate credit and do not have a current non-matriculant Manhattanville account please email jmurray@rockteach.org for details. Final projects and reflections due via online on Apr. 20.
Participants will explore the Culturally Responsive-Sustaining (CR-S) framework which is intended to help education stakeholders create student-centered learning environments that affirm cultural identities; foster positive academic outcomes; develop students' abilities to connect across lines of difference; elevate historically marginalized voices; empower students as agents of social change; and contribute to individual student engagement, learning, growth, and achievement through the cultivation of critical thinking.
"Blazing Saddles" (1974) features Gene Wilder, Harvey korman and Madeline Kahn. Please Watch the film on your own and then join us on Zoom on Monday, February 20 at 4:00 pm for the discussion with our own film maven, Mimi. Look for the film on streaming services, your local library and Utube. Please register online by 2/15/23 to receive the Zoom link on time. Questions will be forwarded prior to the discussion date.

11. Using Gamification to Enhance Second Language Learning (2/20 -2/23/23)

Location: Online (online, ny)

Dates: 2/20/2023 to 2/23/2023

Wait List
Gamification is the use of game elements and game design techniques in non-game contexts. It also empowers and engages the learners with motivational skills towards a learning approach and sustaining a relaxed atmosphere. This is when ENl students feel most confident and English language learning is a success. 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.

12. Youth Mental Health First Aid - Zoom

Location: Zoom (Zoom, Zo)

Audience: school staff, social workers, coaches, law enforcement, camp counselors, youth group leaders, clergy, and parents

Dates: 2/21/2023

Youth Mental Health First Aid (YMHFA) is an evidence-based training that teaches participants how to identify, understand and respond to a young person who may be experiencing a mental health or substance-use challenge, a mental health illness or a mental health crisis and how to connect them with appropriate professional, peer, social or self-help care. The course teaches participants how to use a 5-step action plan for both crisis and non-crisis situations.

Complete the course and get certified as a Youth Mental Health First Aider by the National Council for Mental Wellbeing for three years.
Requirements:

Complete a required 2-hour self - paced online class ("Pre-work”), participate in a virtual 6-hour instructor-led training.

The 2-hour self-paced online training must be completed 1 week prior to 2/21/23.

Laptop or desktop computer with a camera and sound

Participants must be present 90% of the time to get certified by the National Council for Mental Wellbeing as Youth Mental Health First Aiders.

Participants who register for the training will receive an email from Karen Roselle-kroselleymhfa@gmail.com with directions to complete an account profile and to access and complete the required Pre-work.

The course is offered for FREE through a federal (SAMHSA) grant awarded to Community Synergy, a non-profit organization and in conjunction with Rockland Teachers' Center.

This course is offered to any adult over the age of 18.

13. RTC Book Club on 2/23/23 (NOT FOR CTLE OR PROFESSIONAL DEVELOPMENT)

Location: ZOOM AT HOME (ZOOM, NY)

Dates: 2/23/2023

Join us for a discussion of the book The Thread Collectors by Shaunna J. Edwards and Alyson Richman. Bilha will lead the discussion on ZOOM. Thursday, February 23 at 12:00 pm on Zoom. Please register by 2/15 to receive the link on time.
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, March 5th. 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, March 5th from 10:00am - 1:00pm to participate in synchronous Part II of the workshop which will be held via Zoom.

15. Online: Fostering Resilient Learners, February 27 - April 10, 2023 (WTCI)

Audience: All

Dates: 2/27/2023 to 4/10/2023

Location: Online

In this course participants will focus on the application of theories of teaching and behavioral guidance to foster resilient learners. Participants will learn how environmental factors impact students' ability to learn and demonstrate resilience. Through the use of specific methods and strategies, teachers will learn how to develop beneficial relationships and teach their students self-regulation techniques. Other topics include classroom organization, instructional methods, teaching style, grit, responsibility, emotional competence, engagement and much more. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

16. Increasing Student Engagement (2/27 - 3/28)

Location: Online Only (Online, )

Dates: 2/27/2023 to 3/28/2023

Wait List
This 15-hour asychronous course is designed to help educators improve student engagement. Since Covid, students and teachers have been thrown into a whole new arena of teaching. There have been repercussions that teachers and support staff are still dealing with today. Challenges remain in the area of motivation. What can we do to try and remedy this situation and encourage our students to become more interested and involved in their learning? Through this asynchronous course, participants will read articles, watch videos, and study strategies that have been used by others in their field. They will develop and share their ideas on student engagement with the other participants in the course. Dates noted are start and end dates. The course is available 24/7. This course will be delivered in Google Classroom. Participants will be provided a rockteach email address to participate.

17. Using Flipgrid with ELLs (2/27 -3/2/23)

Location: Online (online, ny)

Dates: 2/27/2023 to 3/2/2023

Wait List
During this online course experience, participants will explore the FREE online tool Flipgrid. Using Flipgrid, you can connect your learners to the learning and to each other, helping to ensure engagement and reflection. English Language Learners (ELL) students can experience opportunities to develop their language and practice language mastery. 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.

18. Online: Teaching and Using Storytelling in the Classroom (2/28/23-3/31/23)

Location: Online (online, ny)

Dates: 2/28/2023 to 3/31/2023

Closed
Storytelling is an art form which allows people of all ages to connect. Using stories in any classroom will improve student learning by increasing listening comprehension, expanding language patterns and practicing oral communication skills. Additionally, once students learn to tell stories, their prewriting drafts and factual recall will improve. The NCTE supports storytelling in the curriculum with acknowledgement that students can find a reflection of themselves in stories, and that teachers who value storytelling can learn more about students in a unique way. This 15 hour online course will help teachers find, learn and share a folktale and teach students to do the same. The course will reflect upon the educational importance of storytelling, and provide support and resources to create a lesson plan for classroom use. It is suitable for all content areas, and all grade levels. Required Readings: In addition to 2 educational articles, each participant chooses one folktale to read and retell. Pamela Schembri is school library media specialist with 25 years of teaching experience, a professional storyteller, and children's author. Course dates in Frontline are the beginning and end date. Course is available 24/7.

