Professional Development

Help Topics

Need an Account

Catalog: Scarsdale Teachers Institute

Search Options

Search Term:

Program:

Start Date *

End Date *

Search Results (1 - 100 of 142)

1. STI - 5568 - Teachers College Reading and Writing Summer Institutes (Online 2021)

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 6/21/2021 to 9/9/2021

Ensuring that all students develop high levels of literacy requires teachers to make a concerted, coordinated effort to improve students' proficiency as readers, writers, and critical and creative thinkers. As the Scarsdale district continues to review and improve reading instruction and assessment, teachers will benefit from engaging with researchers in the field and discussing the teaching of reading and writing with their colleagues. The Reading and Writing Project of Teachers College at Columbia University has been a think tank in the area of literacy for twenty-five years, developing state of the art teaching methods and offering professional development in using these methods.

Through this course, participants will combine information from researchers at Teachers College Reading and Writing Project with discussion with colleagues to tailor best practices to the needs of their students. The participants will attend Teachers College Reading and Writing Project Summer Seminar, where they will have the opportunity to choose from literacy-based workshops, including argumentative writing, aligning instruction to the Common Core Standards, utilizing performance based-assessments, guided reading, nonfiction through text sets, and many more.
,
All TC Institutes are listed below and are from 11am - 5 pm online.

These institutes will be running this summer:
Grades K-9 Writing Institutes July 12 - 16; August 2 - 6 from 11am-5pm
Grades K-9 Reading institutes June 28 - July 2; July 19 - July 23, August 9 - 13
Phonics Institute K-2 August 16 - 20
Equity Institute: Advancing Racial Equity in Education - Black History is American History grades K-9 July 5 - 7
Teaching Writing in High School Grades 9-12, July 26 -29

2. STI - 5569- Teachers College Reading and Writing Summer Institutes (Online 2021)- Second week

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 6/21/2021 to 9/9/2021

Ensuring that all students develop high levels of literacy requires teachers to make a concerted, coordinated effort to improve students' proficiency as readers, writers, and critical and creative thinkers. As the Scarsdale district continues to review and improve reading instruction and assessment, teachers will benefit from engaging with researchers in the field and discussing the teaching of reading and writing with their colleagues. The Reading and Writing Project of Teachers College at Columbia University has been a think tank in the area of literacy for twenty-five years, developing state of the art teaching methods and offering professional development in using these methods. Through this course, participants will combine information from researchers at Teachers College Reading and Writing Project with discussion with colleagues to tailor best practices to the needs of their students. The participants will attend Teachers College Reading and Writing Project Summer Seminar, where they will have the opportunity to choose from literacy-based workshops, including argumentative writing, aligning instruction to the Common Core Standards, utilizing performance based-assessments, guided reading, nonfiction through text sets, and many more. , All TC Institutes are listed below and are from 11am - 5 pm online. These institutes will be running this summer: Grades K-9 Writing Institutes July 12 - 16; August 2 - 6 from 11am-5pm Grades K-9 Reading institutes June 28 - July 2; July 19 - July 23, August 9 - 13 Phonics Institute K-2 August 16 - 20 Equity Institute: Advancing Racial Equity in Education - Black History is American History grades K-9 July 5 - 7 Teaching Writing in High School Grades 9-12, July 26 -29

3. STI - 5613 - Teaching Racial Justice: Onward and Upward

Program: Scarsdale Teachers Institute

Dates: 6/23/2021 to 8/4/2021

Inspired by February's discussion with Ray Hinton, and in keeping with the district-wide focus on Equity, Diversity, and Inclusion, this course will focus on integrating social justice initiatives into teaching through the study and discussion of films, podcasts, webinars, and virtual tours -- coupled with on-site learning for those who want to join. With the rise of the Black (and Brown) Lives Matter movement and recent hate crimes victimizing our Asian American and Jewish citizens, the quest for social justice in the United States has taken on a new urgency and fervor. The "Onward and Upward" studies will illuminate and inspire us, while providing valuable educational tools to integrate into our curricula.

Teachers can register for 1-3 credits (12-36 hours), some of which will be offered online, or in-person, field studies to sites such as the African Burial Ground, the Museum of the City of New York, the Jewish Museum, the Cathedral of St. John the Divine, or the New York Historical Society.

4. STI - 5575 - Managing Emotions in Times of Uncertainty and Stress

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 6/24/2021 to 8/19/2021

Closed

Social and emotional skills are more important now than ever. As educators, we can find ways to better identify and manage our own emotions, which in turn, can help our students identify and manage theirs. This course will help teachers unpack how emotions can help and hinder attention, decision making, relationships, health, and performance. Teachers will explore how to recognize, understand, and accurately label emotions, manage their own emotions and help students manage theirs. Teachers will have the opportunity to describe the biases involved in identifying and managing emotions, as well as to reflect on the potential impact of your own biases on your interactions with others.Finally, teachers will be introduced to the concept of emotion co-regulation, as well as a five-step process to support students in moments of high stress.

Developed by the Yale Center for Emotional Intelligence, materials for Managing Emotions in Times of Uncertainty & Stress will provide participants with the knowledge, skills, and strategies to understand and manage their emotions and those of their students. Presented in an asynchronous online fashion, teachers will complete the course at their own pace under the direction of Dr. Elliot Cohen. The group will meet in three synchronous 1 hour zoom sessions on 06/24, 07/22, 819.

