Catalog: Rockland/Westchester Teachers' Center Institute

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1. How to Create a Winning Classroom Culture

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

Dates: 11/15/2022 to 1/17/2023

Based upon the book You Win the Locker Room First by Jon Gordon and Mike Smith, participants will learn and apply the "7 C's” to transform classrooms into positive, engaging environments. In line with an educator's mission to educate the whole child, participants will develop strategies to teach students how to: become better communicators, be more empathetic, and become better citizens. As classroom/school leaders, educators will learn ways to connect with students on a whole new level; making classroom cultures nurturing and engaging. Required Readings: "You Win the Locker Room First", by Gordon and Smith (2015). Formerly C.M.S.V. CEGE 590-R01.

2. Content Literacy Instruction

Location: Online (online, ny)

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

Participants will access, develop and utilize reading comprehension strategies that will actively engage their students in the learning process. Participants will have the opportunity to develop, implement and discuss instructional strategies to improve the literacy development of students within all classrooms. Participants will learn effective strategies to improve students' acquisition of competencies in listening, speaking, reading, vocabulary, written expression (i.e. mechanics, grammar, sentence and paragraph structure, and editing skills). Participants will access the information and tools necessary to focus student learning through reading and writing across the curriculum. Teachers involved in this course will have the chance to reflect, discuss, and implement strategies to improve understanding of nonfiction text. More specifically, participants will develop strategies to improve their students' writing skills in any type of classroom setting. Required Readings: Marshall, Jeff (2016). The Highly Effective Teacher; Harvey, S. and Goudvis, A. (2000) Strategies that Work. Other Readings: Sprenger, Marilee (2013). Teaching the Critical Vocabulary of the Common Core. This course will run asynchronously online from Jan. 3-Mar. 6, 2023. Only start and end dates are listed.
This course will provide an overview of the characteristics of effective instructional strategies in a general education classroom. Participants will develop strategies to 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. By the end of this course students should have gained a full understanding of: Special health-related issues, Learning processes of the special education student, motivational and communication techniques, classroom management, the means to update knowledge and skills in the subject taught, current trends and issues, special education legislation, characteristics and etiology of specific disabilities, intervention strategies for children with disabilities, how to adapt the learning environment to meet the needs of exceptional children, and identification of students with disabilities. The text The Inclusive Classroom will provide theoretical support and research-based strategies to improve student learning in mainstream classrooms. Required Readings: Mastropieri & Shruggs., The Inclusive Classroom-The Loose-Leaf Version-5th edition, 2014 and Sprenger, Marilee. How to Teach Students so Students Remember - 2nd Edition, 2018. This course will run asynchronously from Jan. 4-Mar. 7. 2023. Only start and end dates are listed.

4. Teachers Positively Impacting Student Learning: The Three E's of Engagement, Efficacy and Empathy

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

Dates: 1/5/2023 to 3/3/2023

Participants in this course will investigate ways to impact student behavior and learning by focusing on the Three E's of Engagement, Efficacy and Empathy. Reading and activities will focus explicitly on ways to engage students and to instill in them the confidence in their own ability to succeed. Participants will work collaboratively to develop goals that are SMART: Strategic, Measurable, Attainable, Results-orientated and Timely. Based upon the work of Marzano, participants will design student-centered activities that involve high energy, friendly competition and self-monitoring. These activities will focus on helping students to make sense of information on their own so that the learning is meaningful and the knowledge is more likely to be retained. Finally, teachers will explore ways to help their students to see the connections between hard work and success in school and life. Required Readings: Fisher, Douglas & Frey, Nancy (2007). Checking for Understanding and Himmele, P. and Himmele, W. (2011). Total Participation Techniques. Final projects will be delivered via email on Mar. 3, 2023.