19. Presenting Data Using Google Slides

Location: Online Only (Online, )

Dates: 2/28/2023 to 3/3/2023

Closed

During this 3-hour asynchronous course, participants will learn to utilize the various features of Google Slides to develop a presentation. This presentation could incorporate a variety of built-in features such as slide orientation, animations, Charts from Google Sheets, and a variety of other tools.

This 3-hour course is delivered asynchronously through Google Classroom. Participants will receive a rockteach.org email address to participate. The dates listed are the start and end dates. Course is available 24/7.

20. What is the Science of Reading? (Zoom)

Location: Zoom (Zoom, Zo)

Dates: 2/28/2023 to 3/21/2023

Wait List
In this six hour course, teachers will begin to unpack the research behind reading instruction and learn how to implement evidence-based practices into their teaching. Participants will meet synchronously on Zoom

21. ONLINE: Social and Emotional Development in the Classroom, March 1 - April 12. 2023 (WTCI)

Audience: K-12 Teachers

Dates: 3/1/2023 to 4/12/2023

Location: Online

Social and emotional learning, when embedded in the classroom (and in the school) curriculum, can have many positive student outcomes. It can reduce aggression and emotional distress among students, can increase collaborative classroom interactions, can improve self confidence and can lead to improved student learning. We will examine the five (5) keys to social emotional learning and look at how it translates to the classroom culture and to classroom management. We will view videos, read articles and explore various strategies that will work with our students. We will focus on self and social awareness, self-management, relationship skills, responsible decision making and how we can apply best practices in our classrooms. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

22. Gang Awareness: Empowering Educators - Zoom

Location: Zoom (Zoom, Zo)

Dates: 3/1/2023

Societal pressures follow students into schools every day. This seminar focuses on the significant challenges that students confront in and outside of school, including the complex reasons students engage in harmful social relationships, specifically gang activity. As a result, students find it difficult to focus on academics when they have legitimate concerns about their safety. This program addresses how gang involvement impacts the community, academic achievement and the day to day running of schools. The learning environment is a crucial indicator of student success. This training empowers educators with proactive strategies to assist in engaging "at-risk” students in healthy and positive ways that leads to building strong relationships and student learning. This course is made possible through a collaboration with NYSUT ELT and a grant from the National Education Association. A minimum of 15 is required for the course to operate.

23. Hybrid: Supporting Phonemic Awareness, For Tarrytown Teachers Only, March 5 - March 30, 2023

Audience: All

Dates: 3/5/2023 to 3/30/2023

Location: Hybrid

Wait ListNew
This hybrid course, open only to Tarrytown teachers, will focus on teaching phonological awareness using Heggerty. This course will build in time for teachers to embed these strategies in their classrooms and reflect on these new practices. Meeting dates will be on Monday, 3/6, 3/13 and 3/20 at 7:00 - 8:30pm. All other assignments are self paced. Participants MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE.

24. Online: Auditory Processing Disorder (APD), March 6 - April 17, 2023 (WTCI)

Audience: K-12

Dates: 3/6/2023 to 4/17/2023

Location: Online

APD is a disorder affecting a person's ability to understand speech and process auditory information. The impact that this disorder can have on a student is profound. How often do you have a student ask you to repeat something or have a delay in answering your questions? APD can have an impact on their classwork, homework, test scores, comprehension and retention. A student who has trouble processing incoming information or directions will give answers unrelated to the questions. In this online course, we will focus on what APD is, diagnosing APD, distinguishing differences between APD and other disorders, and treatment for APD. At the course conclusion, you will have strategies to modify your classroom teaching and compensatory strategies to allow students to become more successful in the classroom. This class is appropriate for all K-12 teachers. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

25. Online: Autism Spectrum Disorder, March 6 - April 17, 2023 (WTCI)

Audience: K-12

Dates: 3/6/2023 to 4/17/2023

Location: Online

We have all heard the expression, "on the spectrum,” but what does it mean? What implications can it have for your classroom? In this online courses, participants will review the characteristics of Autism Spectrum Disorder, Asperger's Syndrome and Pervasive Developmental Disorder. We will examine best instructional practices and methodologies and, at the end of the class, you will have the tools you need to enhance instructional practices for your students. This course is appropriate for all teachers K-12. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

26. Online: Discussions and Questioning to Build Deep Thinking, March 6 - April 17, 2023 (WTCI)

Audience: Educators K-12

Dates: 3/6/2023 to 4/17/2023

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.

27. Online: Work Hard/Think Hard: Principles of Effective Teaching, March 6 - April 17, 2023 (WTCI)

Audience: Educators K-12

Dates: 3/6/2023 to 4/17/2023

Location: Online

This inservice course may also be taken for 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. PARTICIPANTS WILL NEED TO SECURE A COPY OF THE BOOK PRIOR TO THE COMMENCEMENT OF THE CLASS.
In recent years, our students' mental health has been affected more than ever. Between the pandemic and school shootings and violence, using social-emotional strategies has become an integral part of our classrooms. This course will provide you with the support you need to provide a welcoming, safe and comfortable classroom for your students. Participants will develop a toolbox of strategies to foster feelings of safety and security as well as lessons that establish emotional connections that can be incorporated into your classroom curriculum. PLEASE NOTE THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

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

Location: Online (online, ny)

Dates: 3/6/2023 to 4/24/2023

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 3/6-4/24/23. 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.