5. STI - 5572 - Response to Intervention: Differentiating Instruction for At-Risk Students using Games/Hand-On Activities

Program: Scarsdale Teachers Institute

Audience: K-5

Dates: 6/28/2021 to 7/1/2021

Wait List

Response to Intervention (RTI) is a framework for academic intervention by teachers to identify and to provide supplemental instruction to children who are having difficulty learning. Specific RTI regulations apply to the core curriculum and the general education classroom teacher who must develop interventional strategies that differentiate in the classroom. The use of games is an effective activity for targeting the skills that the struggling student needs to master. Games provide the repetition and review often needed to learn in an enjoyable and fun way in all subject areas. Children are active learners; games engage them in learning and can be used to supplement instruction within the RTI framework.

This course offers teachers specific instruction that can be used in Tier I for RTI. In the Tier I phase, the teacher identifies a student who is at risk and assesses the skill area for supplemental instruction to be provided during the school day. Teachers in grades K-4 will examine RTI specifications and create games and activities that can be used immediately in their classrooms to reinforce curriculum and to differentiate instruction for students experiencing difficulty learning. An integral part of the course will be discussion of multiple intelligences, learning styles, and individualized instructional strategies. Teachers will examine their curricular areas in the primary grades to develop numerous and varied games to target particular learning problems. Participants should bring reference materials for the concepts and skills they would like to individualize in their supplemental instruction.

Course Requirements:
1. Share personal strategies, games, and activities to differentiate instruction.
2. Complete 15 new games or activities for the classroom that can be used as supplemental instruction following the RTI framework.

6. STI - 5578 - From the Couch to the Classroom: Educator Use of Psychological Interventions Online 2021

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 6/28/2021 to 7/2/2021

There is a critical link between mental health interventions and school performance. Psychological interventions have helped many students outside the classroom, but in-school applications are even more compelling. Most important, the principles and methods of effective psychological interventions can be independently applied by teachers to improve student performance in the classroom. Therefore, understanding various types of treatments and how teachers can apply these techniques in educating students is crucial for meeting the needs of our children.

In this course, educators will learn effective psychological interventions and how to construct, integrate and implement aspects of them in the classroom, in order to enhance student learning and performance. Educators will learn about the critical relationship between mental health interventions and school performance, and how to apply these methods in order to maximize student performance and improve classroom management. Participants will learn a wide range of psycho-therapeutic and behavioral techniques, with a primary focus on the most effective evidence-based interventions, such as cognitive behavior therapy and positive psychology. Educators will learn how to extend these methods to their work with individual students in the classroom and with entire classes. Educators will learn how to apply these interventions in order to maximize student performance and improve classroom management. The course will involve lecture, discussion and workshop approaches. Readings and video materials will be presented.

This class will meet for five mornings, from 8:30-11:00am. Participants will be expected to complete approximately three hours of outside work outside of those hours. All self-paced activities can be done at any time before the week of course or during the week of the course. Additionally, some of the self-paced activities for this course can be done after the course week, but prior to paper submission.

7. STI - 5571 - Challenge Course I

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 6/28/2021 to 6/29/2021

Wait List

This course will introduce participants to the Middle School Challenge Course. Participants will have the opportunity to hone their group interaction skills, develop problem solving skills, and stretch their physical abilities individually and with their colleagues. This workshop will model appropriate leadership styles and group dynamics.

Participants will engage in physical activities that are designed to enhance collaborative problem solving; decision making and goal setting skills; and debriefing and questioning techniques. It will allow participants to identify professional and personal applications of what is learned and "transfer" that knowledge to the classroom setting. This class will give participants the opportunity to enhance self esteem by giving them a chance to stretch beyond perceived strengths and weaknesses.

8. STI - 5588 - Teacher as Reflective Practitioner, SPARK Edition

Program: Scarsdale Teachers Institute

Program: Scarsdale Teachers Institute

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 8/5/2021 to 8/19/2021

Psychological research and literature provide useful information regarding key determinants for growth in the wake of a traumatic experience. Factors such as changes in self-perception, renewed appreciation of relationships, altered mindsets about the experience and philosophies about meaning and purpose are some of the critical variables that mediate post traumatic growth. The goals of this course are to (1) examine these elements shown to be important for post traumatic growth and (2) create and apply these in the work that we do in our school community via curriculum, programs, counseling and other learning initiatives, in order to develop a thriving learning community in the wake of COVID-19.

Through readings, videos, discussions and exercises, participants will learn how they and their students can grow and thrive from traumatic experiences. In addition to a final paper, teachers will be responsible for outside readings, video clips, and participation in exercises and discussions.

In this course, participants will synchronously attend three morning meetings. Participants are also expected to complete approximately an additional six hours of self-paced asynchronous learning over the span of the course via exercises, readings and other resources from the instructor. Some of the self-paced activities can be done after the course, but prior to final paper submission.

