Catalog: Rockland/Westchester Teachers' Center Institute

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1. Last Film Club of the Season 6/22/18

Location: Nanuet Library (nanuet, NY) [map]

Dates: 6/22/2018

Starting Soon
Join us on Friday, June 22 10:00 at the Nanuet Library. Our facilitator, Mimi Rasiel, will lead us in stimulating discussions before and after the film. This month we will be viewing the film "La La Land". To celebrate the end of the season, we will go to lunch at yet TBD venue. Please join us for the fun! We will discuss the movies we've seen this past season. The film club will return in September for another season of great viewing and discussions.

2. ONLINE: The Mindful Classroom (Offered by the Westchester TC Institute)

Location: Online Only (Online, )

Audience: Grade Level - All

Dates: 6/25/2018

Starting Soon
THIS ONLINE COURSE STARTS ON JUNE 25 AND ENDS JULY 25. ASSIGNMENTS ARE PACED OUT THROUGHOUT THIS PERIOD SO YOU MUST BE AVAILABLE FOR THE DURATION OF THE COURSE. Helping students cultivate affective skills such as perseverance, emotional management, self motivation, and resilience are key to both their emotional well-being and their ability to engage reflectively with ideas and information. When teachers practice and model these skills, they can be more fully present and able to respond to their students' needs. "Studies show that grade school aged children who learn mindfulness and meditation are more focused and resilient," says Sarah McKay, an Oxford University trained neuroscientist and freelance science writer specializing in mind and brain. "It helps settle them down and improves concentration." This in turn allows for optimal student performance. For teachers, this means that in the midst of everything that goes on in a classroom, we remain aware of what's going on inside our minds and bodies, which can help us with our reactions to a situation and choose a kind and compassionate response. While the practice of mindfulness is never a "cure-all," research suggests that it is a powerful foundation upon which teachers can start to build their social-emotional skills and, in turn, improve their teaching. This course examines the historical and scientific research that has been done supporting the practice of mindfulness in education. Through reading, discussion and exercise, participants will explore how mindfulness can be used everyday with in and out of the classroom.

3. Jump Start National Board Certification - Foundations and Component 2

Location: NYSUT Regional Office, Tarrytown (Tarrytown, NY) - Suite 400

Audience: K-12

Dates: 6/25/2018

Location: Suite 400

Starting Soon
JumpStart is a program to help National Board Certification Candidates get started on the National Board Process. This one day training will give candidates an overview of the National Board process, as well as insight into Component 2. The overview of the process will be done in the morning and Component 2 will be covered in the afternoon. Bring a printed copy of your instructions for your area of certification area along with the standards. Facilitators are Anne Hovis-Williams NBCT and Linnea Engles NBCT, Professional Learning Facilitators that currently teach in White Plains Public Schools and run NBPTS cohorts in White Plains, Rockland and Croton. This program is sponsored by the Lower Hudson Teacher Center Network and hosted by NYSUT Tarrytown. Lunch will be provided by NYSUT.

4. Footwear from the Stuart Weitzman Collection at the NY Historic Society

Location: NY Historical Society (NY, NY) [map]

Dates: 6/26/2018

Starting Soon
Walk This Way Exhibit highlights more than 100 examples from the shoe designers extensive private collection. The exhibition considers the story of the shoe from the perspectives of collection, consumption and production. It explores larger trends in American economic history. While at the museum, enjoy the Norman Rockwell exhibit and other interactive current exhibits. Join us for a guided tour on Tuesday, June 26 at 10:30 for a guided tour. Meet at NY Historical Society, 170 Central Park West (77th St.). Fee is $25/30 nonmember. Registration deadline is Tuesday, June12th.

5. EDU 5550/Research

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

Dates: 6/27/2018 to 6/28/2018

ClosedStarting Soon
This course is only available to specially recommended students. Note the meeting schedule is TBA at this time. This course should be taken near the end of the teacher-candidates sequence of courses as it draws upon a broad understanding of disability, laws that govern the education of children with special educational needs and instructional strategies. The course participant will be required to expand upon their current level of knowledge by investigating literature reviews of contemporary data to develop either a research project or develop a grant that would enhance the quality of instruction and life, for individuals with disabilities. Ethical considerations with regard to research and education of vulnerable populations will be emphasized. The purpose of the course is also to make students more aware of their social responsibility and the need to continue as life long learners in working with individuals where current strategies for intervention are constantly emerging.

6. Clever Little Lies - a Comedy at Penguin Theater

Location: Penguin Playhouse (Stony Point, Ne)

Dates: 6/29/2018

Wait List
From the writer of "Memphis" and "I Love you, You are Perfect" comes a clever new comedy. When Alice tries to get to the bottom of things between her son and his wife, secrets spill out and she and her husband find out that honesty may not be the best policy. Friday, June 29th at Penguin Theater in Stony Point, NY. Tickets are $31.

7. Online Multicultural Classrooms and 21st Century Learners (Offered by the Westchester TC Institute)

Audience: All teachers that work with a diverse population of students and parents.

Dates: 7/2/2018 to 7/23/2018

Location: Online

In this course we will explore what multicultural means to educational settings and course instruction. Classrooms today are becoming increasingly diverse. What does a Multi-Cultural Education look like? What type of instruction is implemented into the classroom? Let's evaluate a multicultural classroom and see how we can encompass all it has to offer. We will dig deep into sharing cultural experiences such as Black History Month, Chinese New Year, and many more celebrations for the whole year. We will also explore how important it is to celebrate culture throughout the year. We will explore how to make our lessons work for children that speak English as a Second Language. We will explore so many websites that are available to aide teachers in making their classrooms places where all children can learn and be successful. A parental component will be implemented so that traditions are understood and we can build deeper relationships with families.

8. Online: Multicultural Classrooms and 21st Century Learners (Offered by Westchester TC Institute)

Audience: All teachers that work with a diverse population of students and parents.

Dates: 7/2/2018 to 7/23/2018

Location: Online Only

New
In this course we will explore what multicultural means to educational settings and course instruction. Classrooms today are becoming increasingly diverse. What does a Multi-Cultural Education look like? What type of instruction is implemented into the classroom? Let's evaluate a multicultural classroom and see how we can encompass all it has to offer. We will dig deep into sharing cultural experiences such as Black History Month, Chinese New Year, and many more celebrations for the whole year. We will also explore how important it is to celebrate culture throughout the year. We will explore how to make our lessons work for children that speak English as a Second Language. We will explore so many websites that are available to aide teachers in making their classrooms places where all children can learn and be successful. A parental component will be implemented so that traditions are understood and we can build deeper relationships with families.
JumpStart is an NEA program to help National Board Certification candidates. This two-day training will give candidates an overview of Component 4 and connections between the forms and written commentary. We will conduct a close read of the NB Standard for Professional Collaboration or Advocacy, and distinguish formative and summative assessments and their impact. Bring a printed copy of your instructions and Scoring Guide for your area of certification along with the NBC standards and 5 Core Propositions. A maximum of 15 candidates can be accommodated in this workshop.

10. EDU 5032.01/Collaboration and Consultation in Inclusive Settings

Location: Manhattanville College (Purchase, NY)

Dates: 7/2/2018 to 8/2/2018

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 is for fully matriculated students only. Please follow the dates on webadvisor for this course. Online meetings on July 5, 16, 23, and 31, 2018.