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

Location: Online (online, ny)

Dates: 3/6/2023 to 4/21/2023

In this online 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 3/6-4/21/23. 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.

31. Tackling Current Events in The ENL Classroom (3/6 -3/9/23)

Location: Online (online, ny)

Dates: 3/6/2023 to 3/9/2023

Wait List
Current events is a tough subject to tackle with ENL students. Participants in this course will learn tactics for teaching current events and building connections with students. Various online tools and strategies will be explored. 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.

32. CR-SE Awareness Series , March 7 - April 25, 2023 (EWTC)

Audience: All

Dates: 3/7/2023 to 4/25/2023

Location: Zoom

PLEASE NOTE there are 5 MANDATORY two hour ZOOM discussions. See dates and times below. This FREE course is open to both consortium and non consortium teachers. However, priority registration will be given to EWTC consortium members. As classrooms become increasingly diverse and people awaken to new levels of consciousness, educators around the globe and locally understand the urgent need to develop schools and classrooms that are equitable, and teaching practices that engage and celebrate all students. In New York State, the Culturally Responsive-Sustaining Education (CRSE) Framework has provided a call to action and calls on educators to engage in ongoing professional learning and support. In this series of 5 workshops, you will expand on your understanding of the CR-SE Framework and unpack aspects of it to grow your equity lens. Each workshop will employ a flipped learning structure in which you will spend at least an hour preparing asynchronously followed by a MANDATORY live two hour Zoom discussion. Two weeks prior to the workshop, you will receive an email with the asynchronous assignments as well as the Zoom link. Workshop Titles and Dates: The Language Behind the CR-SE Framework, Tues. March 7th 4:30-6:30pm Cultural Competency and the CR-SE Framework, Tues. March 14th 4:30-6:30pm Learning Environments and the CR-SE Framework, Tues. March 21st 4:30-6:30pm High Expectations Rigorous Instruction and the CR-SE Framework, Tues. April 18th 4:30-6:30pm Inclusive Curriculum and Assessment and CR-SE Framework, Tues. April 25th 4:30-6:30pm

33. EDU 5255/Interdisciplinary Teaching Methods and ELA for Prek-12 Bilingual ELLs'

Location: Online (online, ny)

Dates: 3/7/2023 to 5/12/2023

The theoretical and practical aspects of English Language Learners' (ELLs) and bilingual learners' overall language development will be the focus of this blended hybrid course. Teacher candidates will become acquainted with effective tools and teaching ideas to promote ELLs' and bilingual learners' receptive (listening and reading), as well as productive (speaking and writing) language development. The course will address the language and literacy needs of students of diverse age groups, cultural and linguistic backgrounds, and language proficiency, reading, and writing levels. Through readings, discussions, demonstrations, in-class and at-home projects and activities, teacher candidates are expected to (a) demonstrate a thorough understanding of the complex issues of teaching language arts to ELLs and bilingual learners in light of the Common Core State Standards and (b) develop a repertoire of tools and techniques to maximize ELLs' and bilingual learners' language and literacy learning potential. The course will assist participants in acquiring strategies for teaching listening, speaking, reading, and writing to ELLs and bilingual learners. Effective instructional models, assessment procedures, and classroom organization and management strategies tailored to the needs of ELLs and bilingual learners will be considered. Focus will also be placed on lesson planning and materials development to meet the needs of all English language learners from the pre-kindergarten through high school levels. Course will run asynchronously online from Mar. 7th through May 12, 2023. Synchronous meeting dates are Apr. 1st and 22nd.

34. SMALL Book Club on 3/7/23 (NOT FOR CTLE OR PROFESSIONAL DEVELOPMENT)

Location: ZOOM AT HOME (ZOOM, NY)

Dates: 3/7/2023

New
Join us for a discussion of the book HORSE by Geraldine Brooks. Candace, our knowledgeable facilitator will lead us in an interesting and lively discussion. Tuesday, March 7 at 12 pm on Zoom. Please register by 3/1 to receive the link on time.

35. Screencastify for Recording and Editing

Location: Online Only (Online, )

Dates: 3/7/2023 to 3/9/2023


During this 3-hour asynchronous workshop, participants will learn about the various tools built into the Screencastify recorder while recording a presentation that they have prepared to use in their classroom. They will learn to use the built-in editor to crop clips, combine clips, rearrange clips and then download the final product.

This 3-hour course is delivered asynchronously through Google Classroom. Participants will receive a rockteach.org email address to participate. The dates listed are the start and end dates. Course is available 24/7.

36. Math Storytelling

Location: Zoom (Zoom, Zo)

Audience: Grades 3-5 Teachers, pre-service teachers, teacher assistants and coaches.

Dates: 3/7/2023 to 3/14/2023

Explore how math-infused stories can stimulate wonder, combat anxiety and energize standards- based mathematics instruction. Create learning intentions so that selected stories can be used to provide visual models and opportunities for all levels of learners to be part of the math conversations in your classroom. Great opportunity for exploring active learning experiences. Participants must attend both sessions to earn CTLE hours.

Participants in this course will have an opportunity to explore the techniques and strategies needed to create a resilient school that meets the social, emotional, ethical, and academic needs of students. We will examine the research-based skills and competencies that can have a positive impact on the organizational structure of your school, the delivery of instruction, and student performance.

Course activities will focus on alignment with your district's and/or school's goals, the NYS Guidelines for Social and Emotional Development and the CASEL competencies for Social and Emotional Learning. The skills, competencies, and strategies utilized in the activities and coursework are research-based. This knowledge base will enable individuals to reach new levels of emotional intelligence by applying these competencies to their personal and professional endeavors.

