COURSE DESCRIPTIONS
PLEASE NOTE: All of our Course Descriptions are below. Not all courses listed here are being taught every semester. Please go to the "SCHEDULE OF CLASSES" link to see which course titles are being offered for the current semester.
Online and Hybrid courses listed below are 3 in-service credits, 45 hours
Next Generation Workshops are 1 in-service credit, 15 hours
All classes may also be taken for CTLE hours; we are a NYSED approved sponsor
Per course fee is $260 for all 3-credit classes
See special pricing for Next Generation Workshops
*For your convenience, our open enrollment allows you to register after the course start date.*
TO REGISTER FOR IN-SERVICE COURSES:
Use our convenient Registration Link:
Next Generation Workshops are 1 in-service credit, 15 hours
All classes may also be taken for CTLE hours; we are a NYSED approved sponsor
Per course fee is $260 for all 3-credit classes
See special pricing for Next Generation Workshops
*For your convenience, our open enrollment allows you to register after the course start date.*
TO REGISTER FOR IN-SERVICE COURSES:
Use our convenient Registration Link:
After successful completion of an in-service course, participants will receive a digital copy
of the Certificate of Completion within one week after the end-date of the class.
CTLE certificates will also be sent digitally and within the same time frame.
of the Certificate of Completion within one week after the end-date of the class.
CTLE certificates will also be sent digitally and within the same time frame.
IN-SERVICE COURSE DESCRIPTIONS
“Academic Rigor and Student Engagement: Classroom Practices for Effective Teaching”
In-Service, 3 credits, 45 hours
Course # C104
Instructor: Dr. Bernadette Weltsek
Course Description
Instilling a love of learning is a gift all teachers hope to give to their students. With classroom instruction often focused on test preparation and state standards, educators are faced with the challenge of maintaining a rigorous curriculum while still engaging and motivating students. Making learning a dynamic process is extremely important. Are the practices that currently characterize the American education system all that we want them to be? This course will explore ways in which educators in all subject areas can balance academic rigor and a love of learning.
Participants in this course will explore instructional strategies that can create the bridge between academic rigor and student engagement. This course will enable teachers to design lessons that are congruent with Common Core Learning Standards and that will keep students energized and engaged. As teachers we already demonstrate high expectations, provide support for our students, and ask students to show us they understand what they have learned. If we build on these areas, we can create a climate that supports rigor.
This course will aim to demonstrate how teachers can prepare students to meet state requirements while simultaneously maintaining an enthusiasm for the content area and the learning process. There is great satisfaction in each ‘Aha!’ moment we witness in our classrooms; we want to continue to experience these moments while preparing our students for the future.
Participants completing this course will:
· Have strategies to help students develop skills that will enable them to think critically and creatively;
· Learn to design a positive classroom environment where students are motivated and to discover the joys of learning for themselves;
· Increase the use of active learning strategies and technologies to effect learner-centered instruction;
· Allow each student to demonstrate learning in their own way and at their own pace;
· Support students in ways that will encourage them to learn at higher levels and thus perform more successfully both in class and on mandated assessments.
Instructor: Dr. Bernadette Weltsek Instructor’s Email: [email protected]
“Academic Rigor and Student Engagement: Classroom Practices for Effective Teaching”
In-Service, 3 credits, 45 hours
Course # C104
Instructor: Dr. Bernadette Weltsek
Course Description
Instilling a love of learning is a gift all teachers hope to give to their students. With classroom instruction often focused on test preparation and state standards, educators are faced with the challenge of maintaining a rigorous curriculum while still engaging and motivating students. Making learning a dynamic process is extremely important. Are the practices that currently characterize the American education system all that we want them to be? This course will explore ways in which educators in all subject areas can balance academic rigor and a love of learning.
Participants in this course will explore instructional strategies that can create the bridge between academic rigor and student engagement. This course will enable teachers to design lessons that are congruent with Common Core Learning Standards and that will keep students energized and engaged. As teachers we already demonstrate high expectations, provide support for our students, and ask students to show us they understand what they have learned. If we build on these areas, we can create a climate that supports rigor.
This course will aim to demonstrate how teachers can prepare students to meet state requirements while simultaneously maintaining an enthusiasm for the content area and the learning process. There is great satisfaction in each ‘Aha!’ moment we witness in our classrooms; we want to continue to experience these moments while preparing our students for the future.
Participants completing this course will:
· Have strategies to help students develop skills that will enable them to think critically and creatively;
· Learn to design a positive classroom environment where students are motivated and to discover the joys of learning for themselves;
· Increase the use of active learning strategies and technologies to effect learner-centered instruction;
· Allow each student to demonstrate learning in their own way and at their own pace;
· Support students in ways that will encourage them to learn at higher levels and thus perform more successfully both in class and on mandated assessments.
Instructor: Dr. Bernadette Weltsek Instructor’s Email: [email protected]
“Aligning Formative Assessment Strategies to Standards-Based Learning”
In-Service, 3 credits, 45 hours
Course # C106
Instructor: Stacey Kimbell
Course Description
According to the Council of Chief State School Officers (CCSSO) formative assessment is “a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.”
Standards-based education requires teachers to incorporate formative assessment into their daily lesson plans. The positive outcome of this approach is that it provides teachers with the tools necessary for immediate analysis of both teaching practice and student understanding.
When incorporated effectively, formative assessment enables teachers to assess student understanding and then adjust accordingly. Additionally, it enables students to have a voice in their own instruction by giving them an opportunity to stop and reassess their own cognition during the educational process.
