Catalog: Rockland/Westchester Teachers' Center Institute

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1. Online: A Perfect Match: Coding and ENL

Dates: 5/10/2021 to 5/13/2021

Location: Online

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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.

2. Online: Book Study: The Burnout Cure - Learning to Love Teaching Again, May 10 - May 24, 2021 (WTCI)

Dates: 5/10/2021 to 5/24/2021

Location: Online

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This FREE course is open to consortium members only. In this book study, participants will examine how they can re-energize themselves to maintain or regain a positive outlook and love of teaching. They will dive deep into specific, immediate actions they can take to enhance their well-being and thrive both on and off the job. In his light-hearted text, award winning teacher Chase Mielke draws from his own research, lesson plans, and experiences with burnout to help educators change their outlook, strengthen their determination to be a terrific teacher, and reignite their core passion for teaching. The Burnout Cure explains how shifts in awareness, attitudes, and actions can be transformational for teachers and for their students. The book describes specific steps related to mindfulness, empathy, gratitude, and altruism that they can use on their own and with students via classroom lessons and activities. Equipped with these tools, teachers can be their best, so they can give their best to the learners in their care. Participants will need to purchase the book to participate in this course.

3. Online: Engagement and Empathy in the Virtual Classroom, May 10 - June 20, 2021 (WTCI)

Audience: Educators in K-12

Dates: 5/10/2021 to 6/20/2021

Location: Online Only

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During these unprecedented times, teachers are being asked to assume the role of Virtual Educator. Since this is, for many, including teachers, students and parents a new way of teaching, it is important to have the requisite tools to effectively engage students. This course will explore how to create virtual groups to host morning meetings and how to teach online in a meaningful way. We will learn about screen overload and social and emotional learning disconnect and how teachers and parents can recognize the signs. We will look at a myriad of google classroom strategies, live zoom and google meet activities and apps that can help teachers and parents support the students. At the end of the course, participants will have numerous strategies, classroom activities and online assessment tools to effectively teach in a remote environment. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

4. Online: ENL Strategies that Work

Dates: 5/10/2021 to 5/13/2021

Location: Online

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During this online course experience, participants will explore and learn best practices for working with ELLs. These strategies will include technology tools and strategies to enhance English articulation and comprehension. 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.

5. Increasing Student Engagement (May 10-June 11) - Online

Location: Online (online, ny)

Dates: 5/10/2021 to 6/11/2021

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This 15 hour asynchronous course is designed to help educators improve student engagement. With the onset of COVID, students and teachers were thrown into a whole new arena of teaching. With that came challenges that could not have been imagined. As the new hybrid-remote model began, more and more students seemed to become more detached from the curriculum. They are experiencing internet issues, not showing their faces on camera, and not interacting like they used to with their peers and teachers. What can we do to try and remedy this situation and encourage our students to become more interested and involved in their learning?

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.

This course will be delivered via Google Classroom. Participants will receive a rockteach email address to participate. Dates listed are the start and end date.

6. Alice Neel Retrospective at the Met Museum with Merrily

Location: ZOOM AT HOME (ZOOM, NY)

Dates: 5/10/2021

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From the entrance to the roof, it's all new at the Met! Join us as we check out Carol Bove's unconventional new façade commission and Alex Da Corte's new roof garden commission before heading to a major retrospective of Alice Neel's paintings of New York and its people from the 30s to the 80s. We'll follow Neel's life and work from the West Village to Harlem as she shared insights into humanity via her portraiture and cityscapes. Monday, May 10 at 10:00. $25 member/$30 nonmember. Please register by 5/5.

7. Domestic Violence and School Aged Children - Zoom

Location: Online (online, ny)

Dates: 5/13/2021

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Children and adolescents who witness domestic violence and abuse are at an increased risk of experiencing emotional, physical, and sexual abuse and developing emotional and problematic behaviors. This training will focus on the dynamics of Domestic Violence, the role that power and control plays in abuse, and will give participants the ability to supplement their knowledge with information and tools that are specifically focused on the impact of domestic violence on children and families. Participants will learn appropriate and helpful responses when responding to disclosures and observations of abuse. Special focus will be on the physical and emotional behaviors and indicators of abuse of children from elementary to high school age. Participants will be able to identify ways to help students and their families. This training is sponsored by the Center for Safety and Change.

8. Online: Using Music to Increase Second Language Acquisition

Dates: 5/17/2021 to 5/20/2021

Location: Online

Wait List
During this online course experience, participants will explore 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 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.
What could you do with an Amazon Alexa if you had one? A TON! During this course, participants will learn how to utilize the Amazon Echo in the classroom. Owning an Echo is not required for this class and participants will still gain complete knowledge of how to incorporate it and have time to resources that best match the needs of 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.

10. Film Club Discussion of "To Catch a Thief"

Location: ZOOM AT HOME (ZOOM, NY)

Dates: 5/17/2021

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Join us for a lively discussion of the movie "To Catch a Thief" with Grace Kelly. Watch the movie on your own PRIOR TO THE DISCUSSION. Please check local libraries as well as Netflix, Amazon Prime and UTube for availability. Monday, May 17 at 11:00. Sign up ASAP to receive the ZOOM link on time. Questions will be forwarded soon prior to the discussion date.

11. Anti Racist Pedagogy

Dates: 5/17/2021

Location: ZOOM

Anti-Racist 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.

12. Humanity's Return to the Moon

Location: ZOOM AT HOME (ZOOM, NY)

Dates: 5/18/2021

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It's been almost half a century since we've stepped foot on the moon. And now, the Artemis mission will put us on the moon with a new, far grander plan for humanity and our mission to explore the cosmos !So, who are the people who will be the first to return to the moon? What kind of training will they need? What drives them? And what do their kids think of this? Well, it turns out that the answers to those questions are as inspiring as the mission itself! Join us for this fascinating subject on Tuesday, May 18 at 10:00. Please watch the following 4 minute Utube video prior to attending the program: Going to the Moon https://youtu.be/vl6jn-DdafM $0 member/$10 nonmember. Please register by Friday, 5/12.

13. Teaching Local Black History: A Panel Discussion - Zoom

Location: Online (online, ny) - Zoom

Audience: All

Dates: 5/18/2021

Location: Zoom

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The Harriet Tubman A Journey to Freedom Sculpture is on display at Haverstraw African American Park in Haverstraw from 4/20-6/7. Virginia Norfleet, founder of the Haverstraw African American Connection, will moderate this session. She will be joined by educators as they discuss how to incorporate black history into the classroom, highlighting Harriet Tubman and local Black history.

The mission of the Haverstraw African American Connection is to research, recover, preserve and teach the rich culture and contributions of African American's with emphasis on the African American people of Haverstraw N.Y.