Participants will develop a toolbox of SEL strategies and create a SEL Portfolio that will serve as a resource tool and guide for implementation. These skills will enhance professional dialogue and effectively blend different, innovative, and practical strategies for implementation.

At the conclusion of this course, participants will have the tools to build bridges by acknowledging past accomplishments, validating what is presently working well, and designing future SEL goals to bring the existing programs to new levels of development. SEL must be an ongoing process and "way of life” to bring about systemic change.

Social Work CEUs provided by Rockland BOCES (additional fee $25 paid directly to Rockland BOCES).

This 15 hour course will be delivered via google classroom. Registrants will be provided a Rockteach email address to participate. Dates listed are the start and end date.

38. Online: Using Google Tools - Intermediate to Advanced Features (3/8/23-4/20/23)

Location: Online Only (Online, )

Dates: 3/8/2023 to 4/20/2023

This hands-on 15 hour online course will cover intermediate to advanced features in Google Drive and Google Classroom. We will be using the Google platform to create documents, slides, forms, sheets, and sites. In Google Sites, we will create a template-driven website that can be used in the classroom and as an e-portfolio for students. We will cover the use and management of Google Classroom, tips for efficiency, and dealing with various issues. We will use Google Meet at least once during the course for a virtual meeting. Participants should be familiar with Google Docs and Slides. Google Classroom experience required. This course will be delivered in Google Classroom. Date listed are start and end dates. The course is available 24/7.

39. Ready, Set, Teach...From Anywhere (3/8/23 - 4/20/23)

Location: Online (online, ny)

Dates: 3/8/2023 to 4/20/2023

Stop searching for the perfect documents and start creating your own! This 15 hour asynchronous course is designed for elementary teachers to set themselves up for a creative, successfully organized year. Learn how to use free tools to create customized documents that will promote student engagement, keep yourself organized, and ready to teach whether it be in person or online at a moment's notice.This course will be delivered in Google Classroom. Participants will receive a rockteach email address to participate.

40. The Effect of Indigenous Languages on ENL Learners (3/8/23-4/20/23)

Location: Online (online, ny)

Dates: 3/8/2023 to 4/20/2023

This 15- Hour online course will run through Google Classroom. During this experience, participants will explore how Indigenous peoples and communities are a vital part of the fabric and story of humanity. Participants will also engage in activities to learn how Indigenous language vitality is interconnected with a speaker's identity, family, community, and relationship to the land, connections between songs, culture, and language vitality to increase English language learning in the ENL Classroom and the various ways in which each Indigenous speaker is keeping his/her language alive while also learning English. In addition, participants will explore Indigenous languages around the world, some of which are at risk of disappearing using Google Earth tour Celebrating Indigenous Languages. Participants will learn about the importance of language revitalization from the unique stories and perspectives of those who speak the world's Indigenous languages and 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 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.

41. The Importance of Language and How it is Connected to Culture (3/13 -3/16/23)

Location: Online (online, ny)

Dates: 3/13/2023 to 3/16/2023

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.
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.

43. NYSSLS and the 3D Standards Alignment

Location: RTC Institute (Stony Point, NY)

Dates: 3/14/2023 to 3/23/2023


In this session, participants will explore all the NYSSLS standards for their grade levels and develop an "3D alignment” worksheet for a single lesson/concept or unit. This session will run 6 asynchronous hours. Dates noted are the start date and end date. All work is due 3/23/23

44. EDAD 5000.01/Schools as Learning Organizations

Location: Online (online, ny)

Dates: 3/14/2023 to 5/2/2023

This course introduces the basic vision of the MPS program: to develop in participants the ability to view schools and school districts as systems that have the capacity to become Learning Organizations. Researcher Peter Senge's five disciplines (systems thinking, personal mastery, mental models, shared vision, and team learning) are explored in depth with practical applications for participants organizational contexts. You must become a non-matriculated Manhattanville student to take this course. Email jmurray@rockteach.org for details. Additional college tuition will be incurred. Note course will run synchronously online on Tuesdays from 1/17-5/2/23, only start and end dates are listed.

45. Instructional Support for ELLs for SRPs - LH - Zoom

Location: Zoom (Zoom, Zo)

Audience: SRPs

Dates: 3/15/2023

English language learners (ELLs) are the fastest growing student population in schools, and they must be considered when NYS ELA and Math Standards are being implemented. Geared for general education teachers, this seminar will help participants design effective content-area instruction while they explore research-based strategies, instructional guidelines and resources for helping ELLs succeed.

46. EDPD 5011.01/Creating and Leading a Flipped Classroom

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

Dates: 3/16/2023 to 5/5/2023

Participants will develop strategies to create and lead classroom learning environments that are "flipped.” In 2014, the Flipped Learning Network defined flipped learning as "a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting groups space is a dynamic, interactive learning environment.” Participants will develop strategies to guide students as they "apply concepts and engage creatively in subject matter.” Participants will refine practices to related to delivering information outside of the traditional classroom setting. By flipping the learning out of the traditional group dynamic, participants will be able to lead student learning by developing more in-depth relationships with students. Participants will also learn how to lead a more fluid classroom where students interact creatively with the content and each other. This type of teaching requires the skills of transformational leadership and participants will utilize Flip Your Classroom: Reaching Every Student in Every Class Every Day (2015) by Bergman and Sams and Flipping 2.0: Practical Strategies for Flipping Your Class (2013) by Bretzman to find and refine these skills. If you plan to take this course for graduate credit and do not have a current non-matriculant account with Manhattanville please email jmurray@rockteach.org for details. *Final Projects and reflections due via email on May 5.

