Catalog: Rockland/Westchester Teachers' Center Institute

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

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

Dates: 6/2/2022 to 8/4/2022

Based upon the book Better Than Carrots or Sticks by Dominque Smith, Douglas Fisher and Nancy Frey, participants will learn and apply restorative practices for effective classroom management. These practices will assist teachers in not only teaching academic material but also instruct students in matters pertaining to social skills. In line with an educator's mission to educate the whole child, participants will develop strategies to: hold individual conferences with students to address problematic behavior, move beyond the traditional use of rewards and consequences, and ultimately build a strong classroom climate through restorative practices. Required Readings: Smith Dominique, et al., Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management. Alexandria, VA: ASCD. 2015; Frey, Nancy et al., All Learning is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond. Alexandria, VA: ASCD. 2019. Final projects and reflections due online on Aug. 4, 2022. If you would like to take this course and are not a matriculated student, please email jmurray@rockteach.org for more info.

2. EDPD 5140.01 - Computational Thinking Across the Curriculum

Location: Online (online, ny)

Dates: 6/2/2022 to 6/30/2022

At the heart of computational thinking are problem-solving and critical thinking, key areas which can benefit all students. In this professional development course, participants will develop a deep understanding of the core concepts of computational thinking - abstraction, decomposition, pattern recognition, and more. Participants will also learn a wide set of strategies for engaging K-12 learners in these core concepts across the range of curricular areas - ELA, math, science, history/social studies, as well as art and music. Access to sample curriculum will also be provided as part of this course. Course requires additional asynchronous online hours. If you would like to take this course for Graduate credit and are not a matriculated student, please reach out to jmurray@rockteach.org for directions.

3. EDPD 5013.01/Digital Tools to Support Meaningful Learning

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

Dates: 6/23/2022 to 8/4/2022

Educators and support staff will become experts on using digital tools to communicate, create, collaborate and assess students. Participants will gain an understanding of Internet tools to create online resources, screencasting, assessments, online portfolios, communication options for students and parents, and how to maximize the learning environment to reach students through different learning mediums. If you would like to take this course for graduate credit and do not have an account with Manhattanville, please contact jmurray@rockteach.org for info. *Final projects and reflections due via online on Aug. 4, 2022.

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

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

Dates: 6/23/2022 to 8/5/2022

In the words of Charlotte Danielson, "Teaching is complex work. It's a thinking person's job.” As a result of this course, participants will address and apply the themes of: equitable learning, high expectations, cultural competence, meeting the needs of all learners and student assumption of responsibility. Participants will identify highly effective practices around Danielson's "Framework for Teaching.” We will observe lessons to evaluate the four core areas of: Planning and Preparation, Classroom Environment, Instruction and Professional Responsibilities. To become highly effective in the teacher evaluation process, participants will develop teaching strategies to help their students to take ownership of their own learning. Based upon Robert Marzano's The Art and Science of Teaching, participants will design instructional strategies that help students to think more logically, effectively and independently. During input sessions, participants will learn to incorporate a variety of research-based strategies into their lessons. These strategies include: providing and communicating learning goals, using assessments, conducting "deep thinking” lessons, using engagement strategies, implementing rules and procedures, and building relationships. Required Readings: Danielson, Charlotte (2007). Enhancing Professional Practice: A Framework for Teaching. ASCD: Alexandria, VA.; Marzano, Robert (2017). The New Art and Science of Teaching. Solution Tree. Bloomington, Indiana. Final projects and reflections due on Aug. 5, 2022. If you are not a matriculated student, contact jmurray@rockteach.org for more info.

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

Location: Online (online, ny)

Dates: 7/1/2022 to 8/5/2022

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 5, 2022. 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.

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

Location: Online (online, ny)

Dates: 7/1/2022 to 8/5/2022

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 5, 2022. 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.

7. EDPD 5135.01 - Computer Science Across the Curriculum

Location: Online (online, ny)

Dates: 7/7/2022 to 8/4/2022

Computers and computer science are all around us. This professional development course will develop a solid understanding of core computer science (CS) concepts such as: programming, cybersecurity, networks and systems, AI. Participants will also learn a wide set of strategies for engaging K-12 learners in core CS concepts across the range of curricular areas - ELA, math, science, history/social studies, as well as art and music. Access to sample curriculum will also be provided as part of this course. Course requires additional asynchronous online hours. If you would like to take this course for Graduate credit and are not a matriculated student, please reach out to jmurray@rockteach.org for directions.

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

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

Dates: 7/14/2022 to 8/5/2022

Technology can increase teachers' capacity to support the learning of individual students with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage and remember. To do this efficiently and effectively technology should be carefully selected, purposefully planned and thoughtful implemented. Not all technology is useful for all students. Required Text: "How to Differentiate Instruction in Academically Diverse Classrooms", 3rd Edition, by Carol Ann Tomlinson. If you would like to take this course for Graduate credit and do not have an account with the college, please contact jmurray@rockteach.org for info. *Final projects and reflections due via online by Aug. 5, 2022.