This course is for educators interested in learning how formative assessment can impact their instruction and how it helps students achieve targeted learning goals. Course materials and readings will introduce educators to the five attributes of formative assessment, the steps of learning progression, evidence collection in formative assessment, research-based case studies, an understanding of the how to balance formative and summative assessment and practical techniques to incorporate into daily lesson plans.
This course is appropriate for all K-12 educators.
Participants completing this course will be able to:
· Design lesson plans incorporating formative assessments;
· Select formative assessments that encourage differentiation;
· Achieve the rigor required for standards-based education;
· Evaluate the affect of formative assessments on student learning outcomes;
· Modify strategies to maximize teaching and learning.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C106
Instructor: Stacey Kimbell
Course Description
According to the Council of Chief State School Officers (CCSSO) formative assessment is “a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.”
Standards-based education requires teachers to incorporate formative assessment into their daily lesson plans. The positive outcome of this approach is that it provides teachers with the tools necessary for immediate analysis of both teaching practice and student understanding.
When incorporated effectively, formative assessment enables teachers to assess student understanding and then adjust accordingly. Additionally, it enables students to have a voice in their own instruction by giving them an opportunity to stop and reassess their own cognition during the educational process.
This course is for educators interested in learning how formative assessment can impact their instruction and how it helps students achieve targeted learning goals. Course materials and readings will introduce educators to the five attributes of formative assessment, the steps of learning progression, evidence collection in formative assessment, research-based case studies, an understanding of the how to balance formative and summative assessment and practical techniques to incorporate into daily lesson plans.
This course is appropriate for all K-12 educators.
Participants completing this course will be able to:
· Design lesson plans incorporating formative assessments;
· Select formative assessments that encourage differentiation;
· Achieve the rigor required for standards-based education;
· Evaluate the affect of formative assessments on student learning outcomes;
· Modify strategies to maximize teaching and learning.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
**NEW COURSE FOR OUR SPRING 2025 SEMESTER!
“Beyond the Page: Bridging Theory to Practice in the Next Generation ELA Standards”
In-Service, 3 credits, 45 hours
Course #352
Instructor: Margaret Mavros
Course Description
The Next Generation English Language Arts Learning Standards are the educational goals for all of New York State’s students from pre-kindergarten through grade 12. This course provides a robust foundation for educators seeking to align their teaching practices with the Next Generation ELA Learning Standards, ultimately enhancing student literacy and academic success. It will equip participants with the knowledge and skills necessary to effectively integrate the Next Generation Learning Standards for English Language Arts (ELA) into their classroom practice. Participants will engage with current research, best practices, and practical applications of these standards across various aspects of literacy instruction.
Throughout the course, participants will explore key changes in the Next Generation ELA Standards and their implications for instructional practice. They will delve into crucial areas such as text complexity, writing instruction, speaking and listening skills, and vocabulary acquisition. The course emphasizes the importance of assessment and cross-curricular connections in implementing these standards effectively.
Participants will have the opportunity to apply their learning through a series of assignments that bridge theory and practice. Participants will analyze text complexity, design standards-aligned writing assignments, develop assessment strategies, and craft cross-curricular activities.
This course is relevant for K-12 ELA educators, curriculum specialists, and instructional coaches seeking to deepen their understanding of the Next Generation Learning Standards and enhance their instructional practices.
Upon completion of this course, participants will be able to:
Instructor: Margaret Mavros Instructor’s Email: [email protected]
“Beyond the Page: Bridging Theory to Practice in the Next Generation ELA Standards”
In-Service, 3 credits, 45 hours
Course #352
Instructor: Margaret Mavros
Course Description
The Next Generation English Language Arts Learning Standards are the educational goals for all of New York State’s students from pre-kindergarten through grade 12. This course provides a robust foundation for educators seeking to align their teaching practices with the Next Generation ELA Learning Standards, ultimately enhancing student literacy and academic success. It will equip participants with the knowledge and skills necessary to effectively integrate the Next Generation Learning Standards for English Language Arts (ELA) into their classroom practice. Participants will engage with current research, best practices, and practical applications of these standards across various aspects of literacy instruction.
Throughout the course, participants will explore key changes in the Next Generation ELA Standards and their implications for instructional practice. They will delve into crucial areas such as text complexity, writing instruction, speaking and listening skills, and vocabulary acquisition. The course emphasizes the importance of assessment and cross-curricular connections in implementing these standards effectively.
Participants will have the opportunity to apply their learning through a series of assignments that bridge theory and practice. Participants will analyze text complexity, design standards-aligned writing assignments, develop assessment strategies, and craft cross-curricular activities.
This course is relevant for K-12 ELA educators, curriculum specialists, and instructional coaches seeking to deepen their understanding of the Next Generation Learning Standards and enhance their instructional practices.
Upon completion of this course, participants will be able to:
- Identify and explain key changes in the Next Generation ELA Learning Standards;
- Analyze text complexity and select appropriate texts for diverse learners;
- Design writing units that align with the new standards and support student growth;
- Implement effective strategies for teaching speaking and listening skills;
- Develop comprehensive vocabulary activities that address tier 2 and tier 3 words;
- Develop standards-aligned assessment plans that include both formative and summative assessments;
- Design cross-curricular units that integrate ELA standards with other subject areas.