47. Exploring Indigenous Language to Better Connect with ENL Students (3/20 -3/23/23)

Location: Online (online, ny)

Dates: 3/20/2023 to 3/23/2023

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.
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.

49. The Impact of Culture on Student Achievement for SRPs

Location: Zoom (Zoom, Zo)

Audience: SRPs

Dates: 3/29/2023

In addition to learning a new language, ELLs have to adjust to a new environment and culture while learning new academic skills and content knowledge. Explore the impact of culture on academic achievement, and identify factors that contribute to a culturally responsive classroom in this engaging session.

50. Language Revitalization and the ENL Classroom (4/3 - 4/6/23)

Location: Online (online, ny)

Dates: 4/3/2023 to 4/6/2023

New
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.

51. Hybrid: Edith Winthrop Teacher Center DEI (Diversity, Equity and Inclusion) Spring Book Club, April 10 - May 26, 2023(EWTC)

Audience: All staff, teachers and administrators

Dates: 4/10/2023 to 5/26/2023

Closed
This FREE course is open to both consortium and non consortium teachers. However, priority registration will be given to EWTC consortium members. The NYSED Culturally Responsive-Sustaining Education Framework names one of its principles as "Ongoing Professional Development” where teachers are expected to engage in ongoing professional learning and support. The Teacher Center DEI Book Club will provide an opportunity for all educators to engage in a professional learning community with peers around DEI topics. The Edith Winthrop Teacher Center DEI Book Club will be wrappping its second year by reading "How the Word is Passed: A Reckoning with the History of Slavery Across America” by Clint Smith. In this book, the author "leads the reader on an unforgettable tour of monuments and landmarks - those that are honest about the past and those that are not - that offer an intergenerational story of how slavery has been central in shaping in our nation's collective history and memory.” Smith "illustrates how some of our country's most essential stories are hidden in plain view - whether in places we might drive by on our way to work, holidays such as Juneteenth, or entire neighborhoods like Manhattan, where the brutal history of the trade in enslaved men, women, and children has been deeply imprinted.” What to expect: All participants are asked to purchase the book before the start of the book club cycle All participants are asked to read the book and come prepared for book discussions across three live mandatory Zoom meetings: April 20th - 4:30 - 6:60 p.m. (Discussion will be on the Prologue, Monticello Plantation and The Whitney Plantation) May 4th - 4:30 - 6:30 p.m. (Discussion will be on Angola Prison, Blanford Cemetery and Galveston Island) May 18th - 4:30 - 6:30 p.m. (Discussion will be on New York City, Gorée Island and Epilogue) All participants are required to do three asynchronous assignments after each live Zoom discussion

52. Online: ELL's Meeting the academic needs of English Language Learners April 10 - May 19, 2023 (WTCI)

Audience: Teachers in Grades K - 12

Dates: 4/10/2023 to 5/19/2023

Location: Online

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.

53. Online: Social Emotional Learning through Children's Literature, April 10 - May 19, 2023 (WTCI)

Audience: Elementary Educators K-6

Dates: 4/10/2023 to 5/19/2023

Location: Online - Asynchronous

Children need social-emotional skills to thrive both in the classroom and in life. Social-emotional learning can help students gain confidence, set goals, develop meaningful relationships, and overall navigate life more effectively. In this course participants will spend time learning about the five pillars to social emotional learning and look at how to teach and support students with these foundations through literacy. Course participants will watch short videos, read articles and explore various texts to share with students on the journey to becoming more mindful and confident. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
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.

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.

56. Make Grading Matter

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

Dates: 4/12/2023 to 6/7/2023

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 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; 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).

57. Impact of Social Issues in Education

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

Dates: 4/13/2023 to 6/16/2023

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; 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. Class Texts: Culturally Responsive Teaching and The Brain, by Zaretta L. Hammond and Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College, by Doug Lemov, Norman Atkins. Final projects will be delivered online on June 16, 2023.

58. Online: Increasing Student Engagement Through Project Based Learning (4/26/23-6/8/23)

Location: Online Only (Online, )

Dates: 4/26/2023 to 6/8/2023

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? Through PBL, or Project Based Learning. PBL weaves the 4C's (cooperation, collaboration, critical thinking, and creativity) with curriculum to guide students through a journey of exploration and discovery in a format that is timely, relevant, and appropriately challenging. Participants of this course will explore the rationale behind PBL, the correlation between PBL and motivation and engagement, different ways of implementing PBL, and specific research based practices to successfully carry out PBL 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 is an asynchronous course delivered via Google Classroom. A rockteach email address will be provided to participants in this course.

The research-based strategies and skills utilized in this course will enable educators and parents to help students build effective relationships, and work through life's challenges in constructive and ethical ways.Through these efforts they will be able to will enhance school climate, make a difference in the lives of their students, change the fabric of their classroom communities and impact systemic change in their districts.

The 15 hour online course will enable participants:

-to internalize and role-model the behaviors and attitudes they expect of their students

-educate, involve and gain the support of all constituencies

-in creating a school culture that focuses on developing emotionally intelligent student leaders

Participants will be provided with the opportunity for an independent inquiry, learning in cooperation with others, and reflective practice. By participating in these activities, participants will enhance professional dialogue and effectively blend different, innovative, and practical strategies for implementation. As a result, participants will design a toolbox of research-based strategies that will serve as resources for integration into the fabric of their school community.