31. STI - 5616 - Teaching the Reconstruction Era with Facing History and Ourselves (second section)

Program: Scarsdale Teachers Institute

Audience: 7th-12th grade US history, humanities, and English language arts teachers

Dates: 8/9/2021 to 8/12/2021

32. STI - 5569 - Building STEAM Skills: Woodworking

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 8/16/2021 to 8/20/2021

Wait List

Developing STEAM skills requires the knowledge and familiarity of a variety of materials. Students in the middle school and the high school participate in a range of coursework working with wood through their technology classes at the middle school or in the Design Lab at Scarsdale High School. The goal of this course is to improve teachers knowledge about the basic foundations of woodworking (i.e., design, joinery) and hone their skills with different tools. Teachers will adapt and apply what they have learned to their specific grade level and discipline.

There is an additional materials fee to be determined.

33. STI - 5604 - Museums as Resources: New Global Crossroads

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 8/16/2021 to 8/20/2021

Studying works of art at the MET (virtually and in person) and the public monuments in nearby Central Park will afford teachers the opportunity to learn about the MET's new and more inclusive educational focus, and the diversity of those honored by sculptures in the Park. Last year curators and museum educators began a new interpretation of the permanent collection that presents a network of crossroads, among places, eras, and cultures. Teachers will learn about these new more inclusive initiatives and how to apply them in the lessons they design for their classes.

At three prominent locations within the Museum-"crossroads" where major paths intersect-new installations examine the idea of cultural interconnectedness. Moreover, the American Wing galleries now include label commentary provided by Native people as part of their "Native Perspectives" initiative and the European painting collection has been rearranged into what the Met curators describe as "thematic galleries combining works from different countries to show shared concerns or underscore differences, in effect treating Europe not as a fixed map of political borders but a constantly shifting network of exchange -- with works that have the potential to complicate, contradict, and even subvert conventional narratives."

34. STI - 5614 - The Mentor Support Class: Scarsdale 2021-2022

Program: Scarsdale Teachers Institute

Audience: New Mentors and Mentor who want to take the class

Dates: 8/25/2021 to 4/20/2022

Over the past thirty-six years, the Mentor Program has become an integral part of the Scarsdale School District program. This seminar provides systematic support for teachers new to Scarsdale and recognizes and rewards the experience and skill that Mentor teachers bring to new teachers. The program is a rich opportunity for the professional development of expert teachers who are now trained to work with colleagues. This year the Mentors and new teachers will continue to refine and develop the program. This seminar assists the Mentor teacher in defining his/her role and its relationship to the new teacher. Mentor teachers will meet together to identify needs, discuss problems, and seek solutions. Course topics include roles and responsibilities of mentoring, teacher collaboration, and effective communication. Mentor teachers participate in creating this unique program designed specifically to meet the needs of the Scarsdale staff. This course is for first time mentors and repeat mentors who want to take the class.

35. STI - 5607 - The Mentor Support Seminar (Summer)

Program: Scarsdale Teachers Institute

Audience: Scarsdale Mentors

Dates: 8/25/2021 to 4/20/2022

This course prepares participants to serve as mentors to teachers new to the District. Topics include how to provide guidance and support, be an empathetic listening, conduct observations and offer feedback, and manage weekly meetings. Mentors serve as a community for one another to discuss issues and develop solutions. This 2 sessions will cover three of the after school sessions during the school year. This course was designed in response to the needs of mentors who reported that meeting after the school day was a challenge. We find that by offering the summer days more individuals are willing to serve as mentors.

36. STI - 5612 - The Mentor Program 2021-22 (All Mentors)

Program: Scarsdale Teachers Institute

Audience: Scarsdale Mentors

Dates: 8/25/2021 to 3/9/2022

Over the past thirty-six years, the Mentor Program has become an integral part of the Scarsdale School District program. This seminar provides systematic support for teachers new to Scarsdale and recognizes and rewards the experience and skill that Mentor teachers bring to new teachers. The program is a rich opportunity for the professional development of expert teachers who are now trained to work with colleagues. This year the Mentors and new teachers will continue to refine and develop the program. This seminar assists the Mentor teacher in defining his/her role and its relationship to the new teacher. Mentor teachers will meet together to identify needs, discuss problems, and seek solutions. Course topics include roles and responsibilities of mentoring, teacher collaboration, and effective communication. Mentor teachers participate in creating this unique program designed specifically to meet the needs of the Scarsdale staff. MENTORS MENTORING NEW TEACHERS MUST ATTEND ALL 4 CLASSES. Mentors mentoring current staff and not taking the class please ignore the email reminders that Frontline generates.

37. STI - 5564 - Foundations of a Scarsdale Education for Tomorrow: High School

Program: Scarsdale Teachers Institute

Audience: Scarsdale HS new Teacher

Dates: 8/25/2021 to 5/18/2022

Model lesson plans, constructive feedback on instruction, and tips on school culture and classroom management are all critical in helping new teachers be successful. In Scarsdale, a school-based mentor assists new hires with adapting to school culture and common practices in the first year. In addition, Scarsdale teachers benefit from curricular guidance from department chairs and colleagues. As a teacher grows as an experienced professional in the Scarsdale schools, this Foundations course scaffolds teacher professional development and mentorship in their first years so they can take maximum advantage of the professional resources available to them throughout their careers. Throughout the school year, classroom teachers, mentors, department chairs and administrators will engage each other in an examination of instructional methods, content, curriculum, and student learning and understanding to improve classroom teaching and learning. In the fall, new teachers will receive an overview of the Charlotte Danielson model of teacher evaluation and discuss expectations in the areas of special education, technology, grading, and communication to name a few. The mentor component of the course includes five after-school seminars with mentors and mentees and as well as confidential weekly meetings with the assigned mentor teacher. Curricular guidance is individualized through meetings with colleagues and department chairs.