Registrants are encouraged to visit the Haverstraw African American Park and see the Harriet Tubman sculpture and take part in some of the activities offered in conjunction with the sculpture in Haverstraw. https://www.thehaac.com//haverstraw-african-american-memoria

14. Supporting Students Recovering from Concussion: Return to Learn - Virtual

Audience: All

Dates: 5/18/2021

Location: Virtual Webinar

During this one hour session we will examine many areas of a concussion. 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 facilitated by Michelle Kellen, Brain Injury Association on NYS (BIANYS). BIANYS offers Social Work CEUs (#0539), Physical Therapy/ PT Assistants, Speech-Language Pathologist & Audiologists, and Occupational Therapy/OT assistants. This training is co-sponsored by BIANYS, RTC, and the Rockland County School Health and Wellness Coalition.

15. Book Club 5/19

Location: ZOOM AT HOME (ZOOM, NY)

Dates: 5/19/2021

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This month's selection is - The Girl in White GLoves by Kerri Maher, Wednesday, May 19 at 11:00. Please register by 5/12 to receive the Zoom link and notes in a timely manner.

16. Affirming Classrooms for LGBTQ+ Youth -Zoom

Audience: All

Dates: 5/19/2021

Location: Virtual - Zoom

This interactive workshop will focus on how to create affirming virtual and in-person classroom environments for your LGBTQ+ students. It will cover terms LGBTQ+ students want you to know, legal considerations, and more. Led by Alex Francisco, Coordinator of Youth & Young Adult Services, and Loren Klein, Coordinator of Transgender & Non-Binary Services, at the Rockland County Pride Center.

17. Domestic Violence 101 - Zoom

Audience: All

Dates: 5/20/2021

In this workshop, participants will learn about domestic violence and the complexities that victims and survivors face in navigating the tactics of their abusers. We will explore the answers to "why do abusers abuse?” and "why do victims stay with abusive partners?,” debunking dangerous myths about abusers and victims/survivors along the way. After exploring the many barriers to seeking and accepting support that victims/survivors may face, participants will learn tools to support victims/survivors of domestic violence. This workshop is facilitated by Alexus Williams & Amanda Hugh of Center for Safety and Change.

18. Online: Utilizing Translanguaging in the ENL Classroom

Dates: 5/24/2021 to 5/27/2021

Location: Online

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Translanguaging it's the use of various languages in an educational context. As we move toward an even wider world of diverse cultures and language, it's important for students to draw on whatever resources they have to aid their language learning journey. By blending and relying on a variety of linguistic sources, students are able to better communicate ideas. Participants will learn how to incorporate translanguaging into their learning and strategies to support this teaching and 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.

19. Human Trafficking 101 - Zoom

Location: Online (online, ny)

Dates: 5/24/2021

In this presentation the Center For Safety & Change staff will educate on some of the complexities of Human Trafficking. Our agency will go over different trafficking types, such as labor, commercial sexual exploitation and sex trafficking. We will share signs to be aware of in the school community. We break down recruitment methods by traffickers, describe who the traffickers are, and identify populations that are at a exponentially higher risk. As we wrap up our presentation we give resources including our agencies hotline number, the national human trafficking hotline number and give an overview of the services offered at the Center For Safety & Change. This training is sponsored by the Center For Safety & Change.

20. Virtual Elementary Math - PLC Zoom

Audience: All

Dates: 5/25/2021

Location: Zoom

The virtual Elementary Math PLC (15 hours) is designed to connect elementary math educators and offer them a place to explore content and current trends in K-5 mathematics, discuss best practices, and celebrate success stories. Sessions will focus on the commonality of math instruction from grades K-5 with an emphasis on using visual models, common vocabulary, hands-on activities, and new technology to support learning. This collaborative effort will provide an avenue for rich math discussions and shared ideas.

21. EDU 5000.01/Foundations of Education

Location: Online (online, ny)

Dates: 6/1/2021 to 7/2/2021

This online campus course will provide an introduction to the multiple meanings of inclusive education as employed in both national and international contexts. Specific attention is paid to school structure, legislative mandates in support of inclusive education, collaborative problem solving relationships among education (general and special) students, and families in designing and modeling inclusive pedagogies and practices for diverse learners. Attention will be given to the various children with disabilities and an analysis of their disability(ies)., school program and appropriate setting. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits. This course will run online from June 1 through July 2, 2021. Only start and end dates are listed.

22. EDU 5026.01/Literacy in the Content Areas

Location: Online (online, ny)

Dates: 6/1/2021 to 7/1/2021

Learn to integrate literacy with English, Social Studies, Science, Mathematics and The Arts so that students can effectively construct meaning from informational texts. Teachers develop strategies based on current theory and practice to teach comprehension, vocabulary and study skills. Students acquire an integrated and balanced approach for improving literacy at the elementary, middle and high school levels. This course will run asynchronous online from 6/1-7/1/21. Only start and end dates are listed. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

23. EDU 5083.01/Assessment of Students with Learning and Behavior Problems

Location: Online (online, ny)

Dates: 6/1/2021 to 7/2/2021

This course examines the construction, use, and interpretation of clinical and educational measurements used to assess learning. The course familiarizes students with the foundations of multidisciplinary assessment used to determine eligibility for special education services. Basic descriptive statistics, prescriptive teaching and the diagnostic-remediation process are examined with emphasis on individual assessment. Components of functional assessment, alternate assessments, and classroom assessment are incorporated. Required Textbook: "Assessment in Special Education: A Practical Approach”, 4th ed., by Pierangelo, R. & Giuliani, G., 2009, Boston: Allyn and Bacon. Requires 15 hours observation. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits. This course will run online from June 1 to July 2, 2021. Online start and end dates are listed.

24. EDU 5339.01/Teaching Geography (1.5 credits)

Location: Online (online, ny)

Dates: 6/1/2021 to 7/1/2021

Learn about methods for teaching key geographic concepts in the K-12 social studies curriculum. Explore ways to encourage students to use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live local, national and global including the distribution of people, places and environments over the Earth's surface. This on campus course is open to matriculated students only. Additional college tuition will be incurred for graduate credits. Course will run asynchrononus online from 6/1-7/1/21. Only start and end dates are listed.

25. Engaging Students in Difficult Conversations - Zoom

Location: Online (online, ny)

Audience: Middle and High School educators

Dates: 6/1/2021

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This interactive workshop will provide Middle and High School educators with strategies to facilitate a classroom environment in which all students are encouraged to share their experience and perspectives on issues of bias, injustice and oppression within the content of current events. Online via Zoom. Zoom link will be sent to participants just before the start date. Co-sponsored with Nyack Teacher Center. ​

26. EDU 5107.01/Childhood Mathematics Methods

Location: Online (online, ny)

Dates: 6/1/2021 to 7/1/2021

Focus on methods and materials for teaching mathematics to elementary students. Learn to use concrete and representational materials and appropriate technology to develop math skills, independent thinking and problem solving. Demonstrate skills for applying relevant mathematic education research in the classroom. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits. This course will run synchronous online on M/T/Th from 6/1-7/1/21. Only start and end dates are listed.
Investigate formal and informal methods of assessing student's learning including observational techniques; and evaluate one146s own instructional practice. Develop Skill in using information gathered through observation and assessment to plan and modify instruction. Field experience required. Please follow the dates on service hub for this course. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits. Note, only start and end dates are listed for this course.
Explore curriculum approaches, teaching and assessment strategies, classroom management, and other critical issues in teaching at the middle childhood and adolescence levels. Become familiar with the ways in which middle and high schools function, both within their buildings and within their broader communities. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits. This course will run synchronous online on M/T/Th 6/1-7/1/21. Only start and end dates are listed.