Instructor: Margaret Mavros Instructor’s Email: [email protected]
“Blended Learning: How Student-Centered Learning Can Enhance Traditional Instruction”
In-Service, 3 credits, 45 hours
Course # C274
Instructor: Jessica Liakonis
Course Description
Blended learning is an approach to education that combines online educational materials and opportunities for online interaction with traditional place-based classroom methods. If we allow our students to be involved in creating classroom structure and norms, the day-to-day management of routines and procedures, and the ongoing reflection on classroom culture, they feel a deeper belonging to the learning space. No longer are they solely guests in the teacher's classroom; instead, they themselves are architects and contributors to a truly shared space.
Teachers who have made this shift report fewer discipline issues, increased student participation, and improved learning outcomes. By engaging in the creation of blended teaching, students will have the opportunity to practice important 21st-century skills such as critical thinking and problem solving, communication and collaboration, and creativity and innovation. As current research consistently shows, students become more excited about learning when they have more control and more choices in their own education. This way of learning will better prepare our students to be problem solvers and give them the opportunity to advocate for themselves as they become college and career ready. This course will give teachers the tools they need to enhance their traditional instruction and use more relevant strategies in the classroom.
This class is relevant for all educators, K-12.
Participants completing this course will:
In-Service, 3 credits, 45 hours
Course # C274
Instructor: Jessica Liakonis
Course Description
Blended learning is an approach to education that combines online educational materials and opportunities for online interaction with traditional place-based classroom methods. If we allow our students to be involved in creating classroom structure and norms, the day-to-day management of routines and procedures, and the ongoing reflection on classroom culture, they feel a deeper belonging to the learning space. No longer are they solely guests in the teacher's classroom; instead, they themselves are architects and contributors to a truly shared space.
Teachers who have made this shift report fewer discipline issues, increased student participation, and improved learning outcomes. By engaging in the creation of blended teaching, students will have the opportunity to practice important 21st-century skills such as critical thinking and problem solving, communication and collaboration, and creativity and innovation. As current research consistently shows, students become more excited about learning when they have more control and more choices in their own education. This way of learning will better prepare our students to be problem solvers and give them the opportunity to advocate for themselves as they become college and career ready. This course will give teachers the tools they need to enhance their traditional instruction and use more relevant strategies in the classroom.
This class is relevant for all educators, K-12.
Participants completing this course will:
- Understand the different models of blended learning;
- Read a variety of articles that highlight the current research on the efficacy of blended learning;
- Learn strategies for encouraging blended learning in your classroom;
- Be able to design lesson plans that incorporate blended teaching;
- Become familiar with a variety of online apps and strategies to create a blended learning model;
- Recognize the benefits of introducing blended learning into all classrooms.
“Building Critical Thinking Skills in a Digital World”
In-Service, 3 credits, 45 hours
Course # C164
Instructor: Stacey Kimbell
Course Description
Critical thinking and problem solving are vital to the development of the Common Core Standards. One way of enhancing instruction in all subject areas is to infuse critical thinking into content instruction. Children are not born with the power to think critically, nor do they develop this ability naturally; it is a learned ability that must be taught.
This course will provide participants with techniques for customizing curriculum in ways that ensure students will develop critical thinking skills. Students with critical thinking and problem solving skills are better prepared to tackle daily problems – both in school and in their personal lives. This leads to higher productivity in the classroom and greater independence in a student’s approach to all areas of his or her education. For students to successfully engage in critical thinking skills, they must utilize the upper domains of Bloom’s Taxonomy: analysis, synthesis and evaluation.
Class materials, reading and research will cover Bloom’s theories as well as all aspects of critical thinking as it relates to students’ academic achievement. Teachers in all subject areas will be able to enhance student learning by developing strategies for instruction in critical thinking.
This course is suitable for all educators, K - 12.
Participants completing this course will:
· Promote critical thinking skills in the classroom;
· Develop essential questions to frame assignments;
· Understand how the Common Core’s concept of “argument” relates to every content area;
· Utilize Bloom’s Taxonomy and Socratic questioning techniques to promote higher level thinking skills;
· Create an inquiry-based lesson designed to encourage critical thinking and problem solving.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C164
Instructor: Stacey Kimbell
Course Description
Critical thinking and problem solving are vital to the development of the Common Core Standards. One way of enhancing instruction in all subject areas is to infuse critical thinking into content instruction. Children are not born with the power to think critically, nor do they develop this ability naturally; it is a learned ability that must be taught.
This course will provide participants with techniques for customizing curriculum in ways that ensure students will develop critical thinking skills. Students with critical thinking and problem solving skills are better prepared to tackle daily problems – both in school and in their personal lives. This leads to higher productivity in the classroom and greater independence in a student’s approach to all areas of his or her education. For students to successfully engage in critical thinking skills, they must utilize the upper domains of Bloom’s Taxonomy: analysis, synthesis and evaluation.
Class materials, reading and research will cover Bloom’s theories as well as all aspects of critical thinking as it relates to students’ academic achievement. Teachers in all subject areas will be able to enhance student learning by developing strategies for instruction in critical thinking.
This course is suitable for all educators, K - 12.