11. EDU 5085.02/Instructional Strategies for Special Education

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

Dates: 7/2/2018 to 8/1/2018

Closed
This course will provide an overview of the characteristics in a general education classroom. It will incorporate children with special needs and the programs and procedures used most effectively to serve them. It will also provide information about the laws guiding the education of special education students and the theories, diagnostic procedures and teaching strategies which are most effective with these students. Course requires 12 hours observations. The required text is: “The Inclusive Classroom-The Loose-Leaf Version”, 5th edition, by Mastropieri & Shruggs. 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 will be incurred for graduate credits.

12. EDU 5367.01/Methods for Teaching Literacy

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

Dates: 7/2/2018 to 8/1/2018

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. What is literacy? How is literacy acquired and learned? How is literacy learning best scaffolded? These questions will be part of our ongoing inquiry throughout the semester as we center the experiences of individual children as literacy learners. Drawing upon Vygotsky's sociocultural theories of activity and learning, we will seesaw between theory and practice while learning the importance of elementary educators weaving the two together. Though the full-time classroom teacher rarely has an opportunity to focus entirely on one child, the successful practitioner is grounded in theory and tuned in to the strengths and goals of each young learner. 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: “Reading for Real: Teach Students to Read with Power, Intention, and Joy in the K-3 Classrooms”, Collins, K. (2008), Portland, ME: Stenhouse Publishers; “Phonics They Use: Words for Reading and Writing”, Cunningham, P. (2012), New York, Pearson Publishing; “Reading with Meaning”, Miller, D. (2012). Portland, ME: Stenhouse Publishers. 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 will be

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

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

Dates: 7/2/2018 to 8/1/2018

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 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 will be incurred for graduate credits.

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

Location: Manhattanville College (Purchase, NY)

Dates: 7/3/2018 to 8/2/2018

New
This on campus course is designed to provide an intensive study of the assessment process as it relates to the special education teacher. Students will learn the purpose of assessment, measurement concepts and technical adequacy and experience how to administer and interpret test data. Students will explore ways to communicate assessment information and assessment issues related to I.D.E.A. The focus will be on a combination of formal and informal assessment strategies. Teacher candidates will prepare a final report dealing with a comprehensive assessment to include the creation of an I.E.P. for a student with a disability. As part of a formative process, the required portfolio will be reviewed as part of the course. Field experience required. (Special Ed Course). 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 will be incurred for graduate credits.

15. EDU 5413.01/Early Literacy

Location: Manhattanville College (Purchase, NY)

Dates: 7/3/2018 to 8/2/2018

Students will acquire the theoretical and practical knowledge needed to guide the literacy development of young children. They will explore the developmental influences on preschool learning and examine the role of language in supporting literacy development and consider research-based early literacy activities such as book reading, writing activities using invented spelling, storytelling, children's literature, as well as other activities that foster phonemic awareness, print concepts, phonics skills, vocabulary development, and comprehension. Students will consider the role of families in supporting the literacy development of young children. They will also examine methods and materials to support literacy development. 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 will be incurred for graduate credits.

16. EDU 5402.01/Language, Literacy, and Culture B-6

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

Dates: 7/3/2018 to 7/31/2018

This course will examine language development and its relationship to the development of reading and writing strategies, skills, and dispositions for students. This course will introduce students to a sociocultural perspective of language acquisition and development, and the ways in which oral language ability supports learning. The influence of culture on language and literacy development will be examined and students will participate in engagements designed to be "associational bridges" (Gee, 2002) that potentially span Discourses. The class format will include lecture, discussion, and student-led presentations. Students will be evaluated on class participation and several assignments and presentations. The course is supported by a BlackBoard page which features links to the materials related to the class, including electronic copies of the syllabus and in-class handouts, links to BB and other websites, and an electronic discussion board as well as course email. We will use this course management tool extensively. 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 will be incurred for graduate credits.

17. EDU 5406.01/Language, Literacy, and Culture 5-12

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

Dates: 7/3/2018 to 7/31/2018

This course will examine language development and its relationship to the development of reading and writing strategies, skills, and dispositions for students. This course will introduce students to a sociocultural perspective of language acquisition and development, and the ways in which oral language ability supports learning. The influence of culture on language and literacy development will be examined and students will participate in engagements designed to be "associational bridges" (Gee, 2002) that potentially span Discourses. The class format will include lecture, discussion, and student-led presentations. Students will be evaluated on class participation and several assignments and presentations. The course is supported by a BlackBoard page which features links to the materials related to the class, including electronic copies of the syllabus and in-class handouts, links to BB and other websites, and an electronic discussion board as well as course email. We will use this course management tool extensively. 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 will be incurred for graduate credits.

18. EDU 5130.01/Classroom Management for Special Education

Location: Manhattanville College (Purchase, NY)

Dates: 7/3/2018 to 8/2/2018

New
The focus of this on campus course is a theoretical and practical approach to classroom management. Major theories will be examined along with an analysis of the impact of school and student culture on classroom learning and interactions. The organization of the classroom environment will be explored with a focus on how the environment meets the needs of diverse learners. School interventions discussed will include Positive Behavioral Supports (PBS), Functional Behavior Assessments (FBA) and Behavioral Intervention Plans (BIP). Methods and techniques of effective classroom management will be explored through readings, writing, presentations and small group work. Requires 14 hours of observations. 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 will be incurred for graduate credits.

19. EDU 5452/Strategies for Teaching Young

Location: Manhattanville College (Purchase, NY)

Dates: 7/3/2018 to 8/2/2018

Closed
This course will focus upon the application of theories of teaching and behavioral guidance to practice in the inclusive early childhood classroom. Students will be introduced to theoretical concepts and principles and shown how they may be integrated into the early childhood classroom by the use of specific methods and strategies, including techniques for addressing the needs of English-language learners and children from different cultural settings. Topics include classroom organization, planning, instructional methods, instructional materials, grouping for instruction, teaching style, child guidance , management techniques. Field experience required. This course is only open to matriculated students.
In this online course, teachers will exchange classroom ideas, information about free resource links, technology shortcuts and tips, post photos of new classroom trends and create polls and surveys. The course instructor will model the platforms that are available in the Private Facebook Online Group feature. Each participant will be required to post and share by researching the ideas in the online PLC format. Some of the resources we will examine include: professional articles from ASCD, ISTE and NYSCATE, www.code.org, and www.teachersfirst.com. Through the PLC format, teachers will be able to work in real time and get useful comments from their colleagues. This will be an opportunity for teachers to explore, discuss and research their craft with other professionals. The participants will be asked to post a minimum of 10 innovative educational ideas and provide feedback on other participant's posts that they can refer back to throughout the year. This Professional Learning Community will be a resource for teachers to revisit throughout the school year.
This course will give educators a solid foundation in growth mindset theory and practice. It will include tools and resources that teachers can use in their classrooms to develop a growth mindset classroom. They will discover how the brain learns and develops and how to increase brain malleability through effective teaching and learning strategies. Educators will learn about the impact that growth mindset has on student motivation and achievement, how to recognize growth and fixed mindsets in their students and how to increase student motivation through research proven growth mindset practices. Teachers will develop a plan for cultivating growth mindset activities in their classrooms.