29. EDU 5569.01/Critical Pedagogy of Place

Location: Online (online, ny)

Dates: 6/1/2021 to 7/1/2021

In this course, sustainability is developed as an urgent and unique context for motivating and designing curriculum and instruction. Armed with their vision for sustainable future and their understanding of the values, skills and knowledge required for making the changes required to achieve this vision, students will learn how to assess existing curriculum for supporting or integrating sustainability. They will also use this framework to guide their development and implementation of curriculum and instruction that facilitate effective civic engagement for sustainable communities. Students in this course will experience and learn how to use classroom community development, critical pedagogy of place and problem-based learning in the development of curriculum and instruction for sustainability. This course is for matriculated student only. Course will run synchronous online on M/T/TH at 4:20pm from 6/1-7/1/21. Only start and end dates are listed. Additional college tuition will be incurred.

30. EDU 5134.01/Transition from School to Adult Life

Location: Online (online, ny)

Dates: 6/1/2021 to 7/1/2021

This course will explore the issues faced by those students with disabilities who are preparing to transition from special education settings to adult life. A major focus will be upon developing the knowledge and competencies needed by professionals in the field who may be charged with or otherwise involving in aiding these students in their transition. Students will become familiar with historical, legislative and theoretical concepts as related to the needs of special education students, especially those on the secondary level, as they transition from educational to vocational/rehabilitative situations and settings. In addition, students will gain an understanding of the importance of collaboration between school-based transition teams and social service agencies and vocational/rehabilitation programs in the community. Familiarization with these agencies and other community resources is crucial to the effective planning and implementation of an individual's movement from school life to adult life and will be emphasized throughout this semester. REQUIRED READING: AFC's Guide to Transition Services & College Planning: Helping students with disabilities move from school to adulthood.

31. EDU 5393.02/Foundations of Special Education

Location: Online (online, ny)

Dates: 6/1/2021 to 7/1/2021

This course is designed to provide an overview of the field of special education. The objectives are to make the student more aware of the theories, diagnostic procedures and teaching strategies that are important in the areas of learning disabilities, mental retardation, emotional disturbance, physical handicaps and multiple handicaps. This course will examine the evaluation procedures and educational alternatives within the context of I.D.E.A. and the practical realities within schools. This course requires 12 hours of fieldwork. Required text: "Exceptional Students: Preparing Teachers for the 21st century”, by Taylor, R. L., Smiley, L. R. & Richards, S. B. (2009). Boston: McGraw-Hill Higher Education. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits. This course will run synchronous online.

32. EDU 5612.01/Assessment & Intervention Literacy Instruction Grades 1-6

Location: Online (online, ny)

Dates: 6/1/2021 to 6/29/2021

Examine the most current theory and practice in assessment of reading, language development and literacy. Consider case studies and actual test materials and learn how to evaluate assessment technique effectively and efficiently in relationship to meeting the needs of the children and the curriculum. Field experience of seven hours required. Required Texts: "When Kids Can't Read: What Teachers Can Do”, by K. Beers, 2003, Portsmouth, NH: Heinemann; "Solutions for Reading Comprehension Strategic interventions for Striving Learners”, by L. Hoyt, K. Davis, and K. Boswell, 2011, Portsmouth, NH: Heinemann; "Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level”, by S. Shaywitz, 2005, New York: Vintage Books. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.
EDU 5112.01-This on campus course will focus on the integration of elementary school social studies and fine arts in an interdisciplinary teaching context. EDU 5113.01 - This 0 credit course will run asynchronous online with EDU 5112.01. It will focus on the integration of elementary school social studies and fine arts in an interdisciplinary teaching context. Use differential instruction to meet the needs of all learners. Demonstrate skills for applying relevant social studies education research in the classroom. Field experience required. This course will run synchronous online on Mon/Tues/Thur from 6/1 to 7/1/21. Only start and end dates are listed. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

34. EDU 5367.01/Methods for Teaching Literacy

Location: Online (online, ny)

Dates: 6/1/2021 to 7/1/2021

The first in a pair of courses that provides a research-based introduction to literacy teaching and learning for children in grades PreK-6. Students will be introduced to the theories, approaches and methodology of teaching reading and writing in the elementary classroom. Emphasis will be on helping students develop an informed, integrated and balanced approach to the planning and instruction of reading and the language arts; with a strong focus on phonemic awareness and strategies for teaching phonics. Field experience required. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits. This course will run Synchronous online on M/T/Th from June 1 to July 1. Only start and end dates are listed.

35. EDU 5375.01/Teaching Economics (1.5 credits)

Location: Online (online, ny)

Dates: 6/1/2021 to 7/1/2021

Develop strategies for teaching economics in the social studies classroom so that students will understand key macroeconomic and microeconomic concepts. Topics will include methods for teaching how the United States and other societies develop economic systems and associated institutions to allocate resources; how major decision-making units function in the U.S. and the other national economies; and how an economy solves the scarcity problem through market and non-market mechanisms. This on campus course is open to matriculated students only. Additional college tuition will be incurred for graduate credits. This course will run on M/T/Th from 7:00-9:30pm from 6/1-7/1/21. Only start and end dates are showing.

36. EDU 5393.01/Foundations of Special Education

Location: Online (online, ny)

Dates: 6/1/2021 to 7/1/2021

This course is designed to provide an overview of the field of special education. The objectives are to make the teacher-candidate more aware of federal and state special education laws which provide for the identification of individuals with disabilities, the process of determining entitlements to special education services, and the models of teaching that provide for educating the child in the least restrictive environment (LRE) under the umbrella of IDEA and NCLB. The importance of inclusive education and the use of Response to Intervention (RtI) are also addressed. The course provides an overview of theories, diagnostic procedures, and remedial teaching strategies which address students with the broad spectrum of ELNs including: learning disabilities, emotional and behavioral disorders, physical disabilities, autism spectrum disorders, intellectual disabilities, other health impaired, and low incidence disabilities (deaf/hearing impaired, blind/visually impaired). In addition, the course will address the special needs of ELLs and students from different cultural milieus in accessing the school curriculum. Further, teacher candidates learn about effective practices for planning and designing co-teaching and collaboration with peers, individualizing instruction, and applying interventions to address student and classroom management needs. Fifteen hours of field experience in diverse settings is an integral component of the course in order to assist the course participant in linking the classroom didactic with life experiences in the schools and agencies providing education and intervention. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits. Only start and end dates are listed.

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

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

Dates: 6/2/2021 to 7/21/2021

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 Reading: "Enhancing Professional Practice: A Framework for Teaching", by Danielson, Charlotte (2007), ASCD: Alexandria, VA.; "The New Art and Science of Teaching", by Marzano, Robert (2017 Solution Tree, Bloomington, Indiana. If you plan to take this course for graduate credit and do not have a previous account set up with the college, please contact JMurray@rockteach.org for more information. Final projects and reflections due by July 21, 2021. This hybrid course will meet 25 hours face-to-face and have 20 hours asynchronous online. Note that registration with the college will open on TBD.