Participants completing this course will:
· Promote critical thinking skills in the classroom;
· Develop essential questions to frame assignments;
· Understand how the Common Core’s concept of “argument” relates to every content area;
· Utilize Bloom’s Taxonomy and Socratic questioning techniques to promote higher level thinking skills;
· Create an inquiry-based lesson designed to encourage critical thinking and problem solving.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
**NEW COURSE FOR OUR SPRING 2025 SEMESTER!
“Calculating Success: Navigating the Next Generation Mathematics Standards”
In-Service, 3 credits, 45 hours
Course # C354
Instructor: Margaret Mavros
Course Description
The Next Generation Mathematics Standards represent a significant shift in how we approach mathematics education in the 21st century. This course is designed to equip educators with the knowledge and skills needed to effectively implement these standards in their classrooms. Participants will explore the core principles of the standards, including the emphasis on conceptual understanding, procedural fluency and real-world application of mathematical concepts.
Throughout the course, educators will examine key components of the Next Generation Mathematics Standards, such as the Standards for Mathematical Practice, mathematical modeling and the development of mathematical fluency. The course will also cover strategies for promoting mathematical discourse, implementing effective problem-solving techniques and creating cross-curricular connections. Participants will have the opportunity to design lessons and assessments aligned with these standards, ensuring a comprehensive understanding of how to integrate them into daily instruction.
This course is tailored for K-12 mathematics educators seeking to enhance their teaching practices and align their instruction with current best practices in mathematics education. Through a combination of readings, discussions, and practical assignments, participants will gain valuable insights and tools to transform their mathematics instruction. The course emphasizes hands-on application, encouraging educators to reflect on their current practices and develop concrete strategies for improvement.
Upon completion of this course, participants will be able to:
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
“Calculating Success: Navigating the Next Generation Mathematics Standards”
In-Service, 3 credits, 45 hours
Course # C354
Instructor: Margaret Mavros
Course Description
The Next Generation Mathematics Standards represent a significant shift in how we approach mathematics education in the 21st century. This course is designed to equip educators with the knowledge and skills needed to effectively implement these standards in their classrooms. Participants will explore the core principles of the standards, including the emphasis on conceptual understanding, procedural fluency and real-world application of mathematical concepts.
Throughout the course, educators will examine key components of the Next Generation Mathematics Standards, such as the Standards for Mathematical Practice, mathematical modeling and the development of mathematical fluency. The course will also cover strategies for promoting mathematical discourse, implementing effective problem-solving techniques and creating cross-curricular connections. Participants will have the opportunity to design lessons and assessments aligned with these standards, ensuring a comprehensive understanding of how to integrate them into daily instruction.
This course is tailored for K-12 mathematics educators seeking to enhance their teaching practices and align their instruction with current best practices in mathematics education. Through a combination of readings, discussions, and practical assignments, participants will gain valuable insights and tools to transform their mathematics instruction. The course emphasizes hands-on application, encouraging educators to reflect on their current practices and develop concrete strategies for improvement.
Upon completion of this course, participants will be able to:
- Identify and explain key changes in the Next Generation Mathematics Learning Standards;
- Implement Standards for Mathematical Practice;
- Integrate Mathematical Modeling;
- Implement strategies to assess and improve student mathematical fluency;
- Promote mathematical discourse;
- Incorporate problem-solving strategies;
- Develop standards-aligned assessment plans that include both formative and summative assessments;
- Design cross-curricular units that integrate Mathematics standards with other subject areas.
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
"The Changing Landscape of American Education: Meeting the Needs of All Students"
In-Service, 3 credits, 45 hours
Course # C185
Instructor: Maryanne Edwards
Course Description
Observers of current trends in American education recognize that the winds of change are leading us in new and different directions. Previous education paradigms have been reformed and new ones created. Two recent trends that have transformed the landscape of American education are the opening of new schools and the rapid increase in enrollment. Schools themselves are changing; teachers and students must take on greater levels of responsibility in order to meet the requirements of local, state and federal mandates, Our schools and classrooms are more diverse and the needs of our students have significantly broadened.
This course will examine current pedagogy as it relates to teaching, learning and maximizing academic success for all students. Current standardization of assessments is leading to pressures driven largely by the high level of administrative accountability.
With the significant increase of ELL students and the growing number of students identified as having special needs, it is clear that today’s educators must be prepared to meet the challenges of 21st century education in America.
This course is relevant for all educators K-12.
Participants completing this course will:
· Develop a clearer understanding of current educational pedagogy;
· Recognize the impact of emerging trends on instruction and learning;
· Understand the importance of being able to work with ELL and special needs students;
· Have a renewed familiarity with local, state and federal education mandates;
· Maintain high expectations for students at all levels of performance;
· Be prepared for the changes that are impacting all members of the school community.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C185
Instructor: Maryanne Edwards
Course Description
Observers of current trends in American education recognize that the winds of change are leading us in new and different directions. Previous education paradigms have been reformed and new ones created. Two recent trends that have transformed the landscape of American education are the opening of new schools and the rapid increase in enrollment. Schools themselves are changing; teachers and students must take on greater levels of responsibility in order to meet the requirements of local, state and federal mandates, Our schools and classrooms are more diverse and the needs of our students have significantly broadened.
This course will examine current pedagogy as it relates to teaching, learning and maximizing academic success for all students. Current standardization of assessments is leading to pressures driven largely by the high level of administrative accountability.
With the significant increase of ELL students and the growing number of students identified as having special needs, it is clear that today’s educators must be prepared to meet the challenges of 21st century education in America.
This course is relevant for all educators K-12.