Social Work CEUs provided by Rockland BOCES - $25 fee paid directly to Rockland BOCES.This course will be delivered via google classroom. Registrants will be provided a Rockteach email address to participate. Dates listed are start and end dates. The course is available 24/7.
.
This fun and engaging 15 hour online course offered by a Google Certified Educator is designed to provide information and examples of various Google tools available to enhance the learning experiences of different learners. Participants will explore Google Earth, Google Docs (collaborative presentations, spreadsheets, documents and forms) Google Apps and Google SketchUp. Examples of how these tools can be integrated with different subject areas that are aligned to national and NYS standards will be shared. To complete this course, participants will create online collaborative materials, mini project and develop a plan to implement Google tools into their curriculum to promote learning in a 21st century environment. Participation in discussions, sharing of ideas and feedback is important, enlightening and promotes professional growth. Grade Level K-12. Course is available 24/7 from the start date to end date.

61. Online: Yogapalooza: Teaching Kids Yoga and Mindfulness with Confidence (4/26/23- 6/8/23)

Location: Online Only (Online, )

Dates: 4/26/2023 to 6/8/2023


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

62. Strategies for Teaching ELLs (4/26/23-6/8/23)

Location: Online (online, ny)

Dates: 4/26/2023 to 6/8/2023

This 15 hour course, which will run through Google Classroom, is designed to prepare educators to teach English Language students using a variety of strategies. This course will include learning how to evaluate authentic ENL materials based on guidelines such as: culturally responsiveness, age-appropriateness, linguistic accessibility, diverse adaptations and learning English Language strategy games that increase language acquisition. Participants will explore the benefits of these ENL strategy games and learn how to adapt and integrate them into their personal teaching or classroom lessons. In addition, participants will explore strategies that include technology tools and strategies to enhance English articulation and comprehension, the importance of vocabulary instruction, and how the use of music increases second language acquisition for English language learners. 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.

63. Online: Creating Trauma Sensitive Schools, May 1 - June 6, 2023 (WTCI)

Audience: All Educators

Dates: 5/1/2023 to 6/6/2023

Location: Online Only

Many of today's students are living with chronic trauma including homelessness, poverty, child abuse, neglect and exposure to violence in the home and in their communities. These experiences can lead to serious behavioral problems, wreak havoc on their ability to learn, and stunt academic growth. One of the problems educators face is identifying the symptoms of trauma since children don't always express their distress in a way that is easily recognizable. In this online course, we will address the root causes of trauma, specific confusing behaviors children might exhibit and discuss next steps to create a school environment where all students feel safe and can flourish - rather than fail - in and out of the classroom. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
In recent years, our students' mental health has been affected more than ever. Between the pandemic and school shootings and violence, using social-emotional strategies has become an integral part of our classrooms. This course will provide you with the support you need to provide a welcoming, safe and comfortable classroom for your students. Participants will develop a toolbox of strategies to foster feelings of safety and security as well as lessons that establish emotional connections that can be incorporated into your classroom curriculum. PLEASE NOTE THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
This blended hybrid course will provide methods and materials for teaching Native Language Arts (reading, writing, and oral language) to emergent bilingual students (P-12). The course uses an interdisciplinary approach to teaching literacy in the native language as a pathway to strengthen the connection between languages leading to biliteracy. Course participants will develop the knowledge of theory and best practices as a frame of reference for teaching literacy in the native language to support the connection between the home and new language. Participants will be able to design lessons and assessments aligned to the NYSED Common Core Learning Standards, with specific focus on the Bilingual Common Core Progressions. In addition, the participants will develop an understanding of the historical perspective of language teaching and learning. Course will run asynchronously online from May 23rd through June 24, 2023. Synchronous meeting dates are June 3rd and 17th.

66. EDPD 5036.01 - Restorative Justice: Effective Classroom Management Interventions and Solutions

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

Dates: 6/1/2023 to 8/3/2023

New
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: Smith Dominique, et al., Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management. Alexandria, VA: ASCD. 2015; Frey, Nancy et al., All Learning is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond. Alexandria, VA: ASCD. 2019. *Final projects and reflections due online on Aug. 3. 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.

67. Digital Tools to Differentiate Teaching (6/15/23 - 7/27/23)

Location: Online (online, ny)

Dates: 6/15/2023 to 7/27/2023

No two students come to class with the same academic abilities, experiences, and needs. However, all students are expected to master the same concepts, principles, skills and standards. "Digital Tools to Differentiate Teaching” is designed to acquaint educators with innovative digital tools to aid in the differentiation of instruction, ensuring academic success for all students. Teachers will learn to enhance curriculum with audio, visual, and interactive learning experiences so that all children can achieve success, regardless of their skills, interests, learning styles and readiness. Teachers will preview and practice a variety of free digital tools, determine which resources are most appropriate for select students, and master the skills necessary to integrate those digital resources into standards-based curriculum. By the conclusion of the course teachers will be able to design or upgrade a unit of study with digital tools to address the learning needs of their students. This 15 hour online course will be delivered by Google Classroom. Participants will be assigned a rockteach email address to participate.

68. Helping to Prevent the Summer Slide for ENL Students (6/15/23-7/27/23)

Location: Online (online, ny)

Dates: 6/15/2023 to 7/27/2023

During this experience, participants will explore a variety of ways to help prevent the Summer Slide for ENL Students. Participants will explore tools and tips for helping to keep ENL students connected over the summer and will learn how to utilize E-Books to boost language learning. Participants will also learn how to work with Newcomers and how to prepare students and families for the new school year. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so that you may plan your course completion time accordingly. All work is due by the end of the last day of the course.This 15 hour online course will run through Google Classroom.

69. Online: Emotional Intelligence, Reflective Practice and the Theory of Self- First (6/15/23 - 7/27/23)

Location: Online (online, ny) - Online

Audience: All

Dates: 6/15/2023 to 7/27/2023

Location: Online

This online course will allow participants the opportunity to develop skills that will enable them to identify, use, understand and manage their emotions and the emotions of others. By developing these competencies participants will:



• reach new heights in being responsible decision makers




• utilize multiple points of view




• be creative problem solvers who make sound, ethical and effective decisions




• explore research-based skills and competencies that have a positive impact on their professional and personal lives.

