Catalog: Rockland/Westchester Teachers' Center Institute

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

Location: Online (online, ny)

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

In this online course, participants will explore how to facilitate classroom discussions through engaging conversations, the role of teachers as coaches during this process and how best to provide a supportive classroom environment when integrating higher order questioning techniques. When we closely examine the value of student participation in small group discussions, we find that students are able to connect with each other's thoughts and opinions and are able to engage in higher level critical thinking. Critical thinking involves logical thinking and reasoning including the following skills: comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. We will examine the link between critical thinking skills and questioning techniques by taking an in depth look at Bloom's Taxonomy and the quote, "Maslow before Bloom.” At the end of the course, you will have the tools needed to transfer responsibility from yourself to your students to speak purposefully, think outside of the box and lead an effective and engaging classroom discussion. Required Text: "Questioning for Classroom Discussion: Purposeful Speaking, Engaged Listening, Deep Thinking", by J. A. Walsh & B. D. Sattes, 2015, Alexandria, VA: ASCD. This course will run asynchronous online from July 1-August 6, 2021. Only start and end dates are listed. If you are taking for graduate credit and are not a student of Manhattanville, please contact jmurray@rockteach.org for info on creating your account.

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

Location: Online (online, ny)

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

In this online course, participants will develop their own use of the principles of effective teaching and develop a master teacher mindset through the examination of the best-selling text Never Work Harder Than Your Students by Robyn R Jackson. We will explore how to engage students in the heavy lifting of learning through the use of units of study, lesson plans, assessments, interventions and classroom management. With a focus on the quality of learning and not the quantity of work; teachers will become better equipped to lead their students on a voyage of self-discovery and acquisition of academic knowledge. At the conclusion of the course, participants will have a unit of study, lesson plan, assessment and action plan to help them put the principles into practice immediately and effectively, challenging their students to work hard and think harder. Required Texts: "Never Work Harder Than Your Students: The Journey to Great Teaching", 2nd, by Robyn Jackson, Alexandria, Va: ASCD. 2018. This course will run asynchronous online from July 1-August 6, 2021. Only start and end dates are listed. If you are taking for graduate credit and are not a student of Manhattanville, please contact jmurray@rockteach.org for info on creating your account.

3. EDPD 5013.01/Digital Tools to Support Meaningful Learning

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

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

Educators and support staff will become experts on using digital tools to communicate, create, collaborate and assess students. Participants will gain an understanding of Internet tools to create online resources, screencasting, assessments, online portfolios, and communication options for students and parents, and how to maximize the learning environment to reach students through different learning mediums. If you plan to take this course for graduate credit and do not have a previous account set up with the college, please contact JMurray@rockteach.org for more information.

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

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

Dates: 9/9/2021 to 10/31/2021

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: "Learning and leading with habits of mind: 16 characteristics for success”, by Costa, A. and Kallick, B. (2008), Alexandria, VA: ASCD. This course was formerly CMSV CEGE 649-R01. If you plan to take this course for graduate credit and do not have a previous account set up with the college, please contact JMurray@rockteach.org for more information. Due to the current pandemic, this course will run synchronously online. Final projects and reflections due online by Oct. 28, 2021.

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

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

Dates: 9/13/2021 to 11/15/2021

Technology can increase teachers' capacity to support the learning of individual students with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage and remember. To do this efficiently and effectively technology should be carefully selected, purposeful planned and thoughtful implemented. Not all technology is useful for all students. Required Texts: "Integrating Technology in the Classroom: Tools to meet the needs of every student”, by Hamilton, Boni. (2018) (2nd Ed.) Washington DC: International Society of Technology in Education; "How to Differentiate Instruction in Academically Diverse Classrooms”, by Tomlinson, Carol Ann, (2017), Alexandria, VA, Association for Supervision and Curriculum Development. If you plan to take this course for graduate credit and do not have a previous account set up with the college, please contact JMurray@rockteach.org for more information.