22. EDU 5017.01/Foundations of Early Childhood

Location: Manhattanville College (Purchase, NY)

Dates: 7/9/2018 to 7/13/2018

This is an on campus couse. 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. Contact Joleen Murray at jmurray@rockteach.org or call 845-553-9517 for more info. Additional college tuition will be incurred for graduate credits.
This online course will focus primarily on the students that are already meeting and exceeding the standards and are looking to excel. The twice-exceptional student, the one that is both gifted and is negotiating a learning disorder will be explored using a top ten tips list from ASCD as well as examples. Each module will include strategies to cultivate the talents of gifted children. This course will begin with how we identify gifted students and help them to explore their strengths. We will explore differentiating math and science instruction by using a variety of strategies and resources for providing different levels of content and activities that will challenge all students What are the obstacles and what are the ways they can be overcome in the regular education classroom? A skilled teacher will help students utilize his/her own giftedness and will channel resources and enhanced learning opportunities towards that student that will enlarge the student's natural gifts in ways that the students did not even realize existed. Such a teacher will push gifted students to higher personal standards rather than just giving them more work to do or forcing them to tutor other students who are less capable. Participants will leave this class with specific lesson ideas and strategies to implement in their classroom in September.

24. Online: Finding Your Balance: Strengthening Reading and Writing through Balanced Literacy (Offered by Westchester TC Institute)

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

Dates: 7/9/2018 to 8/6/2018

Through inquiry and the exploration of Reading and Writing, participants will explore the life-long practices of readers and writers in a Balanced Literacy setting. Participants will explore each component of the Balanced Literacy framework and connect their own instructional practice to the framework. Through collaboration and investigation, participants will have the opportunity to explore research around Balanced Literacy and best practices in Reading and Writing. At the conclusion of this course, participants will leave with a knowledge and expertise of Balanced Literacy, instructional practices that can be used instantly in the classroom and a “toolbox” filled with best practices and shared literary experiences that they can embed in their instructional practice.
Research has shown that students respond better in the classroom when teachers use up-to-date technology. This online course will include both technological literacy as well as technology strategies that can be implemented throughout the curriculum. There are a number of free resources available to educators that they can embed in their curriculum to enhance student engagement and learning. We will use technology to support learning and skills that are needed to succeed in the 21st century. You will be empowered to create an interactive classroom where students will learn and will not be afraid to take risks. We will explore Animation leaders including Moovly, GoAnimate, Voli, and Animaker and will design ways to incorporate them in lesson projects. Online quiz tools including Plickers and programs like Kahoot will be implemented and examples will be shared. Computing programs such as Scratch, X-Ray, Goggles and Erase all Kittens will give your students an opportunity to take a close look at coding how it can be used. We will look at different digital portfolios, including SeeSaw, that are available to teachers. Throughout the course, we will design strategies for classroom use and ways they can be used independently, with small groups, or with your whole class.
The multicultural heritage of New York City has provided educators with rich experiences to use in their classrooms along with challenges on how to recognize these differences to differentiate classroom instruction. In this course, we will explore the history of NYC from the earliest days of the Dutch and Native American inhabitants to its present day makeup. We will trace immigration and assimilation of various ethnic groups that call the city their home and will explore the historical, cultural, social and political aspects of the lives of these people. Throughout the course, we will discuss and share ways to incorporate this information into the classroom to meet state and local mandates. This class will meet in person and will spend a day visiting the relevant sites in NYC. Please Note: There will be an additional two (2) hours of outside work. Participants will be asked to email the Edith Winthrop Teacher Center by August 31 with a lesson plan that can be used in their classroom during the 2018-19 school year. Attendance will be marked “Complete” when the lesson plan is submitted. There will be minimal entrance fees (approximately $30) associated with the various sites.

27. CEGE 513-R01/Using Voice to Differentiate Instruction in the Classroom

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

Dates: 7/9/2018 to 8/1/2018

Closed
What better way to differentiate instruction than to use your own voice. This course will teach participants how to use your voice to enhance your lessons. Participants will learn about various websites that allow educational staff and students to use their own voice as a learning tool. Websites discussed, but not limited to: Fotobabble, Voki, Padlet, Audiobooks, Audio QR Coding, Screencast-O-Matic and My Simple Show. Participants will create lessons on how they can implement these websites and others with their students. Students interested in auditing course for non-credit will be on a stand-by basis. Preference will be given to Graduate and In-service participants.

28. CEGE 556-R01/Education and the “At Risk” Student

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

Dates: 7/9/2018 to 8/1/2018

Working more effectively with disabled students by recognizing their disabilities and using strategies that meet their particular needs; as a result of this course participants will design a program for one student or more. Students interested in auditing course for non-credit will be on a stand-by basis. Preference will be given to Graduate and In-service participants.
This fun and engaging 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.

30. DASA Dignity for All Students Act - Mandated 6 hour Certification Workshop

Location: Woodlands HS/MS (Hartsdale, NY) - Room 136

Audience: Open to All

Dates: 7/10/2018

Location: Room 136

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 address the social patterns of harassment, bullying, and discrimination including, but not limited to those acts based on a person's actual or perceived race, color, weight, national origin, ethic group, religion, religious practice, disability, sexual orientation, gender, or sex. It will also cover the identification and mitigation of harassment, bullying, and discrimination; and strategies for effectively addressing problems of exclusion, bias, and aggression in education settings. Successful completion of this course will meet the certification requirements in Sec 14 (5) of Chapter 102 of the Laws of 2012, and registrants who participate in the entire 6-hour training will receive a Certification of Completion. Please be advised that we need to have 8 registrants to run this workshop Please note there will be a lunch break.

31. Google Extension, Apps and Add-ons

Location: Rockland Teachers' Center Institute - Stony Point (Stony Point, NY) - 14 Liberty Square Mall

Audience: All

Dates: 7/11/2018

Location: 14 Liberty Square Mall

During this PD workshop, participants will work with in Google Chrome to get Extensions, Apps and Add-ons that enhance both Google Projects as well as everyday teaching and learning. This will include but are not limited to: Bookmarking, Search Engines, Online Video Converters, YouTube Downloader, PDF to Word Converter, Save to Drive, Voice Recorder, Read/Write, Right Inbox for Gmail and many more!!! It is highly recommended that participants bring their own headphones or earbuds.

32. Resilient Stress Management for Educators

Location: North Rockland High School (North Rockland HS, ) - Room 105 NRHS

Dates: 7/11/2018 to 8/1/2018

Location: Room 105 NRHS

New
Participants in the Resilient Stress Management for Educators course (formerly known as Resilience Fitness Training for Educators) will learn how to harness stress. Participants will be shown how current approaches favor only managing stress without directly attending to the energy (Adaptive Energy Qi) that managing stress requires.

Participants will experience the Resilient Stress Management™ toolset which puts Energy Before Effort™. Participants will learn and practice breathing techniques and movements (That are rooted in Chinese martial arts and medicine) which restore A.E.Q.™. Energy to fuel inspired educating; where teachers are at their best and build more energy as they teach.

We will also explore how the A.E.Q. ™ of the teacher affects the student and the class A.E.Q.™ and visa versa. The session will culminate by outlining strategies for increasing energy awareness and efficiency in the classroom while decreasing energy drain and decay. 12 hours contact / 3 hours online.