The skills, competencies, and strategies utilized throughout the coursework are research-based and are aligned with the MSCEIT (Mayer, Salovey, Caruso Emotional Intelligence Test Yale University) and the CASEL (Collaborative for Academic Social and Emotional Learning) Competencies. Throughout this coursework, we will continue to address the SEL needs of our students.

This course will be delivered through Google Classroom. A rockteach email address will be assigned to each participant.
Social Work CEUs provided by Rockland BOCES - $25 fee paid directly to Rockland BOCES.

70. EDPD 5130.01 - Mastering the Teacher Evaluation Process: Effective to Highly Effective Teaching

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

Dates: 6/22/2023 to 8/4/2023

New
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: Danielson, Charlotte (2007). Enhancing Professional Practice: A Framework for Teaching. ASCD: Alexandria, VA.; Marzano, Robert (2017). The New Art and Science of Teaching. Solution Tree. Bloomington, Indiana. *Final projects and reflections due online on Aug. 4. 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.

71. Social Emotional Learning: A Strategic Approach

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

Dates: 6/27/2023 to 8/29/2023

New
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”, Nancy Frey, Douglas Fisher, Dominique Smith. (2018).

72. Online: Work Hard/Think Hard: Principles of Effective Teaching, July 1 - July 28, 2023 (WTCI)

Audience: Educators K-12

Dates: 7/1/2023 to 7/28/2023

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, le sson 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. PARTICIPANTS WILL NEED TO SECURE A COPY OF THE BOOK PRIOR TO THE COMMENCEMENT OF THE CLASS.

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

Location: Online (online, ny)

Dates: 7/1/2023 to 8/4/2023

In this online 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 7/1-8/4/23. 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.
The purpose of this blended hybrid course is to introduce teacher candidates in the TESOL and Bilingual Extension programs to the principles of content-based English and native language instruction and appropriate assessment techniques. The course will assist participants in developing a theoretical frame of reference, the necessary knowledge and skills, and practical techniques for (a) teaching ELA, math, science, and social studies to ELLs and bilingual learners, and (b) assessing their language and content area progress. Course participants will develop adequate background knowledge to make informed decisions about which teaching and assessment techniques best serve the academic and language development needs of ELLs and bilingual learners. They will become familiar with the Sheltered Instruction Observation Protocol (SIOP) and various differentiated instructional and assessment procedures aligned with the Common Core Learning Standards, with special emphasis placed on the NYSED Common Core Initiative (Bilingual Progressions). Participants will design CCLS- aligned SIOP lessons for content-based English language and native language instruction that develop communicative proficiency through scaffolded learning strategies while also target content-based knowledge and skill development. Additionally, participants will develop a thorough understanding of culturally and linguistically appropriate assessment practices. Course will run asynchronously online from July 4th through August 14th, 2023. Synchronous meeting dates are July 11th, 18th, and 25th, 2023.
Many educators use the terms culturally responsive teaching, multicultural education and social justice education interchangeably, which keeps educators from effectively implementing culturally responsive teaching. While they do overlap, they have very different purposes. Culturally responsive teaching is focused not on celebrating diversity but on using culture as a cognitive scaffold for processing new content during learning. It focuses on cognitive development and increasing brain power for culturally and linguistically diverse students. We will read and discuss, "Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students” by Zaretta Hammond, and share, discuss, and problem solve how to close the achievement gap by looking at culturally responsive pedagogy. IN ORDER TO PARTICIPATE IN THIS COURSE, PARTICIPANTS MUST PURCHASE A COPY OF THE BOOK PRIOR TO THE COMMENCEMENT OF THE CLASS. PLEASE NOTE THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
In this book study, we will have a chance to examine the minds of behaviorally challenged students and school personnel to explore why children do not respond to antiquated disciplinary techniques and zero tolerance policies. During the course of this class, you will become familiar with the current Social Emotional Learning benchmarks. You will also have an opportunity to consider the value of a trauma informed, non-punitive and unilateral approach to reduce inappropriate behavior incidents. At the conclusion of the book study, participants will be able to use communication skills and proactive tools to model behavior that inspires collaboration to build productive relationships with students. Participants in this course may pick up the required book: LOST AT SCHOOL at the Teacher Center before the commencement of the class. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
In this online book study, participants will examine how to identify early clues of dyslexia and look for clues in older children and adults. Participants will understand how dyslexia is diagnosed and identified, and what and how a sound multi-sensory word study program can best support dyslexics. Based on the book, Overcoming Dyslexia by Sally Shaywitz, M.D., teachers will develop an understanding of the identification and best instructional methodologies and practices of teaching students with this reading disability. Sally Shaywitz is an expert scientist and pediatrician who leads the field in dyslexia research. Through case studies and evaluations, join us as we begin to uncover the world of dyslexia. Participants will need to purchase the SECOND EDITION of the book prior to the course commencement date. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
In this book study, participants will examine how they can build resilience and reclaim their peace in and outside of the classroom. We will take a close look at the causes of teacher burnout, as well as remedies to counteract the rigorous demands of the profession. Participants must purchase Sarah Frost's book, The Teacher's Guide to Self-Care; Build Resilience, Avoid Burnout, and Bring a Happier and Healthier You to the Classroom. We will discuss her strategies to become happier and healthier through creating Self Care Calendars, positive affirmations, meditation, and how these, and other strategies, can be applied in and out of the classroom. The Teacher's Guide to Self-Care will help you create the self-care routines you need for a sustainable career, leaving the teacher-martyr complex behind and embrace a lifestyle that includes taking care of yourself, while continuing to make a difference in the world. PLEASE NOTE THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

79. EDPD 5018.01/Using Technology to Engage and Inspire Diverse Learners (Differentiating with Technology)

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

Dates: 7/5/2023 to 8/2/2023

New
Technology can increase teachers' capacity to support the learning of individual students with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage and remember. To do this efficiently and effectively technology should be carefully selected, purposefully planned and thoughtful implemented. Not all technology is useful for all students. Required Text: "How to Differentiate Instruction in Academically Diverse Classrooms", 3rd Edition, by Carol Ann Tomlinson. If you would like to take this course for Graduate credit and do not have an account with the college, please contact jmurray@rockteach.org for info.