38. EDU 5013.01/Math for the Learning Disabled Student

Location: Online (online, ny)

Dates: 6/2/2021 to 6/30/2021

Participants will learn a variety of strategies for teaching mathematics to the elementary and middle school learning disabled student. A good knowledge of mathematics is increasingly important in our world. Manual computation as well as computers will continue to play an important role in children's lives. The ability to understand and solve naturally occurring problems is increasingly a prized attribute. The array of activities and methods will assist you in differentiating your lessons to fit your special education class. You will become familiar with the latest research as well as the newest manipulatives to enhance your teaching skills. Required Text: "Teaching Mathematics to Students with Learning Disabilities”, Fourth Edition, Nancy S. Bley & Carol A Thornton. If you plan to take this for graduate credit and are not a matriculated Manhattanville student, please contact Joleen Murray at 845-499-0851 before registering. Additional college tuition and fees will be incurred.

39. EDU 5107.02/Math Methods for Childhood Education

Location: Online (online, ny)

Dates: 6/2/2021 to 6/30/2021

This course is designed to introduce teacher candidates to the content and current methods of teaching mathematics in elementary schools. It examines key concepts, strategies, and skills in the elementary school mathematics curriculum. Topics include theory, content included in the elementary mathematics curriculum (number sense, estimation and mental computation, place value, development of algorithms, algebraic reasoning, fractions, decimals, ratios, percents, probability, data analysis, geometry, and measurement), planning instruction, assessment, and the use of technology in the classroom. The course is also situated in a wider context by addressing state and national standards in elementary school mathematics. Interactive lectures, discussion, group work and presentations, inquiry-based methods, and field experiences are used to explore and master course objectives. This course requires 8 hours of fieldwork. Required text: "Elementary and Middle School Mathematics: Teaching Developmentally” (8th ed.), by Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M., (2013), Upper Saddle River, NJ: Pearson Education, Inc.; and "Field Experience Guide for Elementary and Middle School Mathematics: Teaching Developmentally (4th ed.), by Bay-Williams, J. M. (2013). Upper Saddle River, NJ: Pearson Education, Inc. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

40. Learning Beyond the Classroom with Virtual Field Trips

Location: Online (online, ny)

Dates: 6/2/2021 to 7/20/2021

Virtual field trips provide opportunities for teachers and students to make personal connections through an online learning environment. Through the use of technology, students gain motivation and interest in countless subject areas. The internet provides a wealth of virtual field trips from all over the world for all grade levels, learning levels and topics, providing students experiences that would otherwise not be available. Additionally, participants can create "personalized” virtual field trips to meet the needs of all students. This course will run synchronous online from June 2 to June 30. Final projects and reflections due online on July 20, 2021.

41. STAR Cultural Arts Coordinator Training -Zoom

Location: Online (online, ny) - online

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

Dates: 6/3/2021

Location: online

This Cultural Arts Coordinator training will showcase 2 presenters and include a review of procedures, Q and A with Anurag Gupta of Rockland BOCES, and an opportunity to network with other cultural arts coordinators.

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

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

Dates: 6/3/2021 to 7/29/2021

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, purposeful planned and thoughtful implemented. Not all technology is useful for all students. Required Texts: "Integrating Technology in the Classroom: Tools to meet the needs of every student”, by Hamilton, Boni. (2018) (2nd Ed.) Washington DC: International Society of Technology in Education; "How to Differentiate Instruction in Academically Diverse Classrooms”, by Tomlinson, Carol Ann, (2017), Alexandria, VA, Association for Supervision and Curriculum Development. If you plan to take this course for graduate credit and do not have a previous account set up with the college, please contact JMurray@rockteach.org for more information. Final projects and reflections due by July 29, 2021.

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

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

Dates: 6/3/2021 to 7/29/2021

Based upon the book Better Than Carrots or Sticks by Dominque Smith, Douglas Fisher and Nancy Frey, participants will learn and apply restorative practices for effective classroom management. These practices will assist teachers in not only teaching academic material but also instruct students in matters pertaining to social skills. In line with an educator's mission to educate the whole child, participants will develop strategies to: hold individual conferences with students to address problematic behavior, move beyond the traditional use of rewards and consequences, and ultimately build a strong classroom climate through restorative practices. REQUIRED Readings: "Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management", by Smith Dominique, et al., Alexandria, VA: ASCD. 2015; "All Learning is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond", Frey, Nancy et al. Alexandria, VA: ASCD. 2019. *Final projects and reflections due online July 29, 2021. (Formerly CMSV - CEGE 645-R01). If you are interested in taking this course for graduate credit please contact Joleen Murray at jmurray@rockteach.org to set up a college account. Note that registration with the college will open on TBD.
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, Cyber bullying 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 Openlearning.com on June 5th(a private access code and link will be provided). It will consist of a self-directed (asynchronous) 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 one week to complete the first 3 asynchronous hours. This 3-hour session must be completed prior to Part II which is on Saturday, June 12th. 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 Saturday, June 12th from 10:00am - 1:00pm to participate in Part II of the workshop which will be held via Zoom.

Throughout this online course participants will be provided with the opportunity for independent inquiry, learning in cooperation with others, and reflective practice. Participants will design a toolbox of research-based strategies and competencies that will utilize virtues as a springboard for program design. Additionally, these activities will enhance professional dialogue and effectively blend different, innovative, and practical strategies for program implementation.
At the conclusion of this course, participants will have the tools they need to help their students:


• develop a mindset using integrity and ethics as a framework for social, emotional and academic growth


• navigate through life's challenges in a positive and constructive manner by cultivating a passionate mindset that utilizes zest and optimism


• understand the importance and inter-relatedness of passion, patience, persistence and perseverance in developing a growth mind-set


• contribute to creating a resilient and compassionate school community Social Work CEUs provided by Rockland BOCES - $25 fee paid directly to Rockland BOCES.

46. Online: The Effect of Indigenous Languages on ENL Learners

Audience: All

Dates: 6/15/2021 to 7/27/2021

Location: Online - Google Classroom

This 15-week online course, which will be delivered through Google Classroom, 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 that you may plan your course completion time accordingly. All work is due by the end of the last day of the course.
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.. NYS. Course is available 24/7 from the start date to end date.

48. Peace Restored: Restorative Approach to Social and Emotional Learning

Audience: All

Dates: 6/16/2021 to 7/7/2021

Location: Zoom


This 15 hour virtual course will explore the relationship between the SEL competencies and the three tiers of Restorative Practices with "Peace Restored!” Learn new community-building activities you can use immediately, both online and in person with your students. Practice experiential activities on themes including cooperation, communication, conflict resolution, problem-solving, affirmation and bias awareness, with activities that translate directly to use in your classroom. Come away with the tools you need to build relationships with your students that will decrease conflict, increase connection, and create a safe environment to maximize learning!