33. ONLINE: How to Engage Families in the Literacy Process (Offered by Westchester TC Institute)

Audience: Teachers in grades K-12

Dates: 7/15/2018 to 7/25/2018

This online course is designed to assist elementary and secondary teachers in their quest to involve student families in the literacy process. This class will assist you in presenting information to parents and guardians about the demands of the Common Core Learning Standards as well as the literacy curriculums being taught in their child's class and school. Teachers in this online class will develop a hands-on presentation for a school event that will engage their classroom parents as an active partner in the literacy process.

34. Online: Diversity in Children's Literature - Grades 3 -8 (Offered by the Westchester TC Institute)

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

Dates: 7/16/2018 to 8/10/2018

New
This course aims to increase a knowledge of diverse books in children’s literature as well as the different types of diversity available within children’s literature. It is anticipated that participants will come away with an awareness of books to add to their classrooms and instructions, as well as the ability to keep current and continue to find resources after the course is over. The course also spends time looking at controversies within children’s literature, especially examining what happens when an attempt at diversity is considered racist at worst and insensitive at best. Participants will be asked to expand their thinking into what really makes a book diverse. A key part of the course is discussion, and so video reflection is used as opposed to written reflection. There is also a one hour Google Hangout scheduled for discussion. At the conclusion of the course, participants will be able to identify quality diverse literature for children.

35. Online: Diversity in Children's Literature - Pre K-2 (Offered by the Westchester TC Institute)

Audience: Grades Pre K-2 Classroom teachers, librarians, ENL teachers or literacy specialists

Dates: 7/16/2018 to 8/10/2018

New
This course aims to increase a knowledge of diverse books in children’s literature as well as the different types of diversity available within children’s literature. It is anticipated that participants will come away with an awareness of books to add to their classrooms and instructions, as well as the ability to keep current and continue to find resources after the course is over. The course also spends time looking at controversies within children’s literature, especially examining what happens when an attempt at diversity is considered racist at worst and insensitive at best. Participants will be asked to expand their thinking into what really makes a book diverse. A key part of the course is discussion, and so video reflection is used as opposed to written reflection. There is also a one hour Google Hangout scheduled for discussion. At the conclusion of the course, participants will be able to identify quality diverse literature for children.

36. STEAM in Your Classroom (Offered by Westchester TC Institute)

Audience: Grade K-6 Classroom teachers and specialists

Dates: 7/16/2018 to 7/18/2018

This course aims to increase a knowledge of STEAM philosophies and how participants can incorporate them into their classroom. Participants will identify areas of their current curriculum that can benefit from STEAM activities, and will create lesson plans combining curriculum with STEAM infusion. At the conclusion of the course, participants will be able to have a portfolio of activities that they can immediately incorporate into their classrooms, including a plan for Hour of Code.

37. Online: Emotional Intelligence, Reflective Practice and The Theory Self-First

Audience: This course is appropriate for teachers, support personnel (guidance, social workers, and/or psychologists), and administrators. 15 hrs CTLE/Inservice

Dates: 7/17/2018 to 8/28/2018

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. Social Work CEUs are available through Rockland BOCES. A $25 fee apples - paid to Rockland BOCES.

38. Online: Teaching the Developing Brain

Audience: K-12

Dates: 7/17/2018 to 8/28/2018

Location: ONLINE

How many times have you confronted problematic behavior or a poorly constructed assignment from your students and wondered, "What were they thinking?" New science on the developing brain supports the conclusion that our students may not in fact approach that social situation or conceptualize that assignment in the same way that we adults would! Frontal lobe executive functions, particularly in the areas of inhibition and reflection, continue to develop through adolescence and provide the basis for greater self control and more mature reasoning and decision making. In this online course, we will review current research on the developing brain and explore educational programs that can support further brain development. Because developmental neuroscience has been popularized by the press, we will emphasize separating brain fact from fiction in our exploration of sound educational practice.

39. Seesaw:Digital Portfolio, Online Collaboration & Global Blogging

Location: Rockland Teachers' Center Institute - Stony Point (Stony Point, NY) - TBD

Audience: All

Dates: 7/18/2018

Location: TBD

During this workshop, participants will explore the many functions of Seesaw, one of the leading technology tools in education. Seesaw is a space that each student can own. Built-in tools make it easy for students to capture their learning, reflect, and develop new skills. As a digital portfolio, Seesaw collects and organizes student work in a digital forum, making assessment and conferences easier. Seesaw allows global collaboration in a safe and protected digital environment. A parent communication tool can be turned on that seamlessly shares what’s going on in your classroom and build a strong school-home community. It is highly recommended that participants bring their own headphones or earbuds.

40. My Fair Lady at Lincoln Center Theater

Location: Vivian Beaumont Theatre (NY, NY) [map]

Dates: 7/22/2018

Wait List
The most beloved musical of all time, Lerner & Loewe’s My Fair Lady, returns to Broadway in a lavish new production from Lincoln Center Theater, who brought you the Tony-winning revivals of South Pacific and The King and I. Directed by Tony winner Bartlett Sher, the stellar cast—led by Lauren Ambrose, Harry Hadden-Paton, Norbert Leo Butz and Diana Rigg—tells the story of Eliza Doolittle, a young Cockney flower seller, and Henry Higgins, a linguistics professor who is determined to transform her into his idea of a “proper lady.” Enjoy the music that won the play 6 Tony awards in 1956. Sunday July 22 at 3:00. Vivian Beaumont Theater, 150 W. 65th St., NY. Loge 1 tickets are $147. Deadline for registration is April 9th.
Every teacher has a number of different learners that come to class ready to meet their daily classroom goals. The strategies that teachers employ will help them attain these goals. In this online course, we will explore, but not limit our search to, dyslexia, autism, speech, ELL, and social emotional disorders. While we will be examining specific learning disabilities, the strategies that you take back to the classroom will support all learners and will provide you with the tools to frame your lessons in new and creative ways. Using strategies such as Think-Pair-Share and/or Partner Talk will strengthen both student collaboration and understanding and will allow each of them to be successful in the classroom. At the end of this course, you will have the resources, strategies, websites and ideas you need to transform your classroom into a creative learning environment for each and every student.
When incorporating literacy-related instructional strategies in the content areas, students are better equipped to acquire and retain content knowledge. In this online course, we will examine and discuss instructional strategies to develop lessons, rubrics and activities that support comprehension vocabulary and fluency. In addition, we will align classroom activities and assessments to the CCLS to further support literacy in the classroom.
This course is designed to assist teachers and administrators in public and private schools to create and implement Professional Learning Communities. All school sizes and groups have various challenges that they face while creating PLC’s. We will take a closer look at your team and create ways to make a PLC work for your team. Through creating S.M.A.R.T Goals you will each leave this course with an action plan. Members of Professional Learning Communities use results-oriented action steps to clarify exactly what each student must learn, monitor each student's learning on a timely basis, provide systematic interventions, and use collective inquiry/feedback to create a collaborative atmosphere of continual improvement. In this course we will keep the student at the center of our purpose and learn how to create, manage and succeed using Professional Learning Communities.