5. Building a Tech-Infused 3D STEM Lesson Based on the New NYSSLS Standards

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

Dates: 1/10/2023 to 5/16/2023

New
In this 45-hour course, participants will be introduced to the NYSSLS standards. An overview of the Science and Engineering practices (SEP) and the Cross Cutting Concepts (CCC) will be explored through the lens of a specific STEM topic. Participants will work through the standards at their grade level (K-12) and practice data collection and analysis for a hands-on lab experience. During the last 15 hours, participants will develop and work through an engineering project on a standard of their choice. In addition to STEM exposure, the EdTech sections will explore different technologies that can be used for data collection, analysis, and presentation. The sessions will be part in person and part asynchronous depending on the session content. This hybrid course will meet 27 hours in person. The remaining hours will be asynchronous on the dates listed.

6. EDPD 5016.01/Differentiated Instruction Meets Understanding by Design

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

Dates: 1/23/2023 to 3/27/2023

Participants will access text and research in whey which they will plan curriculum with the "end in mind.” Then, they will develop instructional units and learning strategies "to reach out to individual learners at their varied points of readiness, interest, and learning preference.” Course participants will develop curriculum adaptations and instructional strategies based upon tiered assessments. They will take these ideas and put them into action in their classrooms. 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). During input sessions, participants will learn to incorporate a variety of research-based strategies into their lessons. Course participants will develop curriculum adaptations that are responsive to the individual needs of all students while still maintaining a focus on academic proficiency and excellence for all students. These strategies will include: responsive teaching, ongoing formative assessment, and teaching for understanding in academically diverse classrooms. Participants will develop assessment tools to address the Six Facets of Understanding from the UBD model: Explanation, Interpretation, Application, Perspective, Empathy, and Self-Knowledge. Required Readings: How to Differentiate Instruction in Academically Diverse Classrooms. by Tomlinson, Carolyn (2017) 3rd ed. Alexandria, VA: ASCD; Essential Questions: Opening Doors to Student Understanding, by McTighe, J. and Wiggins, G. (2013) 2nd ed. Alexandriqa, VA: ASCD. If you are taking for graduate credit and do not have a non-matriculant account with the college contact jmurray@rockteach.org for more details.

7. EDPD 5031.01/Building Professional Learning Communities

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

Dates: 1/25/2023 to 3/29/2023

This course will have two goals: (1) to facilitate Professional Learning Communities (PLC) in our schools through the habits of successful thinking and (2) 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 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.” 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. Required Readings: How Full is Your Bucket? Educator's Edition: Positive Strategies for Work and Life, by T. Rath and D.O. Clifton Chicago: Gallup Press.2007;Beyond Discipline: From Compliance to Community, by A. Kohn Alexandria, VA:ASCD. 2006; Learning By Doing: A Handbook for Professional Learning Communities, 3rd ed. by, R. Dufour and R. Dufour New York: Solution Tree. 20126. If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details.

8. EDPD 5012.01/Teaching Core Skills: Listening and Speaking

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

Dates: 1/26/2023 to 3/24/2023

As a result of this course, participants will develop methods and strategies to integrate the core skills of listening and speaking into their curriculums. They will be able to infuse real-world problem-solving skills into content area curriculums. Participants will make student learning more enjoyable by better teaching the "noncognitive skills of learning” (Opitz & Ford, 2014). In this course, participants will learn to embed content-rich experiences into the classroom. Not only will participants achieve better product results from their students, but also witness students developing the lifelong learning skills of critical thinking, linguistic aptitude and cooperation. Participants will be able to make an immediate impact upon their teacher and the learning outcomes for students in their classes. The small group 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 current NYS Learning Standards. Required Readings: Engaging Minds in the Classroom: The Surprising Power of Joy, by Opitz, Michael & Ford, Michael (2014) Alexandria, VA: ASCD; Teaching the Core Skills of Listening and Speaking, by Palmer, Erik (2014) Alexandria, VA: ASCD. If you are taking for graduate credit and don't have a non-matriculant account with the college. Please email jmurray@rockteach.org for more information. *Final projects and reflections submitted via online by March 24, 2023.