38. STI - 5609 - The Mentor Support Seminar: Edgemont 2021-2022

Program: Scarsdale Teachers Institute

Audience: Edgemont Mentors

Dates: 8/30/2021 to 6/9/2022

Over the past twenty years, the Mentor Program has become an integral part of the Edgemont School District. This seminar provides systematic support for teachers new to Edgemont and recognizes and rewards the knowledge and skill that experienced Mentor teachers bring to new teachers. The program is a rich opportunity for the professional development of expert teachers who are now trained to work with their new colleagues. This year the Mentors and new teachers will continue to refine and develop the program. This seminar assists the Mentor teacher in defining his/her role and its relationship to the new teacher. Mentor teachers will meet together to identify needs, discuss problems, and seek solutions. Course topics include roles and responsibilities of mentoring, teacher collaboration, and effective communication. Mentor teachers participate in creating this unique program designed specifically to meet the needs of the Edgemont staff.

39. STI - 5665 - Elementary Math Pilot Process

Program: Scarsdale Teachers Institute

Audience: Elementary Math Pilot Program participants

Dates: 9/2/2021 to 3/10/2022

The elementary schools are looking to adopt a new math program for the 2022-23 school year. Next year 51 teachers will pilot three programs selected by the Elementary Math Committee. This STI course will serve as a structure and vehicle for our pilot. It will provide the pilot teachers the opportunity and time to collaboratively unpack, discuss, plan, and reflect on each program.

Teachers will use the STI sessions to learn about each program - it's philosophy, structure and methods. They will do this by listening to presenters from each of the program publishers and examining the materials with grade level colleagues. Between sessions, teachers will implement a unit from each program and share their insights with the group at large.

Teachers will share their perspective on each program, complete a survey after implementing each program, and participate in professional dialogue in order to come to a group consensus on which program will be selected for the 2022-23 school year.

40. STI - 5651 .1 Articulating Leadership Across Departments 2021-22

Program: Scarsdale Teachers Institute

Audience: SMS Department Chairs

Dates: 9/21/2021 to 6/7/2022

Middle School department chairs serve on the Principal's Cabinet and are relied on for a wide variety of responsibilities. Now, more than ever, it is imperative that we have time to collaborate as we try to work with the administration to lead our departments through an unprecedented time. There are so many unknowns facing us as we try to return to school and we will need to work together to maintain consistency across departments. Middle School department chairs play a key leadership role as they fulfill the roles of teacher and administrator simultaneously. The department chair serves as an advocate for one's own department while at the same time supporting the wider mission of the school. As a result, healthy and open discussion about school issues must occur regularly. Scarsdale's commitment to educational excellence and evolving state regulations require department chairs to work collaboratively to examine current practices and continue to adapt to changes.

The Middle School department chairs, in the role of teacher evaluators, will function as a study group to review various duties including staff observation and evaluation, and progress with school goals. Participants will work across departments to ensure consistent approaches are being utilized. Through this course, the chairs plan to work collaboratively to follow or modify current practices as well as to prepare for upcoming initiatives. Meetings will be held weekly as needed between September and June.

41. STI 5618 - Nurses Study Group 2021-2022

Program: Scarsdale Teachers Institute

Audience: Nurses

Dates: 9/21/2021 to 6/14/2022

Wait List

Teachers, parents, and students often look to district nurses as resources for advice on health issues that arise in the news or in the schools. Medical information is constantly being updated, and the school nurses require adequate time and opportunity to meet with colleagues to discuss the latest findings in their field. Study group participation provides the nurses a venue to read, listen, and share information that will enhance health office practices. Participants will choose books and articles on topics that are relevant to school health office concerns. Through reading, participation in discussions, and sharing daily-based practice information, school nurses will become better-informed advocates and resources for their students and families.

42. STI - 5633 - Secondary ELA Collegial Inquiry Group

Program: Scarsdale Teachers Institute

Audience: Grades 6-12

Dates: 9/22/2021 to 5/25/2022

This course reunites teachers to build upon work that was begun in summer 2019 in the teaching of whole-class novels and the implementation of book clubs within our English classrooms. (New teachers welcome!) Working alongside Kate Roberts, teachers will explore strategies to teach reading and help students become more fluent readers. This course will focus on supporting teachers as they establish and implement book clubs in a meaningful and sustainable manner whether students are present in person or learning remotely.

43. STI - 5660 - Elementary ELA Collegial Research Group

Program: Scarsdale Teachers Institute

Audience: Scarsdale Elementary teachers K-5

Dates: 9/22/2021 to 6/8/2022

The Teacher-Researcher Collegial Group brings together teacher-leaders from across the district to share and engage in action-research. Teachers will set goals based upon current challenges and problems of practice and study our students, while implementing classroom practices, and engage in peer reflection. In addition to the five days teachers will be working together in classrooms studying with a TCRWP leaders Natalie Louis and Brooke Geller, this course will focus on supporting the development of the teachers' literacy knowledge and pedagogical content knowledge, developing exemplary practices so that the group can research students, implement classroom practices, and reflect together.

