In this online course, we will explore the issues surrounding gender identity and the use of proper pronouns. Using the correct pronouns will help students feel safe, comfortable, and respected in the classroom. We will discuss the distinction between sex and gender and how we can make positive changes in the classroom to eliminate any harassment and bullying. We will also design specific strategies, share resources and discuss how to conduct successful parent teacher conferences while respecting confidentiality. At the conclusion of this class, we will be better prepared to support an individual's gender identity and life experiences and to provide our younger generation with a safe, inclusive and non threatening classroom environment. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This course, which is a compilation of teaching strategies, comprehension techniques, and assessment practices, will introduce participants to learning through intentional lesson planning. We will begin the course by learning how to build conversations and create a safe environment where students are able to take risks and contribute to classroom conversations. In order to build comprehension, we will look at the course objectives and decide what we want the students to take away from the experience. We will explore the use of classroom questioning (and follow up) strategies, fiction and non- fiction book talks and design curriculum wide hands-on activities to improve student participation and comprehension. Exploring a variety of assessment strategies is a key part of the process. By implementing a backward design lesson plan, teachers can focus on the goals they hope to achieve, making their classroom time more intentional and their lesson plans more effective in the production of the desired result. The strategies and tools explored in this class can be applied to any curriculum and will enhance your current classroom tools. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

In this online book study, participants will examine how to identify early clues of dyslexia and look for clues in older children and adults. Participants will understand how dyslexia is diagnosed and identified, and what and how a sound multi-sensory word study program can best support dyslexics. Based on the book, Overcoming Dyslexia by Sally Shaywitz, M.D., teachers will develop an understanding of the identification and best instructional methodologies and practices of teaching students with this reading disability. Sally Shaywitz is an expert scientist and pediatrician who leads the field in dyslexia research. Through case studies and evaluations, join us as we begin to uncover the world of dyslexia. Participants will need to purchase the SECOND EDITION of the book prior to the course commencement date. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

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, Cyberbullying and Discrimination in Schools: Prevention and Intervention (DASA Training). This workshop will be both asynchronous and synchronous. The first 3 hours will be provided through Google Classroom (a Google invite will be provided). You will need to join using a personal Gmail account. The asynchronous portion will consist of a self-directed module based approach that will ask candidates to review the background and some of the laws associated with the DASA, timelines and concrete concepts. The modules will include both free responses and multiple-choice quizzes to ascertain your understanding before a certificate for Part 1 can be issued. You will have four days to complete the first 3 asynchronous hours. This 3-hour session must be completed prior to Part II which is on Sunday, November 5th. Part 2, also a 3-hour time frame, will dive deeper into the strategies and reporting procedures as well as proactive mechanisms for tracking, reporting, and preventing bullying and harassment in the educational/school environment, including cyber bullying. All participants must be available on Sunday, November 5th from 10:00am - 1:00pm to participate in synchronous Part II of the workshop which will be held via Zoom.

As our country's demographics shift, the impact is evident in all our classrooms as we are teaching students from across the world. There is great potential for embracing cultures and enhancing instructional activities while bridging cultures between home and school. Course participants will review research-based strategies to better incorporate students from other cultures into the classroom. At the end of this course, you will be empowered to adjust instructional delivery to meet the needs of your classroom's changing demographics and improve educational outcomes for all students. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

We have all heard the expression, "on the spectrum,” but what does it mean? What implications can it have for your classroom? In this online courses, participants will review the characteristics of Autism Spectrum Disorder, Asperger's Syndrome and Pervasive Developmental Disorder. We will examine best instructional practices and methodologies and, at the end of the class, you will have the tools you need to enhance instructional practices for your students. This course is appropriate for all teachers K-12. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

English language learners present special challenges for teachers in today's classrooms. A successful ELL teacher learns to balance the language learning needs of the students with the appropriate content. The knowledge and skills students gain in ELL classes positively affect their lives at school and home. As the diversity of the United States increases, so too does the need for teachers of second language learners. Participants in this course will create lesson plans that incorporate strategies to reach ELL students. This class is appropriate for all K-12 teachers. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

In this Online course, participants will examine what exactly is "executive functioning,” how it manifests itself in student behaviors and what teaching strategies can be used to accommodate students who struggle with these skills. Executive function affects a child's ability to understand speech and process auditory information. The impact that this can have on a student is profound. How often do you have a student ask you to repeat something or have a delay in answering your questions? Their classwork, homework, test grades, comprehension, and retention all suffer when they struggle with executive functioning. A student who has trouble processing incoming information or directions will give answers that seem odd or not even related at all. Teachers in this course will dive deep into specific, immediate actions they can take to enhance their students' functioning on academic and non-academic tasks. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