Participants completing this course will:
· Develop a clearer understanding of current educational pedagogy;
· Recognize the impact of emerging trends on instruction and learning;
· Understand the importance of being able to work with ELL and special needs students;
· Have a renewed familiarity with local, state and federal education mandates;
· Maintain high expectations for students at all levels of performance;
· Be prepared for the changes that are impacting all members of the school community.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
"Classrooms in Crisis: Defining the Challenges in American Education"
In-Service, 3 credits, 45 hours
Course # C284
Instructor: Maryanne Edwards
Course Description
Today’s teachers are faced with many challenges; they are trying to make sense of what’s happening in their classrooms and beyond. Educators feel they are fighting against unseen influences that could be hindering their opportunities to implement best practices and effective learning strategies.
Key issues include crises in mental health, the influence of social media and technology, overcrowded classrooms, underserved populations, and inadequate funding for badly needed after school programs. Along with this, we are witnessing a rise in school and neighborhood violence, bullying, the incidence of student suicide and alternative cultures that impede school attendance and motivation. These challenges will be investigated from a pedagogical perspective. Practical strategies will be examined as a way to combat these issues so that students and staff will experience greater success.
The challenges being waged in today’s classrooms transcend socioeconomics as well as district and family culture. Each day, dedicated professionals – teachers, counselors, administrators and support staff – battle for the hearts, minds and lives of their students. In order to succeed, we must formulate a plan of action that ensures we are meeting the diverse needs of all students who enter our schools. Can we succeed? Yes, we absolutely can! The changes must begin with our ability to recognize the very real challenges in American education.
This course is suitable for all educators, counselors and support staff, K-12.
Participants completing this course will:
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C284
Instructor: Maryanne Edwards
Course Description
Today’s teachers are faced with many challenges; they are trying to make sense of what’s happening in their classrooms and beyond. Educators feel they are fighting against unseen influences that could be hindering their opportunities to implement best practices and effective learning strategies.
Key issues include crises in mental health, the influence of social media and technology, overcrowded classrooms, underserved populations, and inadequate funding for badly needed after school programs. Along with this, we are witnessing a rise in school and neighborhood violence, bullying, the incidence of student suicide and alternative cultures that impede school attendance and motivation. These challenges will be investigated from a pedagogical perspective. Practical strategies will be examined as a way to combat these issues so that students and staff will experience greater success.
The challenges being waged in today’s classrooms transcend socioeconomics as well as district and family culture. Each day, dedicated professionals – teachers, counselors, administrators and support staff – battle for the hearts, minds and lives of their students. In order to succeed, we must formulate a plan of action that ensures we are meeting the diverse needs of all students who enter our schools. Can we succeed? Yes, we absolutely can! The changes must begin with our ability to recognize the very real challenges in American education.
This course is suitable for all educators, counselors and support staff, K-12.
Participants completing this course will:
- Gain a greater understanding, through current research, of the challenges facing today’s educators;
- Formulate practical strategies that can be used to address the diverse concerns within each classroom;
- Develop and implement best practices to ensure the success of each student within the school-wide setting;
- Understand the importance of working closely with parents, administrators and support staff to aid them in addressing the struggles faced by students;
- Have a stronger understanding of the greatest challenges in American education.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
“Close Reading Strategies: Supporting the New York State Learning Standards”
In-Service, 3 credits, 45 hours
Course # C112
Instructor: Dana Driscoll
Course Description
This course is designed to help educators develop a clear understanding of the New York State Reading Standards and their implications for lesson design and teaching practices. Participants will learn how to strengthen the skills of all students by using Close Reading Strategies in ways that will effectively enable them to meet those standards. Particular attention will be given to examining techniques for ELL and at risk students.
A primary objective of this course is to help teachers understand close reading at a deeper level. In doing so, educators will learn how to effectively implement classroom strategies focused on reading rigorous texts across content areas.
A close reading is a careful and purposeful reading. It is an encounter where students fully focus on what the author has to say, recognizing the author’s purpose, understanding what the words mean, and what the structure of the text tells us. While the primary focus will be on close reading strategies, participants will also be exposed to various strategies to support student learning.
Educators across the curriculum can develop close reading strategies to support all content areas aligned to the current New York State Standards.
Participants completing this course will:
• Receive materials, readings and research relevant to close reading strategies as they relate to New York State Learning Standards;
• Learn how to develop strategies that will enable all students to meet current standards;
• Identify the efficacy of close reading practices for students at all levels;
• Recognize the ways in which close reading strategies provide tools for teachers in all subject areas;
• Be made aware of additional techniques that support student learning and enhance performance on state exams.
Instructor: Dana Driscoll Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C112
Instructor: Dana Driscoll
Course Description
This course is designed to help educators develop a clear understanding of the New York State Reading Standards and their implications for lesson design and teaching practices. Participants will learn how to strengthen the skills of all students by using Close Reading Strategies in ways that will effectively enable them to meet those standards. Particular attention will be given to examining techniques for ELL and at risk students.
A primary objective of this course is to help teachers understand close reading at a deeper level. In doing so, educators will learn how to effectively implement classroom strategies focused on reading rigorous texts across content areas.
A close reading is a careful and purposeful reading. It is an encounter where students fully focus on what the author has to say, recognizing the author’s purpose, understanding what the words mean, and what the structure of the text tells us. While the primary focus will be on close reading strategies, participants will also be exposed to various strategies to support student learning.
Educators across the curriculum can develop close reading strategies to support all content areas aligned to the current New York State Standards.
Participants completing this course will:
• Receive materials, readings and research relevant to close reading strategies as they relate to New York State Learning Standards;
• Learn how to develop strategies that will enable all students to meet current standards;
• Identify the efficacy of close reading practices for students at all levels;
• Recognize the ways in which close reading strategies provide tools for teachers in all subject areas;
• Be made aware of additional techniques that support student learning and enhance performance on state exams.