9. EDPD 5040.01/Responding to Literature with Power

Location: Online (online, ny)

Dates: 1/30/2023 to 4/24/2023

New
In this course, students will understand how to construct, teach, and enhance writing 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. REQUIRED TEXT(S): Douglas Fisher, Nancy Frey. (2013). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition Paperback. Alexandria, VA: ASCD. Kylene Beers and Robert E Probst. (2013). Notice & Note Strategies for Close Reading. New Hampshire: Heinemann. If you are interested in taking this course for graduate credit, contact Joleen at jmurray@rockteach.org for more information on registering. Synchronous dates are listed, the remaining hours will be asynchronous.

10. Using Technology to Empower Students with Special Needs

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

Dates: 2/7/2023 to 4/18/2023

Most students do not fit into the "one size fits all” theory of a typical classroom setting. Technology has eased the disappointment that many students face with academics. Technology has helped students become excited about learning and empowered them to feel confident in the classroom. This 3 credit course is intended to give educators an opportunity to learn about, explore and implement technology tools that can assist with engaging learners. This course will also explore tools for Special Need Students, Speech and Language Impairments and tools for the Deaf & Hearing. These tools will help students feel more empowered and help them succeed. Required Text: "The UDL Educational Technology Guide 2020: Technology for Special Education” by John F O'Sullivan.

11. EDPD 5013.01/Digital Tools to Support Meaningful Learning

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

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

Educators and support staff will become experts on using digital tools to communicate, create, collaborate and assess students. Participants will gain an understanding of Internet tools to create online resources, screencasting, assessments, online portfolios, communication options for students and parents, and how to maximize the learning environment to reach students through different learning mediums. No textbook is required for this course. Critical reading of assigned articles and supplementary materials are embedded throughout the course. If you are taking this course for graduate credit and do not have an active non-matriculated account with Manhattanville contact jmurray@rockteach.org for details. *Final Projects and reflections delivered via online on Apr. 20, 2023.

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

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

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

Students living in poverty face challenges that educators may miss in our school settings. Ruby Payne (2019) says that students living in poverty are often in "survival mode.” This can make learning in schools challenging, but certainly not impossible for students. As a result of this course, participants will develop methods and strategies that will best meet the learning needs of students living in poverty. Participants will understand the nature of poverty and how poverty affects behavior and academic performance. Once an understanding of poverty has been established, participants will "embrace the mindset of change” necessary to assist students living with poverty (Jensen, 2009). Participants will view students as having "fluid intelligence” and develop action steps necessary to positively influence the way in which students can better understand learning standards and grow as learners/thinkers. Finally, participants will develop classroom level factors to improve student performance following the SHARE method developed by Jensen in his book titled Teacher with Poverty in Mind: What Being Poor Does To Kids' Brains And What Schools Can Do About It (2009). The SHARE method stands for: Standards-based curriculum and instruction; Hope building; Arts, athletics, and Advanced Placement; Retooling of the operating system; and Engaging instruction. Required Readings: Payne, Ruby (2019). A Framework for Understanding Poverty - A Cognitive Approach (Sixth Edition). Aha Press; Highlands, Texas; Kathleen M. Budge and William H. Parrett (2018). Disrupting Poverty: Five Powerful Classroom Practices. ASCD: Alexandria, VA. Jensen, Eric (2014); Engaging Students Living in Poverty. ASCD: Alexandria, VA. If you plan to take this for graduate credit and do not have a current non-matriculant Manhattanville account please email jmurray@rockteach.org for details. Final projects and reflections due via online on Apr. 20.

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

Location: Online (online, ny)

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

In this online course, participants will explore how to facilitate classroom discussions through engaging conversations, the role of teachers as coaches during this process and how best to provide a supportive classroom environment when integrating higher order questioning techniques. When we closely examine the value of student participation in small group discussions, we find that students are able to connect with each other's thoughts and opinions and are able to engage in higher level critical thinking. Critical thinking involves logical thinking and reasoning including the following skills: comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. We will examine the link between critical thinking skills and questioning techniques by taking an in depth look at Bloom's Taxonomy and the quote, "Maslow before Bloom.” At the end of the course, you will have the tools needed to transfer responsibility from yourself to your students to speak purposefully, think outside of the box and lead an effective and engaging classroom discussion. Required Text: "Questioning for Classroom Discussion: Purposeful Speaking, Engaged Listening, Deep Thinking", by J. A. Walsh & B. D. Sattes, 2015, Alexandria, VA: ASCD. This course will run asynchronous online from 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.