9. EDPD 5020.01 - The Power of Formative Assessment

Location: Manhattanville College (Purchase, NY)

Dates: 9/6/2022 to 11/8/2022

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. Required Readings: Christine Ann Harrison & Margaret Heritage (2021). The Power of Assessment for Learning: Twenty Years of Research and Practice in UK and US Classrooms 1st Edition; Fisher, D. and Frey, N. (2007). Checking for Understanding. Schmoker, Mike (2006). Results Now. If you would like to take this course for graduate credit and are not a non-matriculated student with Manhattanville, please email jmurray@rockteach.org for further directions.

10. EDPD 5021.01 - Response to Intervention (RTI): How to Ensure Success with Effective Instruction and Intervention

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

Dates: 9/7/2022 to 11/9/2022

New
As a result of this course, participants will develop skills and strategies to reach struggling learners. This course will cover important aspects of Response to Intervention models. Participants will develop methods of evaluating students and pinpointing areas of academic difficulties. Students will utilize "Multi-Tiered Systems of Supports” (Blackburn & Witzel, 2018) to identify struggling students and provide interventions before the application of special education services. Then, participants will develop a positive "mindset” to unlock the potential of all learners. (Dweck, 2006) Further, participants will develop strategies to explicitly guide student learning through a systematic approach. Participants will develop a "tool box” of interventions that are responsive to the needs of all students, but particularly the needs of struggling students. In the words of Fisher and Frey (2010), "Teaching every child is hard work. With that hard work, though, comes a group of learners who are prepared to participate in society. This learning occurs in the classrooms of well-prepared teachers who are undaunted by student learning variations because they believe that each child is an individual and that individuals exhibit differences in growth due to many factors, including carefully selected instructional interventions.” This course will have a direct impact upon student learning. Teachers will walk away with a process of intervention that will make them more purposeful and effective. Participants will be able to make an immediate impact upon their teacher and the learning outcomes for students in their classes. Required Readings: Blackburn, B. & Witzel, B. (2018). Rigor in the RTI and MTSS Classroom; Dweck, Carol (2006). Mindset: The New Psychology of Success. If you would like to take this course for graduate credit and are not a non-matriculated student with Manhattanville, please email jmurray@rockteach.org for further directions.

11. EDPD 5010.01 - Cultivating Habits of Mind: Transforming Teacher and Student Mindsets to Improve Learning

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

Dates: 9/8/2022 to 11/3/2022

New
Based upon the works of authors Arthur Costa and Bena Kallick, participants will learn and apply instructional practices to cultivate the "habits of mind” needed to be a successful student and citizen. These practices will assist teachers in not only teaching academic material but also instruct students in matters pertaining to social skills. The Habits of Mind include: persisting, managing impulsivity, listening with understanding and empathy, thinking flexibly, questioning and problem posing, gathering data through all senses, taking reasonable risks, finding humor, thinking interdependently and remaining open to continuous learning. In line with an educator's mission to educate the whole child, participants will develop strategies to develop these habits of mind. This topic is pertinent in all aspects of education; all educators have a shared responsibility to build powerful, life-long "habits of mind” with and for our students. Required Readings: Costa, A. and Kallick, B. (2008). Learning and leading with habits of mind: 16 characteristics for success. Alexandria, VA: ASCD. *Final projects and reflections due via online on Nov. 3, 2022. If you would like to take this course for graduate credit and are not a non-matriculated student with Manhattanville, please email jmurray@rockteach.org for further directions.

12. EDPD 5013.01 - Digital Tools to Support Meaningful Learning

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

Dates: 9/29/2022 to 11/26/2022

New
Educators and support staff will become experts on using digital tools to communicate, create, collaborate and assess students. Participants will gain an understanding of Internet tools to create online resources, screencasting, assessments, online portfolios, communication options for students and parents, and how to maximize the learning environment to reach students through different learning mediums. Final projects and reflections due via online on Nov. 26, 2022. If you would like to take this course for graduate credit and are not a non-matriculated student with Manhattanville, please email jmurray@rockteach.org for further directions.

13. EDPD 5030.01 - Teaching and the Change Process

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

Dates: 9/29/2022 to 11/26/2022

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 via online on Nov. 26, 2022. If you would like to take this course for graduate credit and are not a non-matriculated student with Manhattanville, please email jmurray@rockteach.org for further directions.

14. EDPD 5015.01 - Developing Curricular Goals, Instructional Alignment and Formative Assessments

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

Dates: 10/20/2022 to 12/8/2022

New
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 principle 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). Required Readings: Tomlinson, Carol Ann. (2017). How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition. Final projects and reflections due via online on Dec. 8, 2022. If you would like to take this course for graduate credit and are not a non-matriculated student with Manhattanville, please email jmurray@rockteach.org for further directions.