44. STI - 5663 - Foundations of a Scarsdale Education for Tomorrow: Middle School

Program: Scarsdale Teachers Institute

Audience: Scarsdale Middle School New Teachers

Dates: 9/22/2021 to 5/18/2022

45. STI - 5686 - Foundations of a Scarsdale Education for Tomorrow: Special Education level/Elementary Level

Program: Scarsdale Teachers Institute

Audience: Special Education new Teachers

Dates: 9/22/2021 to 5/18/2022

Model lesson plans, constructive feedback on instruction, and tips on school culture and classroom management are all critical in helping new teachers be successful. In Scarsdale, a school-based mentor assists teachers new to Scarsdale with adapting to school culture and common practices in the first year. In addition, Scarsdale teachers benefit from individualized curricular guidance from K-5 district coordinators in Math, Science, and English Language Arts. As a teacher grows from novice to experienced professional in the Scarsdale schools, this Foundations course scaffolds teacher professional development and mentorship in their first years so they can take maximum advantage of the professional resources available to them throughout their careers. For Special Education teachers, many of the professional learning opportunities are built into the structures already in place. Team meetings along with workshops and coaching cycles with consultants are incorporated throughout the year. Additionally, while it is important to grow your expertise regarding curriculum knowledge and delivery of instruction, being a SPED teacher adds an additional layer. The preparation and participation in the IEP process, progress monitoring goals and implementation of differentiated instruction adds to the work you do daily with your students. Support will be provided in these areas to ensure success.

Throughout the school year, classroom teachers, mentors, and coordinators. will engage each other in an examination of instructional methods, content, curriculum, student learning and understanding to improve classroom teaching and learning. New teachers will receive support for their Special Education, Math, Science, Reading and Writing curricula from the district coordinators through regular consultations. The mentor component of the course includes after-school seminars with mentors and mentees that address district-wide best practices as well as confidential weekly meetings with the assigned mentor teacher.

46. STI 5671 - Foundations of a Scarsdale Education for Tomorrow Elementary Level

Program: Scarsdale Teachers Institute

Audience: Scarsdale Elementary new teachers

Dates: 9/22/2021 to 5/18/2022

Foundations of a Scarsdale Education for Tomorrow Elementary Level Model lesson plans, constructive feedback on instruction, and tips on school culture and classroom management are all critical in helping new teachers be successful. In Scarsdale, a school-based mentor assists new hires with adapting to school culture and common practices in the first year. In addition, Scarsdale teachers benefit from individualized curricular guidance from K-5 district coordinators in Math, Science, and English Language Arts. As teachers gain more experience in the Scarsdale schools, this Foundations course scaffolds their professional development and mentorship in their first years so they can take maximum advantage of the professional resources available to them throughout their careers. Throughout the school year, classroom teachers, mentors, and helping teachers will engage each other in an examination of instructional methods, content, curriculum, and student learning and understanding to improve classroom teaching and learning. New teachers will receive support for their Math, Science, Reading and Writing curricula from the district coordinators through regular consultations in and out of the classroom and half day professional development workshops. The mentor component of the course includes four after-school seminars with mentors and mentees that address district-wide best practices as well as confidential weekly meetings with the assigned mentor teacher. They will also attend the ST@C Portfolio sessions.

47. STI - 5639 - Workshop for Senior Options Steering Committee 2021-2022

Program: Scarsdale Teachers Institute

Audience: SHS

Dates: 9/27/2021 to 5/16/2022

Every year Scarsdale High School's Senior Options Steering Committee supervises, organizes, reviews, and revises the Senior Options Program. Teaching staff on the Senior Options Steering Committee must reevaluate program policies, forms, and logistics. The case load of mentors and students changes annually; therefore, the Steering Committee must develop new strategies, train new mentors, and supervise new students. Each member on this committee acts as a Case Manager to the mentors of seniors to oversee their caseload and make sure the requirements of the program are being met.

From September to February, participants meet monthly to review the previous year's program evaluations, to assess the outcomes, to make revisions, and to recommend policy changes, where called for, as directed by committee reflection. From March through June, participants meet at least twice monthly to introduce the revised program to mentors and students. Steering Committee members also work independently with individual mentors and students on project choices and proposal writing. Spring meetings involve individual caseloads and subcommittee work. Committee members must also read and approve caseload proposals by the end of the third quarter. During the Senior Options experience, meetings focus on problems specific mentors and students may have in preparation for presentations, on critiquing the ongoing work of the program, and on presenting ideas for reevaluation.

48. STI - 5619 - Teachers Reading Together: Edgewood 2021-2022

Program: Scarsdale Teachers Institute

Audience: K-5

Dates: 9/28/2021 to 6/14/2022

The journey of a life long reader is a search to gain insight and understanding by reading, talking, and reflecting. By transforming reading into a community event through discussion groups, teachers learn differing perspectives on the same work and gain knowledge of literature, genre, and technique. The commitment to read widely and deeply is an important endeavor for teachers as they model the love of reading and the skills of reading and understanding for their students.

Participants will read assigned books and come prepared to discuss aspects of literary form such as character development, theme, plot, and more. They will gain insight into point of view by listening to their colleagues' responses to each book. Participants will enhance their own reading skills and learn techniques for leading discussion groups with students.