44. Online: Great Graphic Novels Grades 3-8 (Offered by the Westchester TC Institute)

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

Dates: 7/23/2018 to 8/17/2018

New
This course aims to increase a knowledge of graphic novels in children’s literature as well as the different types of graphic books available within children’s literature. It is anticipated that participants will come away with an awareness of books to add to their classrooms and instructions, as well as the ability to keep current and continue to find resources after the course is over. The course looks at award winners, nonfiction graphic novels, and reissues of classic stories. Participants will be asked to expand their thinking on the value of graphic novels. A key part of the course is discussion, and so video reflection is used as opposed to written reflection. There is also a one hour Google Hangout scheduled for discussion. At the conclusion of the course, participants will be able to identify the value of graphic novels in their classrooms and will also be able to find resources after the course is over.

45. Online: Great Graphic Novels Grades Pre K- 2 (Offered by the Westchester TC Institute)

Audience: Pre K - 2 Classroom teachers, librarians, ENL teachers or literacy specialists.

Dates: 7/23/2018 to 8/17/2018

New
This course aims to increase a knowledge of graphic novels in children’s literature as well as the different types of graphic books available within children’s literature. It is anticipated that participants will come away with an awareness of books to add to their classrooms and instructions, as well as the ability to keep current and continue to find resources after the course is over. The course looks at award winners, nonfiction graphic novels, and reissues of classic stories. Participants will be asked to expand their thinking on the value of graphic novels. A key part of the course is discussion, and so video reflection is used as opposed to written reflection. There is also a one hour Google Hangout scheduled for discussion. At the conclusion of the course, participants will be able to identify the value of graphic novels in their classrooms and will also be able to find resources after the course is over.

46. Read the Books, See the Movies (Offered by Westchester TC Institute)

Audience: Grades K-12 Classroom teachers and Specialists

Dates: 7/24/2018 to 7/26/2018

Location: Woodlands HS _ Innovation Center

In this course, we will be pairing movies with the books they are based upon which will increase our students' reading engagement (both in and out of the classroom) and will lead to improved lesson plans. Participants will be expected to read the books (Wonder and We are All Wonders by R.J. Palacio and The Story of Ferdinand by Munro Leaf). In addition, when the movies come out in the theater, you will be expected to see them as a class. The first class meeting will be spent critically discussing the books and developing lesson ideas for the books. After seeing the movie, we will discuss the movie and then create lessons that can be used for both the book and the movie. At the conclusion of the course, participants will have lesson plans ready for various “read the book, see the movie” activities, including book clubs, literacy lesson plans and more. Strategies learned in this course can be transferred to many other book/movie combinations.

47. Using the Charlotte Danielson Framework to Create a Digital Portfolio (Offered by Westchester TC Institute))

Location: Woodlands HS/MS (Hartsdale, NY)

Audience: Teachers Grades K-12

Dates: 7/25/2018 to 7/30/2018

This course is designed to help probationary teachers build an electronic portfolio with an emphasis on Charlotte Danielson's Four Domains. Students will be able to define the components of a teaching portfolio and understand the importance of keeping and maintaining a professional teaching portfolio. Special attention to developing a teaching philosophy and crafting a tenure reflection based on the Four Domains will be key aspects of this course. This course will also give students a variety of avenues to find the perfect web development platform for their future eFolio. A portion of the course work will be completed outside of the scheduled class times and then shared and revised during the following sessions. (July 24 and 26th students will have to complete a total of 6 hours of outside work)

48. Interactive Learning with Pear Deck

Location: Rockland Teachers' Center Institute - Stony Point (Stony Point, NY) - TBD

Audience: All

Dates: 7/25/2018

Location: TBD

During this workshop, participants will learn how to use the exciting and new technology teaching tool called Pear Deck. Teachers can transform their current Google Slides or PowerPoint Presentations into interactive, student engaged lessons that tracks student responses. Students then log into the presentation with unique access codes and interact with questions while teachers monitor student and whole-class progress. It is highly recommended that participants bring their own headphones or earbuds.

49. ONLINE: The Mindful Classroom (Offered by the Westchester TC Institute)

Location: Online Only (Online, )

Audience: Grade Level - All

Dates: 7/30/2018 to 8/20/2018

Helping students cultivate affective skills such as perseverance, emotional management, self motivation, and resilience are key to both their emotional well-being and their ability to engage reflectively with ideas and information. When teachers practice and model these skills, they can be more fully present and able to respond to their students' needs. "Studies show that grade school aged children who learn mindfulness and meditation are more focused and resilient," says Sarah McKay, an Oxford University trained neuroscientist and freelance science writer specializing in mind and brain. "It helps settle them down and improves concentration." This in turn allows for optimal student performance. For teachers, this means that in the midst of everything that goes on in a classroom, we remain aware of what's going on inside our minds and bodies, which can help us with our reactions to a situation and choose a kind and compassionate response. While the practice of mindfulness is never a "cure-all," research suggests that it is a powerful foundation upon which teachers can start to build their social-emotional skills and, in turn, improve their teaching. This course examines the historical and scientific research that has been done supporting the practice of mindfulness in education. Through reading, discussion and exercise, participants will explore how mindfulness can be used everyday with in and out of the classroom.

50. Recent Children's Literature Winners (Offered by Westchester TC Institute)

Audience: Teachers in Grades K-8

Dates: 7/30/2018 to 8/1/2018

This course is geared towards any classroom teacher interested in learning more about recent children's literature and how to incorporate new books into their current lessons and/or units. Participants will be expected to read the award winners and will be provided with the reading list before class begins so they can begin reading as soon as possible. Books will range from picture books to novels, and will include both fiction and non-fiction, with an emphasis on awards that celebrate diversity. By the end of the course, teachers will be able to incorporate award winning, diverse literature into their classrooms lesson plan. Registrants will receive the list of books before the start of the class.
In this online course, we will focus on incorporating the NGSS into our curriculum. These standards mark a change in how we must think about classroom science instruction. We will use a variety of online resources to develop instructional and assessment strategies that address NGSS focusing on K-5 and 6-12 while developing an understanding across grade levels. We will explore how: K-12 science education should reflect the real-world interconnections in science. Science concepts build coherently across K-12. THE NGSS focuses on deeper understanding and application of content. Science and engineering are integrated in science education K-12 Science Standards coordinate with Common Core Standards in English language arts and mathematics. We will use visit NGSS webinars that address this topic and look at sample standards to learn how to read the key to various elements. At the end of this course, participants will have a deeper understanding of the expectations and how they should b applied at each grade level.
In this online course, teachers will exchange classroom ideas, information about free resource links, technology shortcuts and tips, post photos of new classroom trends and create polls and surveys. The course instructor will model the platforms that are available in the Private Facebook Online Group feature. Each participant will be required to post and share by researching the ideas in the online PLC format. Some of the resources we will examine include: professional articles from ASCD, ISTE and NYSCATE, www.code.org, and www.teachersfirst.com. Through the PLC format, teachers will be able to work in real time and get useful comments from their colleagues. This will be an opportunity for teachers to explore, discuss and research their craft with other professionals. The participants will be asked to post a minimum of 10 innovative educational ideas and provide feedback on other participant's posts that they can refer back to throughout the year. This Professional Learning Community will be a resource for teachers to revisit throughout the school year.