In this course participants will focus on the application of theories of teaching and behavioral guidance to foster resilient learners. Participants will learn how environmental factors impact students' ability to learn and demonstrate resilience. Through the use of specific methods and strategies, teachers will learn how to develop beneficial relationships and teach their students self-regulation techniques. Other topics include classroom organization, instructional methods, teaching style, grit, responsibility, emotional competence, engagement and much more. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

All teachers have come across a student in their class with either ADHD or a Learning Disability.This course will give teachers an opportunity to examine current research geared towards helping all teachers work effectively with students with ADHD and learning disabilities. Teachers will understand the impact of ADHD on a student's performance, the difference between male and female students with ADHD and, at the conclusion of the course, will have a number of instructional strategies to implement in their classrooms. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This is Free class is open to all. However, consortium members will be given priority registration and non-consortium members will be waitlisted. If space permits, we will then enroll waitlisted teachers The NYSED Culturally Responsive-Sustaining Education Framework names one of its principles as "Ongoing Professional Development” where teachers are expected to engage in ongoing professional learning and support. The Teacher Center DEI Book Club will provide an opportunity for all educators to engage in a professional learning community with peers around DEI topics. For the Fall/Winter Edith Winthrop Teacher Center DEI Book Club, we will be reading "Rest is Resistance: A Manifesto” by Tricia Hersey, an artist, poet, theologian, and community organizer. She is also the founder of The Nap Ministry, an organization that examines rest as a form of resistance by curating sacred spaces for the community to rest. In this book, Tricia Hersey, aka the Nap Bishop, "casts an illuminating light on our troubled relationship with rest and shows us how to imagine and dream our way to a future where rest is exalted.” What to expect: All participants are asked to purchase the book before the start of the book club cycle All participants are asked to read the book and come prepared for book discussions across three live mandatory Zoom meetings: November 30th - 4:30 - 6:30 p.m. (Discussion will be on Preface, Introduction and Part One: Rest! + Additional Reading TBD) December 14th - 4:30 - 6:30 p.m. (Discussion will be on Part Two: Dream! + Additional Reading TBD) January 4th - 4:30 - 6:30 p.m. (Discussion will be on Part Three: Resist! and Part Four: Imagine! + Additional Reading TBD) All participants are required to do three asynchronous assignments after each live Zoom discussion

In recent years, our students' mental health has been affected more than ever. Between the pandemic and school shootings and violence, using social-emotional strategies has become an integral part of our classrooms. This course will provide you with the support you need to provide a welcoming, safe and comfortable classroom for your students. Participants will develop a toolbox of strategies to foster feelings of safety and security as well as lessons that establish emotional connections that can be incorporated into your classroom curriculum. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