Instructor: Dana Driscoll Instructor’s Email: [email protected]
"Closing the Achievement Gap: Creating Educational Equity in Culturally Diverse Classrooms"
In-Service, 3 credits, 45 hours
Course #C226
Instructor: Stacey Kimbell
Course Description
This course will concentrate on contemporary approaches used to understand the achievement gap in American education. The course will focus on how instructional quality, student engagement, youth development, language acquisition, and digital literacy affects the challenges educators face in closing the gap. This course will consider the interdependence of each stakeholder’s role in raising student achievement and closing gaps. Educators will gain an understanding of how the school community can strategically and effectively work together with a shared goal for improved student outcomes.
This course is suitable for all educators, K - 12.
Participants completing this course will:
· Understand frameworks for approaching the challenge of closing racial, ethnic and socioeconomic achievement gaps;
· Examine instructional leadership techniques to improve teacher engagement with students who do not perform to their potential;
· Learn how districts throughout the country are implementing strategies designed to raise the achievement levels for all students;
· Consider the importance of language acquisition as a strategy toward closing the achievement gap;
· Understand how the digital divide and digital literacy factors into issues surrounding the gap;
· Address techniques used to effectively involve parents and families in raising student achievement.
Instructor: Stacey Kimbell Instructor’s E-Mail: [email protected]
In-Service, 3 credits, 45 hours
Course #C226
Instructor: Stacey Kimbell
Course Description
This course will concentrate on contemporary approaches used to understand the achievement gap in American education. The course will focus on how instructional quality, student engagement, youth development, language acquisition, and digital literacy affects the challenges educators face in closing the gap. This course will consider the interdependence of each stakeholder’s role in raising student achievement and closing gaps. Educators will gain an understanding of how the school community can strategically and effectively work together with a shared goal for improved student outcomes.
This course is suitable for all educators, K - 12.
Participants completing this course will:
· Understand frameworks for approaching the challenge of closing racial, ethnic and socioeconomic achievement gaps;
· Examine instructional leadership techniques to improve teacher engagement with students who do not perform to their potential;
· Learn how districts throughout the country are implementing strategies designed to raise the achievement levels for all students;
· Consider the importance of language acquisition as a strategy toward closing the achievement gap;
· Understand how the digital divide and digital literacy factors into issues surrounding the gap;
· Address techniques used to effectively involve parents and families in raising student achievement.
Instructor: Stacey Kimbell Instructor’s E-Mail: [email protected]
"Coding Across the Curriculum: How Computer Programming Can Maximize Problem Solving Skills and Student Engagement"
In-Service, 3 credits, 45 hours
Course # C234
Instructor: Andrew Frisch
Course Description
In this course, teachers will learn how to incorporate coding into their classroom instruction. Coding is a popular trend, as evidenced by the annual Hour of Code. The key is to sustain student interest in coding and this course will explore ways to do that. Participants will learn some introductory coding techniques in development environments that they can use with their students; one sample environment would be Scratch. The activities in this course will allow teachers to target what they learn to their own population of students.
Being able to write computer programs is a marketable skill for all students, and students tend to maintain skills and interest when they learn to code at a young age. Students feel very accomplished when they have designed, written and tested a functional computer program. Coding is a hands-on activity, a mode of education found to be successful with all learning styles. Students who are able to program will practice perseverance through complex problem solving and demonstrate critical thinking skills. Development of coding skills, a hands-on activity, can help learning in other areas, especially literacy and mathematics.
Participants will examine the importance of coding in all subject areas and understand how it can develop stronger problem-solving skills and increased student engagement. This course is suitable for all educators, K - 12.
Participants completing this course will:
Instructor: Andrew Frisch Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C234
Instructor: Andrew Frisch
Course Description
In this course, teachers will learn how to incorporate coding into their classroom instruction. Coding is a popular trend, as evidenced by the annual Hour of Code. The key is to sustain student interest in coding and this course will explore ways to do that. Participants will learn some introductory coding techniques in development environments that they can use with their students; one sample environment would be Scratch. The activities in this course will allow teachers to target what they learn to their own population of students.
Being able to write computer programs is a marketable skill for all students, and students tend to maintain skills and interest when they learn to code at a young age. Students feel very accomplished when they have designed, written and tested a functional computer program. Coding is a hands-on activity, a mode of education found to be successful with all learning styles. Students who are able to program will practice perseverance through complex problem solving and demonstrate critical thinking skills. Development of coding skills, a hands-on activity, can help learning in other areas, especially literacy and mathematics.
Participants will examine the importance of coding in all subject areas and understand how it can develop stronger problem-solving skills and increased student engagement. This course is suitable for all educators, K - 12.
Participants completing this course will:
- Understand how websites like code.org and codecademy.com work;
- Be able to incorporate coding into their instruction;
- Learn a variety of instructional techniques for coding;
- Recognize the importance of computer programming skills for students;
- Do independent research on coding activities;
- Understand the teacher’s role in facilitating student ability to code.