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

Location: Online (online, ny)

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

In this online course, participants will develop their own use of the principles of effective teaching and develop a master teacher mindset through the examination of the best-selling text Never Work Harder Than Your Students by Robyn R Jackson. We will explore how to engage students in the heavy lifting of learning through the use of units of study, lesson plans, assessments, interventions and classroom management. With a focus on the quality of learning and not the quantity of work; teachers will become better equipped to lead their students on a voyage of self-discovery and acquisition of academic knowledge. At the conclusion of the course, participants will have a unit of study, lesson plan, assessment and action plan to help them put the principles into practice immediately and effectively, challenging their students to work hard and think harder. Required Texts: 'Never Work Harder Than Your Students: The Journey to Great Teaching', 2nd, by Robyn Jackson, Alexandria, Va: ASCD. 2018. This course will run asynchronous online from 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.

15. EDPD 5011.01/Creating and Leading a "Flipped” Classroom

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

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

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

16. Make Grading Matter

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

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

From early childhood education to high school, educators are constantly seeking ways to make assessments and grading meaningful and useful for students. Educators seek grading systems that measure student learning and growth. In this course, we will ask deep questions about the point and value of grading. Participants will think about current grading practices and construct new meanings around this important topic. In this course, participants will research, examine and implement standards based grading systems. Participants will: Identify and analyze various types of grading systems from K-12 settings; Define and identify the meaning of standards based grading practices; Bring accuracy to student assessment and grading practices; Learn how to use grades to effectively communicate students' mastery of learning standards; Understand the value of allowing students multiple opportunities to demonstrate their learning when taking assessments; Discuss and implement assessment practices and grading systems in differentiated learning environments; Consider whether to incorporate effort, attendance, and behavior into academic grades; Research and identify homework policies and their impact on grading systems; How to create useful and fair test questions, including how to grade such prompts efficiently; Analyze the validity and usefulness of allowing students to re-do assessments for full credit and make up policies. Class Texts: Making Grades Matter, by Matt Townsley, Nathan L. Wear (2021); Grading From the Inside Out: Bringing Accuracy to Student Assessment Through a Standards-Based Mindset (How to Give Students Full Credit for Their Knowledge) by Tom Schimmer (2016); Fair Isn't Always Equal: Assessing & Grading in the Differentiated Classroom 1st Edition by Rick Wormelli (2018).

17. Impact of Social Issues in Education

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

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

Education is a cornerstone institution in our country and is directly connected to what is referred to as the "American Dream.” Education plays the dual role of preparing students to be active, literate citizens who are prepared to prosper and contribute to our economy. As educators, we have an obligation to fulfill the tenet that all children are entitled to a "free and appropriate education” in the United States of America. In 2021, educators face a myriad of social issues that impact our profession. In this course, participants will research, analyze and discuss some of the important issues facing our students and profession today. Participants will: Identify and utilize culturally responsive teaching strategies to create inclusive learning environments; Identify the impact of poverty and homelessness on children's classroom behavior and learning; Describe the structures of US families today, identifying the difficulties that working parents face in raising children; Discuss and analyze issues pertaining to race, ethnicity and gender and the ongoing issue of unequal educational opportunities; Discuss and analyze ethical/legal issues affecting teaching and learning such as the use of technology, education law, etc.; Describe and analyze the impact of alcohol and drug abuse on students in recent years; Identify the ramifications of school violence on schools and what steps educators are taking to keep students safe but also feel connected to schools; Analyze dropout rates and identify why students drop out of school and develop strategies as to what educators can do to prevent students from dropping out of school. Class Texts: Culturally Responsive Teaching and The Brain, by Zaretta L. Hammond and Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College, by Doug Lemov, Norman Atkins. Final projects will be delivered online on June 16, 2023.