80. Engaging ENL Students in a New School Year (7/12/23 - 8/23/23)

Location: Online (online, ny)

Dates: 7/12/2023 to 8/23/2023

During this experience, participants will explore a variety of strategies to engage ENL students in learning at the beginning of the school year, whether hybrid or in person learning. Participants will learn to utilize tools such as Gamification, Wait Time, virtual field trips, coding and electric graphic organizers. While there are suggested timelines for work completion, this course does NOT require any synchronous sessions so that you may plan your course completion time accordingly. All work is due by the end of the last day of the course.This 15 hour online course will run through Google Classroom.

81. Enhancing Reading Comprehension with Digital Resources (7/12/23 - 8/23/23)

Location: Online (online, ny)

Dates: 7/12/2023 to 8/23/2023

Have you ever read a book... a short story... a poem and been able to see the characters, know the place, or empathize with the protagonist? Many students haven't had such a memorable reading moment. Many of today's students prefer digital media to literature. To motivate students to read, teachers can connect reading with the digital resources students use every day. There is a wealth of digital resources to connect kids with books. This course provides teachers with the resources to merge digital media and literature and consequently, to enhance reading comprehension skills. This 15 hour online course will be delivered by Google Classroom. Participants will be assigned a rockteach email address to participate.

82. Online: Digital Literacy Skills for Online Research (7/12/23-8/23/23)

Location: Online (online, ny)

Dates: 7/12/2023 to 8/23/2023

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.

83. Online: Yogapalooza: Teaching Kids Yoga and Mindfulness with Confidence (7/12/23- 8/23/23)

Location: Online Only (Online, )

Dates: 7/12/2023 to 8/23/2023


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

84. Instructional and Educational Strategies for English Language Learners

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

Dates: 7/13/2023 to 8/31/2023

New
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”, Hill, Jane & Miller, Kirsten (2014). ASCD: Alexandria, VA. And "Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement”, 2nd Edition, Ceri B Dean, Elizabeth Ross Hubbell, Howard Pitler & BJ Stone (2012). ASCD: Alexandria, VA.

85. Voice Technology as an Effective Teaching Tool

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

Dates: 7/13/2023 to 8/31/2023

New
One of the most effective teaching tools educators have is their voice. You are able to grab your students' attention, make "boring” topics interesting and inspire your students to learn. Students are surrounded and equipped with smartphones, computers, tablets, etc. and use them in numerous contexts in their daily lives. In any device, whether it is a mobile, tablet, or a computer, voice is a major part and source of engagement for the students which has changed the way they understand and study in today's time . This course will teach you about the many technology tools available to implement more voice in the classroom.

86. Using Technology to Empower Students with Special Needs

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

Dates: 7/14/2023 to 9/1/2023

New
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.
In this Online course, participants will examine what exactly is "executive functioning,” how it manifests itself in student behaviors and what teaching strategies can be used to accommodate students who struggle with these skills. Executive function affects a child's ability to understand speech and process auditory information. The impact that this can have on a student is profound. How often do you have a student ask you to repeat something or have a delay in answering your questions? Their classwork, homework, test grades, comprehension, and retention all suffer when they struggle with executive functioning. A student who has trouble processing incoming information or directions will give answers that seem odd or not even related at all. Teachers in this course will dive deep into specific, immediate actions they can take to enhance their students' functioning on academic and non-academic tasks. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
In this course, we will unpack effective and practical executive functioning strategies that can have a positive effect on our students' school experiences. Executive functions control and regulate cognitive and social behaviors like controlling impulses, paying attention, remembering information, planning, organizing time and materials, and responding appropriately to stressful social situations. Students have the potential to develop executive functioning skills and, by exploring which functions they need, educators can offer support in a variety of different ways. We will address challenges with time management, organization, self control and consequences of impulsive behavior. Through structure, strategies, and classroom support, executive functioning can have a positive effect on student learning and personal growth. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

89. Online: Cultivating a Positive Classroom Environment through Children's Literature, August 2 - 30, 2023 (WTCI)

Audience: Elementary Educators

Dates: 8/2/2023 to 8/30/2023

Location: Online

In this course participants will be asked to read and discuss various pieces of children's literature with a focus on cultivating a positive classroom community. Participants will spend time researching and understanding seven (7) components of classroom environments that will lead to student success. Time will be allotted for teachers to create and share various resources that can be implemented in the classroom. Participants will read, discuss, and create activities using children's literature and, at the end of the course, will have the tools needed to support a classroom that is engaging, inclusive, and successful for all learners. PLEASE NOTE THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
In recent years, our students' mental health has been affected more than ever. Between the pandemic and school shootings and violence, using social-emotional strategies has become an integral part of our classrooms. This course will provide you with the support you need to provide a welcoming, safe and comfortable classroom for your students. Participants will develop a toolbox of strategies to foster feelings of safety and security as well as lessons that establish emotional connections that can be incorporated into your classroom curriculum. PLEASE NOTE THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.