Instructor: Andrew Frisch Instructor’s Email: [email protected]
“A Comprehensive Guide to Teaching SIFE/SLIFE: Best Practices for Educators, Counselors and Support Staff"
In-Service, 3 credits, 45 hours
Course #C340
Instructor: Gail Leibert
Course Description
Many of us have heard the terms ELL/ENL/MLL/ESL/ESOL/TESOL ... but what about another set of letters for an even more vulnerable group of students - SIFE/SLIFE. Students with Interrupted Formal Education or Students with Limited Interrupted Formal Education describes our ELLs who present with academic levels two or more years behind their age level peers. In addition, the background and experiences that these students bring with them presents an even greater challenge for them in our school systems.
This course will examine the complex nature of this sub-group and the specialized interventions they require from all staff within the school building. Participants will have the opportunity to learn how SIFE/SLIFE are evaluated, assessed and placed within NYS public schools as well as best practices for success. As educators, we know the challenges and pressure that our general education students face on a daily basis. This course will take a closer look at issues to consider when newly designated SIFE/SLIFE enter our building.
Whether the students come from war torn countries, a place with very little access to education, or from a family that moved constantly due to economic hardship, this population requires specialized support to succeed. Participants will also listen to and reflect on first-hand accounts of former students and review resources to assist this vulnerable group of newcomers.
This course is relevant for all educators, counselors and support staff, K-12.
Participants completing this course will:
Instructor: Gail Leibert Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C340
Instructor: Gail Leibert
Course Description
Many of us have heard the terms ELL/ENL/MLL/ESL/ESOL/TESOL ... but what about another set of letters for an even more vulnerable group of students - SIFE/SLIFE. Students with Interrupted Formal Education or Students with Limited Interrupted Formal Education describes our ELLs who present with academic levels two or more years behind their age level peers. In addition, the background and experiences that these students bring with them presents an even greater challenge for them in our school systems.
This course will examine the complex nature of this sub-group and the specialized interventions they require from all staff within the school building. Participants will have the opportunity to learn how SIFE/SLIFE are evaluated, assessed and placed within NYS public schools as well as best practices for success. As educators, we know the challenges and pressure that our general education students face on a daily basis. This course will take a closer look at issues to consider when newly designated SIFE/SLIFE enter our building.
Whether the students come from war torn countries, a place with very little access to education, or from a family that moved constantly due to economic hardship, this population requires specialized support to succeed. Participants will also listen to and reflect on first-hand accounts of former students and review resources to assist this vulnerable group of newcomers.
This course is relevant for all educators, counselors and support staff, K-12.
Participants completing this course will:
- Understand the SIFE/SLIFE designation, why it matters and how it impacts education;
- Acquire strategies that schools and teachers can use to plan specialized and meaningful curricula;
- Read and listen to first-hand accounts of former students to better understand their life experiences and perspectives;
- Utilize information learned throughout the course in their classrooms & school building.
Instructor: Gail Leibert Instructor’s Email: [email protected]
"Computer Skills and Multi-Disciplinary Instruction: How Technology Can Enrich Students and Education"
In-Service, 3 credits, 45 hours
Course # C128
Instructor: Andrew Frisch
Course Description
Computer literacy and computer science play an increasingly important role in 21st century education. Accomplishing the goal of involving computer education in multi-disciplinary instruction will bring a variety of necessary skills into the core of the educational process. Doing so will provide measurable benefits to students and would create a foundation for developing and utilizing critical thinking and problem solving strategies. For this to occur we need to think about how to get computer science integrated into the curriculum in ways that make sense. Having all members of the school community embrace this belief will make learning and teaching more effective. Additionally, educators should aim to ensure that students of both genders and all ethnicities are equally skilled in the most important areas of modern technology.
Understanding many aspects of computers will allow today’s student to have a powerful tool for thinking and expression by integrating technology and creativity. This will give students a more well rounded learning experience as well as the ability and familiarity to use their newly learned skills in other subject areas. This will have relevance that extends beyond math, science and other S.T.E.M. topics. Clearly, computer science has broad cross-disciplinary applications as well as the potential to give students enhanced job marketability and career path guidance. Ideally, schools and educators should understand that using technology has the potential to create rich learning experiences across the curriculum.
This course is relevant for all educators K-12.
Participants completing this course will:
· Receive materials, readings and research relevant to computer education;
· Understand the role and importance of computer literacy in 21st century learning;
· Be able to incorporate computer skills in their own grade level and subject area;
· Ensure and promote gender and ethnic equity enabling all students to have a strong foundation in computer science;
· Be prepared to guide students to recognize computer literacy as an essential tool for successful school performance.
Instructor: Andrew Frisch Instructor’s Email: andrewfrisch1107@gmail.com
“Content Area Reading: Strategies to Engage Learners in All Subjects”
In-Service, 3 credits, 45 hours
Course # C178
Instructor: Margaret Mavros
Course Description
Reading is essential to learning. Reading competency in content areas such as science, math and social studies implies that students can comprehend expository texts. Teachers in all subject areas can utilize strategies to help students become better content readers while accomplishing the goals of the New York State Standards.
This course will provide educators with ways to incorporate relevant reading activities in their own classrooms. Reading strategies that draw on the different approaches that good readers use (activating prior knowledge, monitoring comprehension, determining important ideas, synthesizing information, drawing inferences, asking questions) will be explored. Participants will examine different text types and the various purposes for reading while developing strategies for engaging students and teaching them to vary their reading strategies accordingly.
This course is relevant for all educators, K-12.