This virtual interactive course will be taught via Zoom on June 16, 23, 30, July 7 4:30 - 7:00 pm. Cameras will be necessary to fully participate. 12 hours synchronous + 3 hours of asynchronous work. This training is facilitated by Tara Fishler, Priscilla Prutzman and Elizabeth Roberts of Creative Response to Conflict.

49. Social Emotional Learning: A Strategic Approach

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

Dates: 6/29/2021 to 8/24/2021

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).

50. Online: Achieving Literacy Gains for Students with Limited English, July 1 - July 29, 2021 (WTCI)

Audience: K-12 Educators

Dates: 7/1/2021 to 7/29/2021

Location: Online

Our country's diversity and demographics have changed what our classrooms look like. We all encounter students that have limited English and we need to differentiate instruction to meet their needs. In order to achieve academic success, these students need to make linguistic gains to begin to master course content. Participants will work with evidence-based practices and instructional intervention strategies to improve language skills for these students. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
This online course is designed to provide educators with the resources needed to create a learning environment that will maximize the potential for student success. Course participants will gain knowledge of how to manage instructional time in a way that meets curriculum standards and also provides motivating, challenging, and meaningful experiences for school age students. You will be presented with a variety of strategies for differentiating instruction by establishing a foundation in the principles of differentiation. We will explore what defines differentiation and recognize our role and responsibilities in a differentiated learning community. Practical applications on how to differentiate with the content, process, and product will be explored while planning differentiated lessons. We will establish quality criteria and assessments to clarify and evaluate assignments. At the end of this course, you will be able to modify, adapt, and design new approaches to instruction in response to students' needs, interests, and learning preferences. You will have a repertoire of strategies for differentiating instruction that will allow you to respond to the diverse needs of the students in your classroom. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

52. Online: Auditory Processing Disorder (APD), July 1 - July 29, 2021 (WTCI)

Audience: K-12

Dates: 7/1/2021 to 7/29/2021

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.

53. Online: Authentic Assessment in Physical Education, July 1 - July 29, 2021 (WTCI)

Audience: K-12

Dates: 7/1/2021 to 7/29/2021

Location: Online

Personalized learning is taking education by storm and, in this online course, we explore what it looks like in physical education. Participants in this class will learn how to design and implement a program that will teach students both skills and activities that transfer outside the physical ed classroom and strategies and techniques they need to maintain a lifetime of good health and fitness.
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.

55. Online: Bringing More Formative Assessment Into Your Classroom, July 1 - July 29, 2021 (WTCI)

Audience: K-12 Educators

Dates: 7/1/2021 to 7/29/2021

Location: Online

A teacher's use of formative assessment techniques is essential in ensuring he or she is meeting the learning targets for a unit. Teachers need to know "who knows what” before moving on. Formative assessment is nothing new - our teachers were administering formative assessments to us when we were in school many years ago. In today's digital world, we are lucky to have so many more tools to assist us in our formative assessments. Teachers in the class will review the research on formative assessment as well as explore dozens of instructional tools that can be used for formative assessments. Teachers will leave this course with concrete and easy to use examples for embedding more formative assessments into their lessons . PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
As we prepare 21st Century Students for the 21st Century workforce, we need to arm them with the tools they need to problem solve and think critically. Project Based Learning is one method for improving their critical thinking skills. PBL prepares students for the problem solving activities the 21st Century workplace will demand. This course will examine PBL methods for a Mathematics Classroom. Participants will focus on best practices related to PBL and how to increase critical thinking skills and performance. Participants will work with resources that focus specifically on using PBL with students with disabilities and multi-language learners. This course is appropriate for all K-12 teachers,

57. Online: Conferring with Confidence: The Heart of Effective Reading and Writing Instruction -July 1 - July 29, 2021 (WTCI)

Audience: Classroom teachers, ELA teachers, Reading Specialists, Early Literacy Specialists

Dates: 7/1/2021 to 7/29/2021

Location: Online Only

Through collaboration and inquiry, participants will explore the conferring process and the effect that is has on classroom instruction and student engagement. Participants will work through each step involved in conferring in the classroom with a specific focus on the RIP model. Participants will identify and explore the protocol for effective feedback within an instructional setting. At the conclusion of this course, participants will display a knowledge and expertise of the structure of a conference, implications for classroom implementation and instructional practices that can be used instantly in the classroom and that they can embed in their instructional practice. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

58. Online: Discussions and Questioning to Build Deep Thinking, July 1 - July 29, 2021 (WTCI)

Audience: Educators K-12

Dates: 7/1/2021 to 7/29/2021

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.

59. Online: Engagement and Empathy in the Virtual Classroom, July 1 - July 29,2021 (WTCI)

Audience: All

Dates: 7/1/2021 to 7/29/2021

Location: Online Only

During these unprecedented times, teachers are being asked to assume the role of Virtual Educator. Since this is, for many, including teachers, students and parents a new way of teaching, it is important to have the requisite tools to effectively engage students. This course will explore how to create virtual groups to host morning meetings and how to teach online in a meaningful way. We will learn about screen overload and social and emotional learning disconnect and how teachers and parents can recognize the signs. We will look at a myriad of google classroom strategies, live zoom and google meet activities and apps that can help teachers and parents support the students. At the end of the course, participants will have numerous strategies, classroom activities and online assessment tools to effectively teach in a remote environment. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

60. Online: Exploring LGBTQ Literature, July 1 - July 29, 2021 (WTCI)

Audience: Teachers in Grades K-12

Dates: 7/1/2021 to 7/29/2021

Location: Online

Participants in this online course will be asked to read and discuss various pieces of youth literature that features LGBTQ characters or themes. We will spend time identifying ways to incorporate these titles into classrooms or curriculums and developing an understanding of the importance of incorporating LGBTQ friendly literature into our schools. We will explore picture books, non-fiction texts, middle grade novels, graphic novels and YA books. Participants will need to have access to various books either through their school library, public library or virtual libraries. There will be THREE MANDATORY ZOOM MEETINGS - DATES AND TIMES TO BE DETERMINED which will focus on Literature and strategies. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

61. Online: Great Graphic Novel, July 1 - July 29, 2021 (WTCI)

Audience: Grades 3-8 Classroom teachers, librarians, ENL teachers or literacy specialists.

Dates: 7/1/2021 to 7/29/2021

Location: Online

This course will introduce participants to different types of graphic books available within children's literature. We will examine award winning authors, nonfiction graphic novels, and reissues of classic stories. Since a key part of the course is discussion, a video reflection will be utilized as opposed to written reflection. There will also be a scheduled one-hour Google Meet for class discussion. At the end of the course, participants will have a greater awareness of specific books to enhance their lesson plans and the information needed to continue to find resources for their classroom collection. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
EWTC Consortium Members will be given priority registration in this discounted class. 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.