6. EDPD 5020.01/The Power of Formative Assessment

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

Dates: 9/14/2021 to 11/9/2021

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: "Checking for Understanding”, (2nd ed.)., by Fisher, D. and Frey, N. (2014). Thousand Oaks, CA: ASCD; "Results Now”, by Schmoker, M. (2006), Thousand Oaks, CA: ASCD. This course was formerly CMSV CEGE 532-R01. If you plan to take this course for graduate credit and do not have a previous account set up with the college, please contact JMurray@rockteach.org for more information.

7. 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: 9/15/2021 to 11/10/2021

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. This course was formerly CMSV CEGE 636-R01. If you plan to take this course for graduate credit and do not have a previous account set up with the college, please contact DRodriguez@rockteach.org for more information.

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

Location: Online (online, ny)

Dates: 9/30/2021 to 11/21/2021

New
In this online course, participants will develop their own use of the principles of effective teaching and develop a master teacher mindset through the examination of the best-selling text Never Work Harder Than Your Students by Robyn R Jackson. We will explore how to engage students in the heavy lifting of learning through the use of units of study, lesson plans, assessments, interventions and classroom management. With a focus on the quality of learning and not the quantity of work; teachers will become better equipped to lead their students on a voyage of self-discovery and acquisition of academic knowledge. At the conclusion of the course, participants will have a unit of study, lesson plan, assessment and action plan to help them put the principles into practice immediately and effectively, challenging their students to work hard and think harder. Required Texts: "Never Work Harder Than Your Students: The Journey to Great Teaching", 2nd, by Robyn Jackson, Alexandria, Va: ASCD. 2018. This course will run asynchronous online from July 1-August 6, 2021. Only start and end dates are listed. If you are taking for graduate credit and are not a student of Manhattanville, please contact jmurray@rockteach.org for info on creating your account.

9. EDPD 5030.01/Teaching and the Change Process

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

Dates: 9/30/2021 to 11/21/2021

New
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 Kotter, J. and Rathgeber, H. (2016). New York: Penguin Random House; pr "Who Moved My Cheese”, (2nd ed.), by Johnson, S. (1999). New York: Vermillion. Recommended Readings: "Squawk!”, by Bradberry, T. (2008). New York; "A Sense of Urgency”, by Collins; Kotter, J. (2008), Cambridge, MA: Harvard Business Press. This course was formerly CMSV CEGE 508-R01. If you plan to take this course for graduate credit and do not have a previous account set up with the college, please contact JMurray@rockteach.org for more information. Due to the current pandemic, this course will run synchronously online. Final projects and reflections due online by Nov. 21, 2021.

10. EDPD 5015.01/Developing Curricular Goals, Instructional Alignment and Formative Assessments

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

Dates: 10/21/2021 to 12/10/2021

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 principal of the course. Course participants will develop cur¬riculum adaptations and instructional strategies that are responsive to the indi¬vidual 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: "How to Differentiate Instruction in Academically Diverse Classrooms” (3rd Ed.), by Tomlinson, C. (2017), Thousand Oaks, CA., ASCD. This course was formerly CMSV CEGE 566-R01. If you plan to take this course for graduate credit and do not have a previous account set up with the college, please contact JMurray@rockteach.org for more information. Due to the current pandemic, this course will run synchronously online. Final projects and reflections due by

11. EDPD 5025.01/Taking a Constructivist Approach to Teaching

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

Dates: 11/12/2021 to 12/16/2021

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 course 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. Required Readings: "Getting to Got It”, by Garner, B. (2007). Alexandria, VA: ASCD; "Designing for Learning: Six Elements in Constructivist Classrooms”, by Gagnon, G. and Collay, M. (2006), Thousand Oaks, CA: Sage Publishing. This course was formerly CMSV CEGE 597-R01. If you plan to take this course for graduate credit and do not have a previous account set up with the college, please contact JMurray@rockteach.org for more information. Due to the current pandemic, this course will run synchronously online. Final projects and reflections due online by Dec. 16, 2021.