49. STI - 5620 - Teacher as Reader: Heathcote 2021-2022

Program: Scarsdale Teachers Institute

Audience: K- 5

Dates: 9/28/2021 to 6/14/2022

50. STI - 5621 - Quality Readers at Quaker Ridge 2021-2022

Program: Scarsdale Teachers Institute

Audience: K-5

Dates: 9/28/2021 to 6/14/2022

The journey of a life long reader is a search to gain insight and understanding by reading, talking, and reflecting. By transforming reading into a community event through discussion groups, teachers learn differing perspectives on the same work and gain knowledge of literature, genre, and technique. The commitment to read widely and deeply is an important endeavor for teachers as they model the love of reading and the skills of reading and understanding for their students. Participants will read assigned books and come prepared to discuss aspects of literary form such as character development, theme, plot, and more. They will gain insight into point of view by listening to their colleagues' responses to each book. Participants will enhance their own reading skills and learn techniques for leading discussion groups with students.

51. STI - 5622 - An Examination of Literature Across Boundaries 2021-2022

Program: Scarsdale Teachers Institute

Audience: All

Dates: 9/28/2021 to 6/14/2022

The journey of a life long reader is a search to gain insight and understanding by reading, talking, and reflecting. By transforming reading into a community event through discussion groups, teachers learn differing perspectives on the same work and gain knowledge of literature, genre, and technique. The commitment to read widely and deeply is an important endeavor for teachers as they model the love of reading and the skills of close reading and understanding for their students. Participants will enhance their own reading skills and learn techniques for leading discussion groups with students.

This course can be taken for 1 or 2 credits. For our first meeting of the year, we ask that everyone read a book of their choice that you feel fits under the theme of "Literature Across Boundaries" (whatever that means to you) to briefly book talk to the group. This can also be a title that you read over the summer that you enjoyed. ALL are welcome!

52. STI - 5623 - Teacher as Reader: Fox Meadow

Program: Scarsdale Teachers Institute

Audience: K-5

Dates: 9/28/2021

The journey of the lifelong reader is a search to gain insight and understanding by reading talking and reflecting. By transforming reading into a community event through discussion groups, teachers learn differing perspectives on the same work and gain knowledge of literature, genre and technique. The commitment to read widely and deeply is an important endeavor for teachers as they model the love of reading and the skills of reading and understanding for their students.

Participants will read assigned books and come prepared to discuss aspects of literary form such as character development, theme, plot and more. They will gain insight into point of view by listening to their colleagues' responses to each book. Participants will enhance their own reading skills and learn techniques for leading discussion groups with students. For the first session, participants should read Before We Were Yours by Lisa Wingate.

Teachers will write a reflection about the works read over the course of the year and course.

53. ST@C: Author Visit: Ken Liu, author of "Paper Menagerie"

Program: ST@C

Audience: All

Dates: 9/28/2021

The "Paper Menagerie," a magic realist story about a biracial American boy and his Chinese American mother, is the first piece of fiction to simultaneously win three of the world's top speculative fiction literary awards (Hugo, Nebula, World Fantasy). In this talk, author Ken Liu will discuss various reader reactions to the story and how our self-narrative remains the most important battleground in our ongoing examination of structural racism in America.

54. ST@C: Music for Strings: Reading Session and Pedagogical Discussion

Program: ST@C

Audience: K-12

Dates: 9/30/2021

Music teachers will gather to explore pieces for the string ensemble. Bring your own pieces, ranging from chamber music to orchestra works, arrangements and originals for sight reading and discussion of pedagogical approaches and learning opportunities. Discussion will be framed around technical development, musical content, socio-historical context, diversity, equity, and inclusion, and the general student aesthetic experience. You may bring your own instrument or use one at SMS.

55. STI - 5673 - Teacher as Reader: Greenacres 2021-2022

Program: Scarsdale Teachers Institute

Audience: All

Dates: 10/4/2021 to 6/14/2022

"The journey of the lifelong reader is a search to gain insight and understanding by reading talking and reflecting. By transforming reading into a community event through discussion groups, teachers learn differing perspectives on the same work and gain knowledge of literature, genre and technique. The commitment to read widely and deeply is an important endeavor for teachers as they model the love of reading and the skills of reading and understanding for their students.

Participants will read assigned books and come prepared to discuss aspects of literary form such as character development, theme, plot and more. They will gain insight into point of view by listening to their colleagues' responses to each book. Participants will enhance their own reading skills and learn techniques for leading discussion groups with students.

56. STI - 5652 - The Reggio Emilia Study Group - 2021-22

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 10/5/2021 to 5/26/2022

"One of the central tenets of the Reggio approach is that every child is a creative child. It was from this idea that the atelier (studio) was conceived." Lella Gandini "The atelier brings the strength and joy of the unexpected to the process of learning... and favors the construction of the imagination, and renders the process of education more complete and whole." Vea Vechhi The Reggio Emilia study group is a place of encounter and dialogue where teachers explore contemporary issues in teaching and learning. Inspired by the long history, experience and pedagogy of Reggio Emilia educators, the study group has for over a decade researched the fundamentals of socio-constructivist philosophy.

Essential questions have guided this research: What is the nature of learning and how can classrooms become cultures of thinking and problem solving? How can we best nurture and inspire creative thinking? How can teachers make visible the thinking and learning that take place in their classrooms? What is the role of the environment in learning? Study group participants will explore current constructivist pedagogy through readings, discussions, videos, and school and conference visits. Participants will deepen their understanding of the concepts of project-based learning, design thinking, the studio and maker spaces, making learning visible, and documentation. Participants will have opportunities to widen their experience of the "100 languages of children" (multiple intelligences) as well as experiment with the use of diverse materials in the classroom. Participants will have opportunities to collaborate with colleagues and to integrate constructivist methodology in their classrooms. Meeting dates in addition to those listed below will be announced.