53. CEGE 605-R01/Building Professional Learning Communities to Improve Student Learning

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

Dates: 8/2/2018 to 8/30/2018

This course will have two goals: to facilitate Professional Learning Communities (PLC) in our schools through the habits of successful thinking and assist participants in creating classrooms responsive to the needs of all students. These two goals will allow participants to grow professionally and push students beyond independence levels. By developing habits of thinking and collaborative communication skills with colleagues, participants will develop strategies to make their schools better learning communities and to make their classrooms more responsive to the needs of all learners. We will utilize the required book “How Full is your Bucket”, by Tom Rath and Donald O. Clifton as the conceptual framework. The book “reveals how even the briefest interactions affect your relationships, productivity, health and longevity”, and “Beyond Discipline: From Compliance to Community”, by Alfie Kohn. Recommended readings are “Productive Group Work by Fisher”, by Frey and Everlove; and “Teaching with the Brain in Mind”, by Eric Jensen. Effective schools explicitly develop the skills and strategies of collegiality amongst staff members. Effective teachers have a profound impact upon student learning. Therefore, participants will develop thinking and communication skills to make them more effective teachers; improving their responsiveness in the classroom.
Starting out a new school is always an exciting time – full of promise, new ideas and innovative strategies. In this online course, we will explore effective planning and organization strategies for the new school year. We will look at a variety of websites that can assist you in setting up, planning and transforming your classroom into places where differentiated, social emotional learning can take place. Parent and community involvement and technology integration are all essential components for setting the tone for the school year and will also be explored. At the end of this course, you will have the tools you need to begin the new school year with new and innovate ideas to enhance student learning.

55. CEGE 569-R01/Social Problems and Education

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

Dates: 8/6/2018 to 8/29/2018

Social Problems and Education is a course designed to allow participants to engage in discussions and lectures in order to gain a deeper understanding of how the myriad of social problems impact education and society at large.  Schools, are in fact, microcosms of society. Inevitably, social ills such as crime/violence, drug/alcohol dependence, discrimination, poverty, warfare, disrupted families and physical/mental illnesses have on the nation, communities, families, and schools. Children across the country come to school every day, and in some way reflect the aforementioned social problems in their behavior and achievement. This class is meant to serve as an open forum to discuss and research the issues, as well as create a program that deals with the implications of social problems on us as educators.  The accompanying paper will reflect on the social problem, describe the current research, and outline a strategy to mitigate the impact on students and familles. All opinions are welcomed and respected as participants bring a collective amount of life and educational life to the discussions. Group discussions, online research, and role playing will highlight lectured material, and give participants ideas for programs and/or initiatives designed to meet the needs of school districts, schools, and individual students. Required text for this course is “Understanding Social Problems”, 5th edition, Mooney, Linda A., Knox, David, and Schact, Caroline, 2005, Wadsworth, a Division of Thomson Learning, Inc. Rogue Valley Publications.

56. CEGE 600-R01/Launching a Yearlong Writing Framework

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

Dates: 8/6/2018 to 8/29/2018

In this course students will understand how to teach, construct and enhance written responses to texts. They will learn how to implement a yearlong framework that will move students from simple responses to multi paragraph essays. Students will learn how to adapt their lessons to reach all learners. Finally, they will use the lessons taught to create a framework that is relevant to their particular students. Students interested in auditing course for non-credit will be on a stand-by basis. Preference will be given to Graduate and In-service participants.

57. Update Your Website with Google Sites & Explore New Features

Location: Rockland Teachers' Center Institute - Stony Point (Stony Point, NY) - TBD

Audience: All

Dates: 8/8/2018

Location: TBD

During this 2 hour workshop, you will be have an opportunity to see the new features in Google Sites that make it extremely easy to build and maintain a website. You will have ample time to work on developing or updating your site with the assistance of the Learning Facilitators. Learn some tricks that will allow you to update your site without even opening the website editor. It is highly recommended that participants bring their own headphones or earbuds.

58. The Complete History of Comedy at Penguin Theater

Location: Penguin Playhouse (Stony Point, Ne)

Dates: 8/10/2018

Join us for a rollicking review pf comedy through the ages. A trio of actors leave no joke untold as they attempt to save the world through laughter. Friday, August 10 at 2:00 at Penguin Theater in Stony Point, NY. Tickets are $31.
This course 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.
In this class, we will follow the trials and successes that Black Americans have experienced - from the atrocities of early New Amsterdam to slavery in New York to the growth of free Black communities, and culminating with the Harlem Renaissance. We will connect the components of the New York State Standards and present information that is relevant to various disciplines and grade levels. Information and ideas will be exchanged through multi-media presentations, discussions and experiential learning. We will also discuss and share how to incorporate the presented information to align with the NYS Department of Education Dignity for All Students Act. There will be an extensive examination of primary documents as well as an examination of pertinent vocabulary. A portion of the class will be devoted to visiting sites relevant to the development of the Black community in New York in order to provide experiential learning for the participants. At the end of the class, participants will have a richer understanding of Black History. Participants are expected to demonstrate how they will utilize what they have learned to make it relevant for their own students. This class will meet in person and will spend a day visiting the relevant sites in NYC. Please Note: There will be an additional two (2) hours of outside work. Participants will be asked to email the Edith Winthrop Teacher Center by August 31 with a lesson plan that can be used in their classroom during the 2018-19 school year. Attendance will be marked “Complete” when the lesson plan is submitted. There will be minimal entrance fees (approximately $20) associated with the various sites.
Whether you are currently a mentor teacher or would like to serve in this role in the future, this year-long program will provide you with the knowledge and expertise needed to become a skilled mentor. We will examine attitudes, skills, and components of a successful program and focus on teacher development, including how to guide, support, and nurture novice teachers. This course is only open to teachers from the Edith Winthrop Teacher Center and the Teacher Center of Central Westchester. There will be three follow-up dates and dates will be determined at the first meeting. YOU MUST BE PRESENT FOR EVERY IN-PERSON SESSION IN ORDER TO RECEIVE THE FULL CREDIT FOR THIS COURSE.

62. SED 573-96/Teaching English as a New Language - Hybrid Course

Location: New Paltz Central School District (New Paltz, NY)

Dates: 8/25/2018 to 9/29/2018

Examination of methods, materials, and assessment for teaching English as a new language at the elementary (P-6) level. Includes differentiation of instruction for learners of English as a new language at different proficiency levels. Focuses on teaching language modalities (listening, speaking, reading, and writing), second language acquisition, and multicultural perspectives. ONLINE: Asynchronous online learning assignments to be scheduled by instructor. Must be matriculated into TESOL:CR-ITI. By registering through the Rockland Teachers' Center, I authorize SUNY New Paltz to finalize my registration and process the payment of tuition and fees associated with this course.

63. Pretty Woman on Broadway

Location: Nederlander Theatre (New York, Ne) [map]

Dates: 8/26/2018

Wait List
Pretty Woman: The Musical is the World Premiere stage production featuring direction and choreography by two-time Tony Award® winner Jerry Mitchell (Kinky Boots, Legally Blonde, Hairspray), an original score by Grammy® winner Bryan Adams (“Summer of ’69,” “Everything I Do”) and his longtime songwriting partner Jim Vallance, and a book by the movie’s legendary director Garry Marshall and screenwriter J.F. Lawton. Vivian and Edward are unlikely soulmates who overcome all odds to find each other… and themselves. Experience the moments you love from the movie — and get to know these iconic characters in a whole new way — in this dazzlingly theatrical take on a love story for the ages. Sunday, August 26 at 3:00 pm. We have great front mezz tickets for $137. Registration must be completed by 3/11.