63. Online: Look Who's Talking: Accountable Talk in Your Classroom, July 1 - July 29, 2020 (WTCI)

Audience: Grades K-12 Educators

Dates: 7/1/2021 to 7/29/2021

Location: Online Only

EWTC Consortium Members will be given priority registration in this discounted class. It is designed for teachers in every setting from Grades K-12. Look Who's Talking is an introduction to Accountable Talk. Accountable Talk refers to the ways that teachers skillfully encourage their students to think deeply, articulate their reasoning, and listen with purpose. Talking with others about ideas and work is fundamental to learning and is an essential skill in the Common Core Learning Standards for every grade. But not all talk sustains learning. For classroom talk to promote learning it must be accountable--to the learning community, to accurate and appropriate knowledge, and to rigorous thinking. Accountable talk uses evidence appropriate to the discipline (e.g., proofs in mathematics, data from investigations in science, textual details in literature, documentary sources in history) and follows established norms of good reasoning. At the end of this course, teachers will be able to incorporate Accountable Talk strategies into the classroom. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

64. ONLINE: Social and Emotional Development in the Classroom, July 1 - July 29, 2021 (WTCI)

Audience: K-12 Teachers

Dates: 7/1/2021 to 7/29/2021

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.

65. Online: Social Readjustment Tools and Strategies, July 1 - July 29, 2021 (WTCI)

Audience: Educators in grades K-12

Dates: 7/1/2021 to 7/29/2021

Location: Online

As students return to the classroom, we, as teachers, need to be prepared for the transition that comes with it. Many students are coming back into the classroom for the first time in over a year. They will now have to adjust to the classroom structure and, with it, teacher and school expectations as well as safety and health protocols. In addition, many students, during distance learning, have been doing schoolwork from the comfort of their bed (some without any adult supervision) so this transition back into the classroom may be a difficult one. There will also be mental health challenges as young children struggle with separation anxiety, fear of getting sick, the death of a family member or they might be feeling the effects of a parent's job loss. In this online course, we will discuss how to balance instruction since we will have students coming back at varying academic levels and what strategies we can use to support these learners. We will also examine what social emotional tools and mental health resources we can put in place to help our students make a smooth transition back into the classroom. At the conclusion of the class, you will have the tools needed to set a positive tone in the classroom and to reengage students in a safe space. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

66. Online: Strategies for Improving Study Skills, July 1 - July 29, 2021 WTCI)

Audience: K-12 general and special education teachers

Dates: 7/1/2021 to 7/29/2021

Location: Online

Sometimes we take it for granted that students "know how” to study. Study skills are a skill set that many of our special education students need to improve. With more and more focus on national standards and testing, how can we assist these students to meet the more rigorous requirements? This course will allow educators to build skills and instructional strategies for improving students ability to listen, note-taking, textbook reading, test taking strategies, and paper/essay writing. This course will also introduce strategies for teaching students anxiety and stress reduction techniques. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

67. Online: Teaching the Exceptional Child: An Introduction to Special Education, July 1- July 29 , 2021 (EWTC)

Audience: Teachers in grades K-12

Dates: 7/1/2021 to 7/29/2021

Location: Online

EWTC Consortium Members will be given priority registration in this discounted class. This online course is designed for all teachers in the general education setting (K-12) who wish to gain an overview of the special education process. Teaching the Exceptional Child: An Introduction to Special Education was developed with the general education teacher in mind who is looking for an understanding of how to best support the varied learning abilities in one classroom. By the end of this course, participants will be able to navigate through an Individualized Education Plan (IEP), understand their role in a Committee of Special Education (CSE) meeting, describe the history of Individuals with Disabilities Act (IDEA), identify and dive deeply into the 13 classifications of disabilities, all while collaboratively evaluating scenarios to best educate the exceptional child. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
Digital resources can increase students' motivation, classroom engagement and can be used with a wide variety of learners. In this online course, we will explore digital literacy resources, virtual field trips, interactive museums, and digital tools to enhance classroom instruction. Students will have access to these resources at any time and can set their own pace when working through activities. Teachers, with these digital (paperless) resources in their toolbox, can enhance their lesson plans while, at the same time, give students a chance to be creative and more actively engaged in the classroom. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

69. Online: Technology Generation, July 1 - July 29, 2021 (WTCI))

Audience: Classroom teachers in grades 2-12

Dates: 7/1/2021 to 7/29/2021

Location: Online Only

In this online course, we will explore the most recent advancements in technology and how they can be integrated into the classroom curriculum. We will examine Augmented Reality (AR) and Virtual Reality (VR) and create engaging learning experiences that focus on both science and social studies. We will experiment with the top math sites and develop corresponding lesson plans that will make learning concrete for our students. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.
This online course is free and open to Tarrytown Teachers only. In this class, we will reflect on the variety of technology tools used during remote learning and decide which tech tools will be beneficial as we transition back into the classroom. Course participants will have an opportunity to redesign their classroom lessons using these remote tech tools.

71. Online: Work Hard/Think Hard: Principles of Effective Teaching, July 1 - July 29, 2021 (WTCI)

Audience: Educators K-12

Dates: 7/1/2021 to 7/29/2021

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 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. IN ORDER TO PARTICIPATE IN THIS COURSE, PARTICIPANTS MUST PURCHASE A COPY OF THE BOOK ON THEIR OWN PRIOR TO THE COMMENCEMENT OF THE CLASS.

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

Location: Online (online, ny)

Dates: 7/1/2021 to 8/6/2021

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 July 1-August 6, 2021. 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.

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

Location: Online (online, ny)

Dates: 7/1/2021 to 8/6/2021

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 July 1-August 6, 2021. Only start and end dates are listed. If you are taking for graduate credit and are not a student of Manhattanville, please contact jmurray@rockteach.org for info on creating your account.

74. Instructional and Educational Strategies for English Language Learners

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

Dates: 7/1/2021 to 8/26/2021

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.
This on campus course will examine the need for collaboration between teachers of children with both typical and special education needs. Students will become knowledgeable of state and federal laws which establish special education services (NCLB) as well as accommodations for those individuals who require instructional modifications and do not clearly fit into one of the IDEA classifications (section 504). They will become familiar with the characteristics of the major disability areas identified by law and the modifications of instruction and classroom setting necessary to meet the individual's needs. This will include those practices for planning and designing co-teaching and collaboration which have been shown to be effective in the collaborative setting. Classroom management needs and individualization of instruction of children in the inclusive setting will be addressed with emphasis placed upon the importance of using positive behavioral supports. This course will run asynchronous online from 7/6-8/6/21. Only start and end dates are listed. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

76. EDU 5000.01/Foundations of Education

Location: Online (online, ny)

Dates: 7/6/2021 to 8/6/2021

This synchronous online campus course will provide an introduction to the multiple meanings of inclusive education as employed in both national and international contexts. Specific attention is paid to school structure, legislative mandates in support of inclusive education, collaborative problem solving relationships among education (general and special) students, and families in designing and modeling inclusive pedagogies and practices for diverse learners. Attention will be given to the various children with disabilities and an analysis of their disability(ies)., school program and appropriate setting. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits. This course will run synchronous online on M/T/Thur 4:20-6:50pm from July 6 through Aug. 6, 2021. Only start and end dates are listed.