57. STI - 5653 - Exploring the Professional Shelf - Teaching Writing in Small Groups

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 10/5/2021 to 3/15/2022

It is essential to support students in small groups during their writing instruction. This text explores strategies and structures for implementing targeted small groups. Jennifer Serravallo describes the seven types of small groups (strategy lessons, guided writing, shared writing, interactive writing, inquiry groups, reflection groups, coaching writing partnerships, and clubs) and provides practical application for implementation. Teachers will have the opportunity to meet, read, and discuss this text. They will also be able to try out the seven types of small groups in their classrooms in between sessions. Teachers will create lesson plans for the different types of writing small groups. Teachers will reflect on which small groups work best in their classroom. The first and last meeting dates are listed. The other dates will be determined by the group.

58. ST@C : Classroom Libraries Supporting Diversity Equity & Inclusion: Easy Lessons in Windows, Mirrors, and Sliding Glass Doors

Program: ST@C

Audience: K-12

Dates: 10/6/2021

Comer join us to find out about some to help children see themselves in books and how they can also learn about the lives of others through literature.

59. STI - 5661 - Teacher as Reader: Edgemont

Program: Scarsdale Teachers Institute

Audience: Edgemont Teachers

Dates: 10/6/2021 to 5/4/2022

This course introduces teachers to new literature, which has many clear benefits. Reading together is a meaningful way to explore ideas and perspectives and to share our own experiences. In particular my goal is to assemble a reading list of texts by diverse authors, with the goal of spurring conversation about diverse life experiences. Reading and discussing together also builds our social-emotional well-being as teachers -- something we'll need this year in particular. My hope is that the course models strong facilitation of group discussions, provides examples of prompts that might connect students with literature in a personal way, and exposes teachers to texts that they might bring into their teaching practice.

When a group of educators reads together, sharing insights and reactions to texts, we find connection, develop our own understanding of texts, expose ourselves to new voices, and find fresh material and ideas to bring back to students. As teachers we are often the ones facilitating class discussions; by participating in this course as readers we can see what it's like to be a student in an inquiry-based, Socratic discussion, learning from others and being challenged to read a text that might expand our worldview or expose us to new ideas and places. Most sessions open with personal reflections in response to writing prompts; we then ask questions that guide our discussions. Working together, the group finds layers of meaning in the texts, and an understanding of why those texts matter. In our classrooms we hope that students will connect personally with texts while learning about the world and others' experiences; the reading group has similar goals, and the reading list will be made up of texts by diverse authors so that we will explore a wide range of perspectives together. The prompts from the beginning of each course will form the basis of the course project. A short story will be provided to read and discuss at the first session.

60. STI - 5656 - Keeping Current in Young Adult Literature 2021-2022

Program: Scarsdale Teachers Institute

Audience: 6-8

Dates: 10/7/2021 to 3/10/2022

Teachers from all disciplines benefit from keeping current with high quality fiction and nonfiction that holds strong appeal for their students. With the knowledge of trends and themes in age-appropriate literature, teachers inspire enthusiasm for reading. With enhanced awareness of new titles, participants are confident in recommending appropriate literature to the young adult readers in their classes.

Book discussions will focus on real-world connections, literary elements, themes, and publishing trends in young adult literature. Participants will be required to read two books for each class, some of which they will help select. Relevant reading materials, activities, and speakers will be offered from time to time to supplement discussion. The two books for the first session are An Almost American Girl by Robin Ha and A Wish in the Dark by Christina Soontornvat.

Throughout the course teachers will read a total of ten young adult books. They will share their thinking through a discussion forum as well as the creation of several projects based on the readings.

61. STI - 5680 - Teaching Executive Functioning for LRC and ICT Teachers, grades 3-5

Program: Scarsdale Teachers Institute

Audience: Grades 3-5

Dates: 10/7/2021 to 2/17/2022

Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully inside and outside of school. Many students struggle with weak executive functioning skills, especially the children we see in LRC or ICT. These students need to be taught explicit skills in order to become successful in school and in life after school. The executive functioning skills targeted in my curriculum include: planning, organization, time management, task initiation, working memory, metacognition, self-control, sustained attention, flexibility, and perseverance.

This will be a year long course. We will meet every week or every other week over zoom. At that time I will present the lesson for that week. Everyone will have access to my Virtual Classroom and all the materials. We will review and discuss the best materials to use. The following week, we will begin each class with a review of their lesson, what went well, what would they change and what did they do differently from the lesson plan. It will take a year to complete all the skills. Ideally, the LRC teachers will take one day a week to teach Executive Functioning to their 3-5 graders. The curriculum will build and grow as we all use it and make additions to it.

Course Requirements: They are required to teach a lesson each week and come back with the critique. There will be lots of reading and Executive Functioning research throughout the course. In the end, each teacher will have a strong Executive Functioning curriculum to use each year.