64. Exploring Thinking and Writing for National Board Certification

Audience: NBC Candidates and Advanced (retake) candidates

Dates: 8/27/2018 to 8/28/2018

NBC requires descriptive, analytical, and reflective thinking and writing. We will analyze component prompts to identify each type to guide your thinking and writing. Then apply this understanding to identify and select strong evidence by reviewing sample excerpts and a video. Join your colleagues for thoughtful discussion about NBC in a collegial supportive setting. Please note that this institute is open only to NBC candidates and Advanced (Re-take) candidates and is limited to 15 participants.

65. EED 757-95/Clinical Practices in Literacy Intervention, B-6

Location: Willow Grove Elementary School (Thiells, NY)

Dates: 9/4/2018 to 12/11/2018

In this capstone course, candidates work in a clinically-rich setting assessing, designing, implementing, and adjusting as needed an intervention plan for students in grades B-6 to demonstrate mastery of program content. The course also provides information as mandated by NYS Education law in instruction students in fire and arson prevention, prevention alcohol, tobacco, and other drug abuse, and child abduction prevention. This course meets in Willow Grove Elementary School with registration through Rockland Teachers Center. Please contact Donna Rodriguez at Rockland Teachers Center for registration and payment. Call 845-553-9516 or e-mail drodriguez@rockteach.org.

66. EED 758-95/Clinical Practices in Literacy Intervention, 5-12

Location: Willow Grove Elementary School (Thiells, NY)

Dates: 9/4/2018 to 12/11/2018

In this capstone course, candidates work in a clinically-rich setting assessing, designing, implementing, and adjusting as needed an intervention plan for students in grades 5-12 to demonstrate mastery of program content. The course also provides information as mandated by NYS Education law in instruction students in fire and arson prevention, prevention alcohol, tobacco, and other drug abuse, and child abduction prevention. This course meets in Willow Grove Elementary School with registration through Rockland Teachers Center. Please contact Donna Rodriguez at Rockland Teachers Center for registration and payment. Call 845-553-9516 or e-mail drodriguez@rockteach.org.

67. EED 760-95/Literacy Leadership and Coaching

Location: Willow Grove Elementary School (Thiells, NY)

Dates: 9/4/2018 to 12/11/2018

Within this clinically-rich course, candidates study literacy leadership and adult learning. Practices include leading RTI/assessment meetings, analyzing literacy programs, coaching, responding to policy decisions, writing grants, planning professional development, and establishing learning communities. Prerequisites: EED755 Minimum Grade of B or EED756 Minimum Grade of B) and EED759 Minimum Grade of B. This course meets in Willow Grove Elementary School with registration through Rockland Teachers Center. Please contact Donna Rodriguez at Rockland Teachers Center for registration and payment. Call 845-553-9516 or e-mail drodriguez@rockteach.org.

68. EED 528-95/Literacy and Language Learners

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

Dates: 9/5/2018 to 12/12/2018

Students engage with issues around developing literacy in a second language. Students explore theories of second language acquisition, ways to modify assessment and remediation based on students' first language, and culturally responsive approaches to instruction. This course is open to matriculated New Paltz students only. Contact Amy Mackenzie at mackenza@newpaltz.edu before registering.

69. CEGE 508-R01/Teaching and the Change Process

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

Dates: 9/6/2018 to 10/25/2018

New
Teaching is change; learning is change. Merriam-Webster.com defines change as “to give a different position, course or direction to” and “to make different in some particular manner.” Learning is the ability to “solve problems, think critically, communicate effectively, and collaborate well.” (Gagnon & Collay, 2006) Teachers, then, facilitate learning experiences by teaching students to think innovatively about change and the problem solving process. Each minute, period, day, month and year, teachers are required to create and sustain changes in their students and their teaching. This change is manifested in such educational terms as curriculum mapping, formative assessment, response to intervention (RTI) and differentiated instruction. In this course, participants will develop skills and strategies to facilitate change in their teaching and in student learning. Participants will learn how to: identify challenges, develop ownership, write SMART goals, craft plans/lessons, facilitate student “buy-in”, and formatively assess student work. This change process will not only assist teachers in developing a “Habit of Mind” but impact student learning in their classrooms in real time. Participants will be expected to apply and reflect upon course material on a weekly basis through on-line correspondence and ongoing communication with other course participants. Required Readings: “Our Iceberg is Melting”, by John Kotter or “Who Moved My Cheese”. by Spencer Johnson. *Final projects and reflections due by Oct. 25, 2018. Students interested in auditing course for non-credit will be on a stand-by basis. Preference will be given to Graduate and In-service participants.

70. 2001: A Space Odyssey Live at NY Philharmonic

Location: NY Philharmonic (NY, NY) [map]

Dates: 9/15/2018

Experience this spectacle of sight and sound as the NY Philharmonic performs classical favorites by Richard Strauss, Johann Strauss & Ligeti alongside Stanley Kubrick's landmark science-fiction classic projected on a huge screen. Saturday, September 15 @ 8:00 pm. We have excellent 2nd tier center seats. Several aisles are available. Fee is $101. You MUST register by June 25th.

71. EED 753-95/Workshop in Understanding Literacy Difficulites

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

Dates: 9/17/2018 to 12/17/2018

Following a developmental approach, literacy candidates will explore potential difficulties in the reading and writing acquisition process. Include in-depth analysis of the phonological, orthographic, and morphological structures of English. This course is for New Paltz matriculated students only. Please email Joleen Murray at jmurray@rockteach.org for contact information.

72. CEGE 532-R01/The Power of Formative Assessment

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

Dates: 9/18/2018 to 11/13/2018

New
As a result of this course, participants will develop skills and strategies to formatively assess student learning. "Anyone who has ever played or coached a team sport understands the basic idea that ongoing assessment and adjustment are the keys to improved performance" (McTighe, 2007). In this course, participants will engage in the process of ongoing assessment, feedback, reflection, revision and instruction. Participants will develop what Charlotte Danielson (2006) calls a "Habit of Mind" in which student assessments guide teacher instruction. The book Checking for Understanding by Douglas Fisher and Nancy Frey will be the guiding text. Course expectations include taking ideas from individual research, small group online discussions and whole group sessions to put ideas into action. Participants will be able to make an immediate impact upon their teacher and the learning outcomes for students in their classes. The online work and correspondence will be completed on the class wiki page. The link for the course is drgillwiki.wikispaces.com. This portion of the course requires posting on a discussion board. Participants will work towards a final project, creating interconnected lessons and reflections aimed at improving student learning. Participants will provide repository of classroom documents aligned with NYS Learning Standards. Required Readings: “Checking for Understanding”, by Fisher, D. and Frey, N. (2007) and “Results Now”, by Schmoker, Mike (2006). Students interested in auditing course for non-credit will be on a stand-by basis. Preference will be given to Graduate and In-service participants.

