Catalog: Rockland/Westchester Teachers' Center Institute

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

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

Audience: Open to All

Dates: 6/2/2018

Location: Room 136

Starting Soon
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.
The workplace and higher education settings we are preparing our students for is much different than what we as their teachers encountered coming out of high school 10. 20. or 30 years ago. The evolution of technology, collaboration and communication methods has rewritten what it means to be college and career ready in this century. Teachers in this class will look at methods and strategies for increasing the amount of 21st Century workplace and college skills in their classroom. Areas of exploration will include PBL, the flipped classroom, blended learning and digital collaboration and sharing. This course is appropriate for all K-12 educators.

3. Online: Conferring with Confidence: The Heart of Effective Reading and Writing Instruction (Offered by the Westchester TC Institute)

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

Dates: 6/18/2018 to 7/16/2018

Through collaboration and inquiry, participants will explore the conferring process and the effect that is has on classroom instruction and student engagement. Participants will work through each step involved in conferring in the classroom with a specific focus on the RIP model. Participants will identify and explore the protocol for effective feedback within an instructional setting. At the conclusion of this course, participants will display a knowledge and expertise of the structure of a conference, implications for classroom implementation and instructional practices that can be used instantly in the classroom and that they can embed in their instructional practice.

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

Location: Online Only (Online, )

Audience: Grade Level - All

Dates: 6/25/2018

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.

5. Musical New York (Offered by the Westchester TC Institute)

Dates: 6/27/2018 to 6/29/2018

Location: New York City

In this course, we will examine how musical endeavors have influenced New York City and we will look at the musical works and performers that had their beginnings in NYC and the impact of their work locally, regionally and globally. We will explore the works of the musicians that congregated in Greenwich Village and those that were a part of the Harlem Renaissance. We will also explore the Broadway Theater and other landmark musical institutions including the Metropolitan Opera, Lincoln Center venues and Carnegie Hall. This class is applicable to teachers of all subjects and at all grade levels. Each participant will be expected to make a brief presentation at the final session on how the information will be used in their classroom and colleagues will be asked to give their feedback. 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.

6. ONLINE: Word Up: Exploring Academic Vocabulary (Offered by Westchester TCI)

Audience: Teachers 2-12

Dates: 7/1/2018 to 7/22/2018

This online course is designed to assist elementary through high school teachers in the development of vocabulary instruction. In this course, teachers will choose appropriate Tier 2 words for their teaching, explore effective vocabulary instruction, create vocabulary lessons, explore shades of meaning, and create materials for their classrooms. At the end of this course, teachers will have a strong understanding of how to choose Tier 2 words and use them effectively in their teaching. All activities are aligned to the Common Core Learning Standards.
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.
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.
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.

11. 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.

14. 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

New
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.

15. 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.

16. 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.
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.

20. Linking Reading and Writing (Offered by the Westchester TC Institute)

Audience: K-8 classroom teachers, reading specialists, special education teachers, ENL teachers

Dates: 7/23/2018 to 7/25/2018

How do the Next Generation English Language Arts Standards impact on traditional classroom literacy instruction? How can we purposefully link reading and writing? What does standards-based instruction look like? Explore these questions as we take a closer look at the Next Generation Learning Standards in ELA/Literacy and analyze their impact on lesson and unit design. Workshop participants will experience a close reading lesson that requires the use of 21st century skills and then evaluate the lesson’s alignment to the standards. Time will be provided for the creation of a standards-aligned close reading lesson using a text of your choice. At the conclusion of this course, teachers will have a completed standards-aligned close reading lesson. Please Note there will be 3 hours of outside class work to be submitted by August 2, .2018

21. 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: 7/23/2018 to 7/27/2018

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)

22. 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.

23. 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.

24. 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.
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.
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.

31. 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.
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.