77. EDU 5217.01/Working with Parents in Inclusive Schools (3 credits)

Location: Online (online, ny)

Dates: 7/6/2021 to 8/5/2021

This on campus course will develop strategies for more effective parent involvement in school programs. The focus will be on the particular needs and concerns of the parents of students with disabilities and will address broader parent involvement issues such as home/school communication and parent involvement. Field experience required. This course will run synchronous online on M/T/Th from 7/6-8/5/21. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

78. EDU 5367.01/Methods for Teaching Literacy

Location: Online (online, ny)

Dates: 7/6/2021 to 7/21/2021

This course provides students with a research-based introduction to literacy teaching and learning for children in grades K-2. This course, the first in a pair of literacy methods courses, introduces students to the theories, approaches, and methodology of teaching reading and writing in the elementary classroom, with an emphasis placed on reading instruction in the early elementary grades (K-2). A major goal of this course is to help students develop an informed, integrated, and balanced approach to the planning and instruction of reading and the language arts. In this course, educators will tend closely to one literacy learner in an effort to build a repertoire of practices that routinely place the details of a child's language, life, and learning at the center of instructional decision-making. Required Texts: "Phonics they use: Words for Reading and Writing”, by Cunningham, P. (2013). New York, Pearson Publishing; and "Reading with Meaning”, by Miller, D. (2013). 2nd edition Portland, ME: Stenhouse Publishers. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

79. EDU 5026.01/Literacy in the Content Areas

Location: Online (online, ny)

Dates: 7/6/2021 to 8/5/2021

Learn to integrate literacy with English, Social Studies, Science, Mathematics and The Arts so that students can effectively construct meaning from informational texts. Teachers develop strategies based on current theory and practice to teach comprehension, vocabulary and study skills. Students acquire an integrated and balanced approach for improving literacy at the elementary, middle and high school levels. This course will run synchronous online on M/T/Th from 7-9:30pm from 7/6-8/5/21. Only start and end dates are listed. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

80. EDU 5274.01/Methods of Teaching Literacy II

Location: Online (online, ny)

Dates: 7/6/2021 to 8/5/2021

The second part of Literacy methods courses that provides an understanding of research-based best practices in literacy instruction. Apply strategies and materials used in a comprehensive, balanced literacy program. Examine models of thematic units that integrate literacy with content areas. Construct a unit of study that demonstrates the ability to evaluate and select strategies that integrate a variety of texts across disciplines to meet the needs of diverse learners. This course will run synchronous online on M/T/Th from 7-9:30pm from 7/5-8/5/21. Only start and end dates are listed. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

81. Helping to Prevent the Summer Slide for ENL Students - Google Classroom

Audience: All

Dates: 7/7/2021 to 8/18/2021

Location: Google Classroom

This 15 hour online course will run through Google Classroom. 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.

82. Online: Emotional Intelligence, Reflective Practice and the Theory of Self- First

Audience: All

Dates: 7/7/2021 to 8/18/2021

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 and include the perspective of distance learning.
Social Work CEUs provided by Rockland BOCES - $25 fee paid directly to Rockland BOCES.

83. Online: Digital Tools to Differentiate Teaching

Audience: All

Dates: 7/7/2021 to 8/18/2021

Location: Online Only

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 a 15 hour online course 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. The course dates are the beginning and end date. Course is available 24/7.

84. EDPD 5013.01/Digital Tools to Support Meaningful Learning

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

Dates: 7/7/2021 to 8/4/2021

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, and communication options for students and parents, and how to maximize the learning environment to reach students through different learning mediums. If you plan to take this course for graduate credit and do not have a previous account set up with the college, please contact JMurray@rockteach.org for more information.

85. EDU 5085.02/Instructional Strategies for Students with Learning & Behavior Problems

Location: Online (online, ny)

Dates: 7/7/2021 to 8/4/2021

This course will provide multiple strategies and approaches for use with students with ELN as well as ELLs. The readings and discussions will center on topics such as creating an environment for success, differentiated instructional techniques, multiple intelligences, modifications and accommodations, working effectively with students from diverse linguistic and cultural milieus, and new approaches in the implementation of Inclusion and RTI. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

86. EDU 5565.01/Special Education Content Strategies for Grades 7-12

Location: Online (online, ny)

Dates: 7/7/2021 to 8/4/2021

This course will provide the candidate with instruction in teaching skills pertinent to each of the secondary content areas; specifically, social studies, English language arts, the sciences, and mathematics. Further, candidates will learn about theory and practice as they relate to teaching students with exceptional learning needs (ELN) and English Language Learners (ELL). In addition to learning pedagogical approaches for teaching students with ELN the fundamental skills of reading, written expression, and mathematics, candidates will gain knowledge of social skills development, behavior management, executive function and the design and implementation of alternative assessments. 12 Hours of Field Experience Required. Prerequisite: EDU 5077: The Adolescent with Learning and Behavior Problems. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

87. Online: Creating Equitable Parent Involvement, July 8- July 29, 2021 (WTCI)

Audience: K-12 Educators

Dates: 7/8/2021 to 7/29/2021

Location: Online

In this online course, we will identify a variety of ways to engage and support family involvement in the classroom. We will examine best practices and incorporate outside experiences to create a safe school environment. While we always have our students and families' best interests at heart, we need to be both authentic and empathetic to the diverse community we serve. Whether parents join us virtually or in person, it is critical that we assess their needs (through a family survey) and examine our own bias to develop an effective support system. Once we have clearly identified their needs, we will discuss the best strategies for the parents of English Language Learners, special education students and for all our students. At the conclusion of the course, you will have a toolbox of strategies that will allow you to support, guide and encourage families to share in your classroom experience. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

88. Online: New York State Culturally Responsive-Sustaining Education Framework, July 12-30 2021 (EWTC)

Audience: K-12 Educators in All Areas

Dates: 7/12/2021 to 7/31/2021

Location: Online Only

EWTC Consortium Members will be given priority registration in this free class. "The Culturally Responsive-Sustaining (CR-S) Education Framework helps educators create student-centered learning environments that: affirm racial, linguistic and cultural identities; prepare students for rigor and independent learning; develop students' abilities to connect across lines of difference; elevate historically marginalized voices; and empower students as agents of social change; and contribute to individual student engagement, learning, growth, and achievement through the cultivation of critical thinking." (New York State Education Department) This class will introduce participants to the framework and have them think about ways to provide appropriate support and services to educate all students effectively and equitably while promoting positive student outcomes.

89. EDU 5017.01/Foundations of Early Childhood

Location: Online (online, ny)

Dates: 7/12/2021 to 7/16/2021

This is an on campus course. An introduction to the historical, philosophical, and cultural roots of early childhood education including traditional, current and innovative models for early childhood programs. Field experience required. This course is for matriculated students only. Non-matriculated students that wish to take on campus can seek permission. This course will run synchronous online from 7/12-7/16/21 from 8am-4pm. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

Do you want to make your classroom welcoming to all students and ensure you are not inadvertently using racist practices? Would you like to explore biases you and your students may not know you have and find ways to address them? In Creative Response to Racism: Creating Anti-Racist Classrooms, you'll learn how to best support students to go beyond examining equity and diversity and to implement practices that address anti-racism.