62. STI - 5676 - Broadway Teachers Workshop Fall Edition 2021

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 10/8/2021 to 10/10/2021

The Broadway Teachers Workshop is designed to inspire both classroom teachers and directors of middle school, high school and college theater with new teaching methods, enhanced production skills and an exchange of ideas with peers and professional Broadway artists. Teachers will participate in master classes with Broadway performers, creative teams, and production staff. These networking opportunities will enable teachers to share professional resources with their students in a variety of contexts. As a culminating assignment, teachers will prepare a unit or in-depth lesson that will incorporate elements of the workshop into classroom or school-wide performances.

Teachers MUST sign up through Broadway Teachers Workshop at www.broadwayteachinggroup.com and pay their tuition of $849. Participants will receive information about the specific workshops directly from Broadway Teachers Workshop. This workshop is online. Performances being examined are:
Tina the Musical
To Kill a Mockingbird
Thought of a Colored Man
Six The Musical

63. ST@C: Author Visit: Joy Harjo, Three-Term U.S. Poet Laureate

Program: ST@C

Audience: All

Dates: 10/12/2021

Joy Harjo, internationally renowned performer and writer of the Muscogee (Creek) Nation will discuss her trailblazing life and career, as well as her second memoir, Poet Warrior, in conversation with cultural historian Lori Rotskoff.

64. STI - 5632 - Exploring Cultural Diversity Through Literature

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 10/14/2021 to 5/12/2022

Teachers in a global community must understand the diverse customs and traditions of their students and colleagues. What better way is there to relate to others than through reading the stories that embed cultural perspective into the lives of real people? Literature selected from across the globe can foster a deep understanding of the racial, ethnic, and cultural groups within the school community, the nation, and the world. Through the reading of selected works of literature and group discussion, participants will learn about the daily lives and perspectives that exist within different ethnic, socio-economic, and cultural groups. Teachers will develop classroom activities that promote empathy, interest, and respect for the global community based upon the readings. The first book for 2021-2022 will be Quichotte by Salman Rushdie.

Teachers will read and discuss books that explore diversity. These books will give teachers more opportunities to develop curriculum around this theme. Some of these books, or excerpts, can be used to stimulate class discussion in any subject area. Course Requirements: The group will choose which books to read and discuss. At the end of the course teachers write a reflection or lessons based on what they read.

65. ST@C: IMPERFECT PARALLELS: THE CIVIL RIGHTS MOVEMENTS IN THE USA AND IRELAND

Audience: K-12 Edgemont

Dates: 11/5/2021 to 11/20/2021

86. STI - 5638- Mindfulness Through Movement and Art

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 11/5/2021 to 11/6/2021

The use of mindfulness as an approach to learning in the classroom is of growing interest. Several major studies have shown that in classrooms that use mindfulness as a core ingredient, students are more adaptable to new situations, are more creative, and have better social skills. A mindful learning environment enables students to apply the concepts of "focused attention" and "focused intention" to their present and future learning. Mindfulness Education is designed to empower children to focus their attention in school, adopt positive health behaviors, engage in healthy lifestyles, and develop satisfying relationships. Mindfulness manages the person in a process, which quiets the mind, builds inner resiliency, and helps the individual meet challenges and stresses in their daily lives.

This course will provide a framework to understand the benefits of mindfulness on combating adverse effects of stress on our body and mind. In recognition that mindfulness is a process to be repeated creating comfort and resiliency allows for initial or re-matriculation. Simple meditations, breathing lessons, basic yoga asanas, and creative pursuits that support mindfulness will be explored to share in the classroom. Participants will learn how brain science relates to the topic of mindfulness including a greater understanding of how the parts of the brain affect stress level, and ability to focus. They will be exposed to a growing body of research that attests to the positive mind/body benefits of learning to center and focus.

Participants will experience and learn to teach guided instruction in mindfulness practices. Upon completion of the course, participants will present a lesson or unit that includes mindfulness principles.

There is a $10 materials fee for this course that should be paid with the tuition.

87. ST@C: Lights, Camera, Action...SMS Today News

Program: ST@C

Audience: SMS

Dates: 11/9/2021

Publish Setting: Publish Date of Workshop: 11/9/2021 Start Time: 2:45:00 PM Instructor: undefined Have you been curious about the process that goes into producing the daily news show? Do you want to contribute to making some of our upcoming shows? Come check out our Behind the Scenes ST@C and make your mark on the news.

88. ST@C: Lifting the Level of Writing about Reading to Elevate Thinking about Reading

Program: ST@C

Audience: K-12

Dates: 11/9/2021

Why is writing about reading so important? How can we lift our students level of writing about reading while raising their level of thinking about reading. Come to this ST@C and explore: Qualities of strong writing about reading; How to raise the level of the work that our Students are already doing; and Tools and tips around writing about reading.

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 11/19/2021 to 11/20/2021

Interactive playful book forms and manipulative toys are an engaging way to connect and integrate the arts across the curriculum. These toys and playful books are a way to weave content and form together that help improve attention to both. This workshop will include making lots of books and objects that kids want to make and touch. These interactive compelling forms can often have visual and textual information added on thus allowing for many thoughtful applications of information and idea development.

This course will discover secrets in books and explore ciphering and censorship as themes. We will make books that hide secrets and messages, discover lots of info about the history of codes and messages, explore censorship and destruction of books, and create new books and manipulatives. There is a $10 materials fee for this course and can it can be added to the tuition payment.

Viewing 100 of 142 total results