Social and emotional learning, when embedded in the classroom (and in the school) curriculum, can have many positive student outcomes. It can reduce aggression and emotional distress among students, can increase collaborative classroom interactions, can improve self confidence and can lead to improved student learning. We will examine the five (5) keys to social emotional learning and look at how it translates to the classroom culture and to classroom management. We will view videos, read articles and explore various strategies that will work with our students. We will focus on self and social awareness, self-management, relationship skills, responsible decision making and how we can apply best practices in our classrooms. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This course may be taken for graduate or inservice credit. Since the two options are listed separately, please be sure to register accordingly. In this online course, participants will explore how to facilitate classroom discussions through engaging conversations, the role of teachers as coaches during this process and how best to provide a supportive classroom environment when integrating higher order questioning techniques. When we closely examine the value of student participation in small group discussions, we find that students are able to connect with each other's thoughts and opinions and are able to engage in higher level critical thinking. Critical thinking involves logical thinking and reasoning including the following skills: comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. We will examine the link between critical thinking skills and questioning techniques by taking an in depth look at Bloom's Taxonomy and the quote, "Maslow before Bloom.” At the end of the course, you will have the tools needed to transfer responsibility from yourself to your students to speak purposefully, think outside of the box and lead an effective and engaging classroom discussion. Participants will need to purchase the following required text to participate in this course - Walsh, J. A., & Sattes, B. D. (2015). Questioning for Classroom Discussion: Purposeful speaking, engaged listening, deep thinking. Alexandria, VA: ASCD. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This course may be taken for either inservice or graduate credit. Since the two options are listed separately, please be sure to register accordingly. In this online book study, participants will develop their own use of the principles of effective teaching and develop a master teacher mindset through the examination of the best-selling text Never Work Harder Than Your Students by Robyn R Jackson. We will explore how to engage students in the heavy lifting of learning through the use of units of study, lesson plans, assessments, interventions and classroom management. With a focus on the quality of learning and not the quantity of work; teachers will become better equipped to lead their students on a voyage of self-discovery and acquisition of academic knowledge. At the conclusion of the course, participants will have a unit of study, lesson plan, assessment and action plan to help them put the principles into practice immediately and effectively, challenging their students to work hard and think harder. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This is Free class is open to all. However, consortium members will be given priority registration and non-consortium members will be waitlisted. If space permits, we will then enroll waitlisted teachers The NYSED Culturally Responsive-Sustaining Education Framework names one of its principles as "Ongoing Professional Development” where teachers are expected to engage in ongoing professional learning and support. The Teacher Center DEI Book Club will provide an opportunity for all educators to engage in a professional learning community with peers around DEI topics. For the Winter/Spring Edith Winthrop Teacher Center DEI Book Club, we will be reading the 2023 updated edition of "How to Be An Antiracist” by Ibram X. Kendi. In this book, the author "takes readers through a widening circle of antiracist ideas - from the most basic concepts to visionary possibilities - that will help readers see all forms of racism clearly, understand their poisonous consequences, and work to oppose them in our systems and in ourselves.” This paperback edition contains a new preface about the author's life as well as annotations and other text updates. What to expect: All participants are asked to purchase the book before the start of the book club cycle. Purchase the updated paperback edition published in 2023. All participants are asked to read the book and come prepared for book discussions across three live mandatory Zoom meetings: February 8th - 4:30 - 6:30 p.m. (Discussion will be on the Preface to the Paperback Edition, My Racist Introduction, Chapters 1, 2, 3, and 4) February 29th - 4:30 - 6:30 p.m. (Discussion will be on Chapters 5, 6, 7, 8, 9, 10, 11, and 12) March 14th - 4:30 - 6:30 p.m. (Discussion will be on Chapters 13, 14, 15, 16, 17, and 18) All participants are required to do three asynchronous assignments after each live Zoom discussion

In this course, we will focus on the students that are already meeting and exceeding the standards and are ready to excel. We will also discuss ASCD articles that address the twice-exceptional student - the one that is both a gifted learner while negotiating a learning disorder. Our discussions will include strategies to cultivate the talents of gifted children as well as overcoming obstacles in the regular education classroom. At the end of the course, participants will have specific lesson plans to enhance learning opportunities for the gifted student that will propel them to higher levels of learning.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

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 examine the composition of your specific team members and design a plan that will work for your school and/or district. Through the creation of S.M.A.R.T Goals, you will have a plan in place that you can immediately put into action. 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. Throughout 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. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

The Internet has become a primary tool for student communication and research and has moved our classrooms from a passive acquisition of facts to an active application of knowledge. This online class will give you the tools you need to design lessons that will help students navigate the digital tools available to them, including pod-casting, video techniques, teacher tube and global communication sites. These techniques and strategies will allow all our students to take charge of their own technological learning and will help them become successful classroom learners.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This is Free class is open to all. However, consortium members will be given priority registration and non-consortium members will be waitlisted. If space permits, we will then enroll waitlisted teachers The NYSED Culturally Responsive-Sustaining Education Framework names one of its principles as "Ongoing Professional Development” where teachers are expected to engage in ongoing professional learning and support. The Teacher Center DEI Book Club will provide an opportunity for all educators to engage in a professional learning community with peers around DEI topics. The Edith Winthrop Teacher Center DEI Book Club will be wrappping its third year by reading "Asian American Histories of the United States” by Catherine Cenzina Choy. With the increase in Asian American violence and the erasure of Asian American experiences and contributions, this book highlights and uncovers the rich histories of Asian immigrants and US-born Asian Americans and how their stories play an integral part of US History. This book features the lived experiences and diverse voices of immigrants, refugees, US-born Asian Americans, multiracial Americans, and workers from industries spanning agriculture and healthcare. What to expect: All participants are asked to purchase the book before the start of the book club cycle All participants are asked to read the book and come prepared for book discussions across three live mandatory Zoom meetings: April 18th - 4:30 - 6:30 p.m. (Discussion will be on the Preface, Introduction, Chapters One and Two) May 2nd - 4:30 - 6:30 p.m. (Discussion will be on Chapters Three and Four, Interlude and Chapter Five) May 16th - 4:30 - 6:30 p.m. (Discussion will be on Chapters Six, Seven, Eight, and Conclusion) All participants are required to do three asynchronous assignments after each live Zoom discussion