Join CRC to share and learn activities that create a safe environment for students to explore and celebrate their cultures, examine personal, cultural, and institutional forms of bias, and develop strategies to effectively respond to bias. Connect with familiar and new colleagues to discuss the institutionalized nature of racism, power, privilege, and the internalization of various forms of oppression. Learn how to make schools and classrooms more welcoming for all students and their families, with culturally diverse books and resource lists. Create the culturally rich classrooms you may not have had when you were a student.

This virtual interactive course will be delivered via Zoom. Cameras will be necessary to fully participate. This course is facilitated by Tara Fishler of Creative Response to Conflict.
This course is FREE to our consortium members and open to non members (at our regular rate) if space permits. In this book study, participants will examine how they can re-energize themselves to maintain or regain a positive outlook and love of teaching. They will dive deep into specific, immediate actions they can take to enhance their well-being and thrive both on and off the job. In his light-hearted text, award winning teacher Chase Mielke draws from his own research, lesson plans, and experiences with burnout to help educators change their outlook, strengthen their determination to be a terrific teacher, and reignite their core passion for teaching. The Burnout Cure explains how shifts in awareness, attitudes, and actions can be transformational for teachers and for their students. The book describes specific steps related to mindfulness, empathy, gratitude, and altruism that they can use on their own and with students via classroom lessons and activities. Equipped with these tools, teachers can be their best, so they can give their best to the learners in their care. Participants will need to purchase the book to participate in this course.
EWTC Consortium Members will be given priority registration in this free class. In this online course, teachers will develop an understanding of the structure and content of the NYS Computer Science and Digital Fluency Standards. They will understand the guiding principles and lenses with which the standards were developed and how that relates to student learning. Teachers will also have an opportunity to explore and reflect on ways the standards can be met and implemented into their classrooms.

93. EDU 5274.02/Methods of Teaching Literacy II

Location: Online (online, ny)

Dates: 7/22/2021 to 8/5/2021

This course is the second of a pair of courses that provides a research-based introduction to literacy teaching and learning for children in the elementary grades. The course examines in depth the theories, approaches, and methodology of teaching reading and writing in the elementary classroom, with a special focus on literacy teaching in the upper elementary grades (3-6). Emphasis will be on helping candidates develop an informed, integrated, and balanced approach to the planning and instruction of reading, writing, listening, and speaking, and on extending their knowledge of children's literature in a diverse society. The course will give you a vision of what is possible in 3-6 reading/writing classrooms. It will give you strategies and concepts to draw on as you teach, the lens to understand and respond to what children show you when they read and write, resources to support your lifelong learning, and opportunities to practice and receive coaching on essential teaching moves. I have designed the course so that it also gives you invitations to design and redesign curriculum for reading/writing workshops, opportunities to read the ideas of major theorists in language education, and chances to gain knowledge of constructivist practices in language arts. Our focus will alternate between the teaching of writing and the teaching of reading. Required Texts: "Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre and Content Literacy”, by Fountas & Pinnell, 2001, Heinemann; "The Literacy Teacher's Playbook: Grades 3-6, by J. Serravallo, 2014, Portsmouth, NH: Heinemann. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Joleen Murray at jmurray@rockteach.org or call 845-499-0851 before registering. Additional college tuition will be incurred for graduate credits.

94. Engaging ENL Students for the "New Normal" of Learning - Google Classroom

Audience: All

Dates: 7/29/2021 to 8/27/2021

Location: Google Classroom

This 15 hour online course will run through Google Classroom. During this experience, participants will explore a variety of strategies to engage ENL students in learning whether in remote, 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.

95. Online: Using Google Tools - Intermediate to Advanced Features

Audience: All

Dates: 7/29/2021 to 8/27/2021

Location: Online

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.
As our country's demographics shift, the impact is evident in all our classrooms as we are teaching students from across the world. There is great potential for embracing cultures and enhancing instructional activities while bridging cultures between home and school. Course participants will review research-based strategies to better incorporate students from other cultures into the classroom. At the end of this course, you will be empowered to adjust instructional delivery to meet the needs of your classroom's changing demographics and improve educational outcomes for all students.

97. Online: Advancing ELL Family-School Relationship, August 2 - August 30, 2021 (WTCI)

Audience: K-12 Educators

Dates: 8/2/2021 to 8/30/2021

Location: Online

English Language Learners are our fastest growing group of students. This online course will assist educators in developing strategies and skills to understand ELL students' backgrounds and how to establish and grow strong family relationships. Educators will develop a myriad of skills to use in their classroom to improve instructional outcomes. Educators will examine belief systems and research based practices for serving diverse cultures and languages in the classroom as well as methods for ensuring a positive classroom culture and climate. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

98. Online: Approaches to Changing Student Behavior Using PBIS, August 2 - August 30, 2021 (WTCI)

Audience: K-12 Educators

Dates: 8/2/2021 to 8/30/2021

Location: Online

Teachers and students often encounter barriers that impede learning - including disruptive classroom behaviors that affect the learning community. The climate and culture of each school community is different and, therefore, a "one size fits all” approach does not work. Each school and each district must be responsive to their specific needs and design interventions based on these identified needs. Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports students need to achieve social, emotional and academic success. A system focused on creating school-wide, classroom and individual supports will improve student learning outcomes and will improve student behavior. At the conclusion of this online course, teachers will have a support system that will help to curb disruptive classroom behavior that will lead to improved academic success. This course is appropriate for all regular and special education teachers. PLEASE NOTE: THE INSTITUTE CANNOT REFUND A PARTICIPANT ONCE THE CLASS HAS COMMENCED.

99. Online: Autism Spectrum Disorder, August 2 - August 30, 2021 (WTCI)

Audience: K-12

Dates: 8/2/2021 to 8/30/2021

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.

100. Online: Building a Classroom Culture of Resilience, August 2 - August 30, 2021 (WTCI)

Audience: K-12

Dates: 8/2/2021 to 8/30/2021

Location: Online

Have you ever wondered why some students seem to be able to push through anything that life throws at them while others shut down as soon as they face adversity? Have you ever thought that if you could teach students to "not give up” and to "get back up when knocked down” that you could better reach your learning targets and goals in the classroom? This online course will focus on Grit, Resilience, Stress Reduction, Trauma, Learning from Failure and Mindfulness in the classroom. Participants will have the opportunity to implement research based strategies and construct knowledge with their peers through interactive discussions. At the end of the course, you will have a concrete understanding of what it means to be resilient and strategies you can incorporate at both the classroom and building level. This course is appropriate for all K-12 educators.
We all love the idea of cooperative learning - students actively engaged, working together, and thinking critically about their learning. But how do I incorporate it? Where do I begin? And how will I have time for it? In this course, participants will develop a deeper understanding of cooperative learning and how it can meet students' social, emotional, and academic needs. You will learn and plan for purposeful groupings, active participation in dialogue, various cooperative structures, and student reflection. Date(s) of Online Course: 8/2 - 8/30/2021