You will learn how to make one simple change- teach students to ask their questions during the course. The skill of question formulation can make learning possible for all types of learners. Why should educators introduce their students to the QFT How to effectively incorporate the QFT How to give students more ownership of the learning process What to do with all the QFT questions

This 45-hour asynchronous course equips K-12 educators with practical, research-based strategies to support English Language Learners (ELLs) across all content areas and proficiency levels. Grounded in the principles of scaffolding and aligned with CR Part 154 and NYS proficiency level guidelines, this course is designed to help teachers create inclusive, high-access classrooms where multilingual learners can thrive. Participants will explore: -How ELLs are identified, assessed, and supported in New York State -The foundations of instructional scaffolding and culturally responsive practice -High-leverage strategies like visual supports, sentence frames, cooperative learning, and formative assessment -How to design content and language objectives that address both academic and linguistic demands -Ways to adapt instruction for students at Entering, Emerging, Transitioning, Expanding, and Commanding levels Participants will engage in reading articles, watching videos, and applying these strategies to their current or hypothetical teaching settings. This course aims to equip educators with the tools needed to create an inclusive and effective learning environment for ELL students.

Mindfulness when integrated into the classroom, has the ability to transform classroom and school culture. We as educators understand that we are living in a time when social emotional learning is an urgent matter. Mental health issues and school violence are on the rise. It is clear that so many students are emotionally deprived, socially disconnected, foundationless, and uncentered. We as educators need to get back to where the whole child is cared for and nurtured. Creating a safe haven and a refuge for children of all backgrounds and abilities. Giving the students the ability to face difficult emotions and discover what is really is the underlying issue. Educators in this course will develop strategies for putting mindfulness activities into their classrooms to improve student learning outcomes and behaviors.

This course equips teachers with practical skills to communicate effectively with school administrators, parents, and staff, fostering collaboration, advocacy, and professional growth. Participants will explore foundational communication skills, cultural competence, conflict resolution, persuasion techniques, and long-term collaboration. The course integrates video examples, peer-reviewed research, assignments, and discussions to ensure practical application.

This course introduces participants to learning through intentional lesson planning, with a focus on teaching strategies, comprehension techniques, and assessment practices. We'll begin by fostering classroom conversations in a safe environment where students can take risks. To build comprehension, we'll define key objectives and explore questioning strategies, book talks, and hands-on activities to boost engagement. Assessment strategies, including backward design, will help teachers align lessons with desired outcomes. The tools and strategies covered can be applied across any curriculum to enhance existing classroom practices.

This course equips educators with strategies to enhance learning using graphic organizers, rubrics, and AI-powered tools. Students benefit from interactive, visual approaches that simplify complex concepts. Participants will create a personalized collection of graphic organizers and explore AI resources to generate templates and adapt materials. They will also develop measurable rubrics with the help of AI-assisted tools for efficient assessment. Additional resources for visual learning, writing, math, and concept mapping will be covered. By the end, educators will have AI-enhanced tools and lesson plans tailored to their curriculum.

The course is designed around the CASEL Framework and Greater Good in Education, providing a holistic framework for nurturing EQ within educators and their school communities. Through a combination of self-assessment, interactive discussions, practical exercises, and case studies, participants will gain valuable insights and strategies to enhance their emotional resilience, build positive connections, and prevent burnout. By the end of the course, educators will be equipped with practical tools to create a more emotionally intelligent and supportive learning environment for both themselves and their students. Don't miss this opportunity to unleash the power of Emotional Intelligence in your educational journey!

Remember the grammar worksheets? Circle the noun, underline the verb, and somehow never write a better sentence because of it. Yeah. We're done with that. In this session, you'll explore why traditional grammar instruction hasn't moved the needle on student writing and what actually does. Drawing on current research and classroom-tested practice, you'll dig into an inquiry-based approach that puts mentor texts at the center, invites students to notice and name what writers do, and transfers directly into their own writing. This isn't about throwing grammar out the window. It's about teaching it in a way that sticks, where students use language with intention, power, and craft. You'll leave with a clear framework that fits your existing writing block, works across grade levels 2 and up, and requires zero dittos (yeah, dittos are from the 80's, too). Buckle up. The future of grammar instruction is way more interesting than the past.

Principles of Extraordinary Math is for anyone who teaches or helps people learn math. The course explores research ideas on mathematics learning and student mindsets that can transform students' experiences with math. Sessions are based on the work of Jo Boaler, Carol Dweck, Ron Ritchhart, Cathy Humphries among others

This seminar examines the theory, research, and practice of grammar instruction within the Grades 2-8 literacy classroom. Grounded in the Grammar Study framework developed by Patty McGee and Tim Donohue (2025), the course challenges educators to move beyond traditional, isolated grammar instruction toward an inquiry-based, three-phase model rooted in the science of writing. Students will immerse themselves in the pedagogical framework, explore and design authentic grammar learning experiences, and transfer their learning through direct classroom application documented across the semester. This course is designed as a community of practice. Learning is social, iterative, and grounded in students' own classrooms. Technology tools are integrated throughout as a professional learning infrastructure, not as substitutes for human connection. Students will engage as both learners and teachers, experiencing Grammar Study from both perspectives simultaneously. The first five teachers to register will receive a free copy of "Not Your Granny's Grammar." Two office hours will be scheduled with the participants during this course.

This asynchronous, self paced book study is for any K-12 teacher that wants to learn more about making thinking visible. We will explore how to make student thinking visible to deepen understanding and improve instruction. Using Ron Ritchhart and Mark Church's follow up book The Power of Making Thinking Visible as our guide, we will read about new thinking routines, research, and case studies to create a culture of thinking in our classrooms. This book study will be structured with discussion prompts, a single synchronous session to discuss the ideas presented in the text, and challenges to try the thinking routines outlined in the book.