73. After at Penguin Theater

Location: Penguin Playhouse (Stony Point, Ne)

Dates: 9/21/2018

This play is the winner of the Carbonell Award for Best Play. In this timely play, the playwright examines parenting, bullying and the fallout from a school incident. The play follows the journey of two families, before and after, as they pick up the pieces once the news cameras have gone home. Friday, September 21st at 2:00 at Penguin Theater, Stony Point, NY. Tickets are $31.
“Be the change that you wish to see in the world.” Mahatma Gandhi.
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 end 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; and understand the importance and inter-relatedness of passion, patience, persistence and perseverance in developing a growth mind-set. These efforts will bring about systemic change and contribute to creating a resilient and compassionate school community.

75. CEGE 507-R01/Creating and Sustaining Enduring Principles and Educational Values in Schools and Classrooms

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

Dates: 9/27/2018 to 11/15/2018

New
In his inaugural address in January 2009, President Obama talked about the “price and promise of citizenship.” In this course, participants will develop lessons, skills and strategies to engage their students in a democratic learning process. Participants will lead their students to deeper understandings of the values of democratic principles set forth by our president; “hard work and honesty, courage and fair play, tolerance and curiosity, loyalty and patriotism.” Participants will think deeply about American schools and the purpose of education. While we consider larger societal issues, the instructor will facilitate applications from theories and wider issues that participants can utilize directly in their respective classrooms. This class is a call to action; to make our children not only better students, but better citizens. Required Readings: “Beyond Discipline”, by Kohn, Aflie (2006) and “The Pact”, by Davis, Jenkins, & Hunt (2002). *Final projects and reflections due by Nov. 15, 2018. Students interested in auditing course for non-credit will be on a stand-by basis. Preference will be given to Graduate and In-service participants.

76. Hybrid: Understanding and Using the NYS Science Learning Standards to Design Instruction

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

Audience: K-12 Science Teachers

Dates: 10/2/2018 to 10/30/2018

During this hybrid in-person/online course experience, participants will explore the New York State Science Learning Standards and modify or create lessons and experiences for students that are aligned with the 3 dimensional structure of the standards.
This course is 15 CTLE hours, with two in-person sessions (first and last sessions) and asynchromous work online. All work is due by the last day of the class. You will receive a Rockland Teacher Center gmail account to participate in this course. Please note, participants will be able to download their CTLE certificate through their My Learning Plan account AFTER the account has been marked complete.

Course schedule:
Oct 2, Oct 30 (In person) 3 hours each day
Oct 3-29 9 hours

This will be accomplished by the following assignments and work:
In person meetings for face-to-face collaboration
Online Responses and Reflections
Reflection

Source Material for this Course:
Rockland Teacher Center Gmail & access to G Suite Google Classroom
Internet access
YouTube access
This course is funded through the NYS Teacher Center grant.
Every day teachers assume leadership roles in their classrooms, schools and district. However, being recognized as a leader can often be a challenge. In this online course, we will explore and share ways to become active participants in Professional Learning Communities, how to write a winning grant, how to engage parents and administrators, and how to become leaders among our peers. At the end of this course, you will have new leadership skills and strategies and a customized plan based on your individual needs and expectations that will take your leadership skills to the next level.

78. CEGE 597-R01/Taking a Constructivist Approach to Teaching

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

Dates: 10/18/2018 to 12/6/2018

New
As educators, we expect students our students to "solve problems, think critically, communicate effectively, and collaborate well." (Gagnon & Collay, 2006) Participants will analyze the effects of effective teaching upon student performance in relation to the criterion above. This weekend will enable participants to develop instructional activities to actively engage students in the learning process and assist students in the development of self-assessment or "metacognitition." Participants will learn how to incorporate research-based methods and techniques in order to achieve a balance between conceptual understanding and procedural knowledge. Participants will develop the tools necessary to create this "balanced approach" to teaching all content areas. Teachers will develop strategies to assist students in "constructing" content knowledge as part of a "meaning-making" process. *Final projects and reflections due by Dec. 6, 2018. Students interested in auditing course for non-credit will be on a stand-by basis. Preference will be given to Graduate and In-service participants.
Participants will develop a thorough understanding of instructional strategies that meet the needs of all learners. Participants will work collaboratively to develop strategies "to reach out to individual learners at their varied points of readiness, interest, and learning preference." This quote from Carol Ann Tomlinson will serve as a guiding principal of the course. Course participants will develop curriculum adaptations and instructional strategies that are responsive to the individual needs of all students. Specifically, participants will acquire the knowledge and skills necessary to effectively differentiate curriculum and instruction in the classroom. Participants will develop the "big ideas" associated with curriculum designs. Then, participants will analyze and apply methods of differentiating products (content), process (instruction), and product (assessment). *Final projects and reflections due by Dec. 27, 2018. Students interested in auditing course for non-credit will be on a stand-by basis. Preference will be given to Graduate and In-service participants.

80. To Kill a Mockingbird on Broadway

Location: Shubert Theater (NY, NY) [map]

Dates: 11/28/2018

New
Harper Lee’s Pulitzer Prize-Winning American classic To Kill a Mockingbird, starring Jeff Daniels, comes to Broadway in a new adaptation by Aaron Sorkin, Directed by Bartlett Sher. Inspired by Lee’s own childhood in Alabama, To Kill a Mockingbird features one of literature’s towering symbols of integrity and righteousness in the character of Atticus Finch, based on Lee’s own father. The character of Scout, based on herself, has come to define youthful innocence – and its inevitable loss – for generation after generation of readers around the world. Wednesday, November 28 at 1:00 pm at the Shubert Theater, 225 W. 44th St. Front mezz tickets are $145. Limited number of tickets are available. REGISTRATION DEADLINE IS JUNE 27TH.

81. CEGE 690-R01/Cultural Immersion Experience in Italy

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

Dates: 3/26/2019 to 5/5/2019

New
This course coincides with an 8-day, cultural immersion experience through parts of Italy. Venice, Rome, and Florence will be explored as well as other areas. Participants in the course will gather and generate materials that can be used in their classroom, based upon their content area. During the trip, participants will journal/blog about their experience, sharing the insights they gain and reflecting upon others. Bring your cameras and your GoPros to document your experience! For more information about the trip go to https://goo.gl/9e3i2o. The course will meet on March 26, 2019, prior to the trip, where course expectations will be discussed and participants will become familiar with the blogging tool that will be used. Additional online work from April 19 through May 5, 2019. Participants will blog during the trip and then there will be an additional online session after the trip to finalize the materials, complete evaluations, and finalize other course requirements.

82. CEGE 690-R01/Cultural Immersion Experience in Italy

Location: Rockland Teachers' Center Institute (Haverstraw, NY) [map]

Dates: 3/26/2019 to 5/5/2019

New
This course coincides with an 8-day, cultural immersion experience through parts of Italy. Venice, Rome, and Florence will be explored as well as other areas. Participants in the course will gather and generate materials that can be used in their classroom, based upon their content area. During the trip, participants will journal/blog about their experience, sharing the insights they gain and reflecting upon others. Bring your cameras and your GoPros to document your experience! For more information about the trip go to https://goo.gl/9e3i2o. The course will meet on March 26, 2019, prior to the trip, where course expectations will be discussed and participants will become familiar with the blogging tool that will be used. Additional online work from April 19 through May 5, 2019. Participants will blog during the trip and then there will be an additional online session after the trip to finalize the materials, complete evaluations, and finalize other course requirements.