Participants completing this course will:
· Fully understand the importance of strong reading skills in all content areas;
· Examine strategies for successfully incorporating reading activities across the curriculum;
· Recognize the connection between strong reading skills and students' ability to meet the goals of New York State Standards;
· Explore a variety of reading strategies students must learn in order to attain academic readiness in all subject areas;
· Examine different text types (textbooks, primary source documents, web-based documents, newspapers) and develop strategies and techniques for comprehension and retention;
· Differentiate the purposes for reading (locating information, connecting ideas, determining points-of-view) and develop techniques for teaching students to vary reading strategies.
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
In-Service, 3 credits, 45 hours
Course # C178
Instructor: Margaret Mavros
Course Description
Reading is essential to learning. Reading competency in content areas such as science, math and social studies implies that students can comprehend expository texts. Teachers in all subject areas can utilize strategies to help students become better content readers while accomplishing the goals of the New York State Standards.
This course will provide educators with ways to incorporate relevant reading activities in their own classrooms. Reading strategies that draw on the different approaches that good readers use (activating prior knowledge, monitoring comprehension, determining important ideas, synthesizing information, drawing inferences, asking questions) will be explored. Participants will examine different text types and the various purposes for reading while developing strategies for engaging students and teaching them to vary their reading strategies accordingly.
This course is relevant for all educators, K-12.
Participants completing this course will:
· Fully understand the importance of strong reading skills in all content areas;
· Examine strategies for successfully incorporating reading activities across the curriculum;
· Recognize the connection between strong reading skills and students' ability to meet the goals of New York State Standards;
· Explore a variety of reading strategies students must learn in order to attain academic readiness in all subject areas;
· Examine different text types (textbooks, primary source documents, web-based documents, newspapers) and develop strategies and techniques for comprehension and retention;
· Differentiate the purposes for reading (locating information, connecting ideas, determining points-of-view) and develop techniques for teaching students to vary reading strategies.
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
“Creating LGBT-Inclusive Classrooms and Curriculum: Deepening Understanding and Acceptance for All Students”
In-Service, 3 credits, 45 hours
Course # C264
Instructor: Dr. Bernadette Weltsek
Course Description
Educators can promote safer classrooms and schools by developing lessons that avoid bias and that include positive representations of all students. For LGBT students, attending a school with an inclusive curriculum where lesbian, gay, bisexual and transgender (LGBT) people, history, and events are taught and are respected will have many significant benefits. It is related to less-hostile school experiences and increased feelings of connectedness to the school community. Educators taking this course will learn how to appropriately intervene when witnessing anti-LGBT language, harassment and bullying. They will also be prepared to advocate for the decrease of hurtful or exclusionary languages and/or practices in their school.
Educators should spend time identifying the extent to which LGBT-related content is present in their current curriculum. Educators need to take care to fill gaps in their curriculum while looking for opportunities to deepen student understanding of their world.
Teacher efforts to be inclusive and supportive can lead to curricular “fragmentation,” or “isolation.” This occurs when topics are taught without context and/or are positioned in such a way that they fail to connect to the big ideas of the topic being studied, such as when LGBT themes are only introduced during LGBT History Month (October) or LGBT Pride Month (June). Additional fragmentation occurs when educators include only lesbians or gay men while excluding bisexual and transgender people. This can also occur when lessons fail to represent ethnic, racial and other forms of diversity that exist amongst individual students.
This course is relevant for all educators, K-12. Participants will be examining current research and given a variety of resources that will enable them to create safer, inclusionary classrooms and a better understanding of all issues related to LGBT students in our schools.
Participants completing this course will:
Instructor: Dr. Bernadette Weltsek Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C264
Instructor: Dr. Bernadette Weltsek
Course Description
Educators can promote safer classrooms and schools by developing lessons that avoid bias and that include positive representations of all students. For LGBT students, attending a school with an inclusive curriculum where lesbian, gay, bisexual and transgender (LGBT) people, history, and events are taught and are respected will have many significant benefits. It is related to less-hostile school experiences and increased feelings of connectedness to the school community. Educators taking this course will learn how to appropriately intervene when witnessing anti-LGBT language, harassment and bullying. They will also be prepared to advocate for the decrease of hurtful or exclusionary languages and/or practices in their school.
Educators should spend time identifying the extent to which LGBT-related content is present in their current curriculum. Educators need to take care to fill gaps in their curriculum while looking for opportunities to deepen student understanding of their world.
Teacher efforts to be inclusive and supportive can lead to curricular “fragmentation,” or “isolation.” This occurs when topics are taught without context and/or are positioned in such a way that they fail to connect to the big ideas of the topic being studied, such as when LGBT themes are only introduced during LGBT History Month (October) or LGBT Pride Month (June). Additional fragmentation occurs when educators include only lesbians or gay men while excluding bisexual and transgender people. This can also occur when lessons fail to represent ethnic, racial and other forms of diversity that exist amongst individual students.
This course is relevant for all educators, K-12. Participants will be examining current research and given a variety of resources that will enable them to create safer, inclusionary classrooms and a better understanding of all issues related to LGBT students in our schools.
Participants completing this course will:
- Learn how to ensure that your LGBT students see themselves reflected in your lessons;
- Create opportunities for all of your students to gain a more complex and authentic understanding of the world around them;
- Have strategies and information to serve as a resource and support for students and faculty dealing with LGBT issues;
- Encourage respectful behavior, critical thinking and social justice in your classroom.
Instructor: Dr. Bernadette Weltsek Instructor’s Email: [email protected]
“Creativity in Every Classroom: Fostering a Love of Learning in Every Classroom”
In-Service, 3 credits, 45 hours
Course # C182
Instructor: Howard Block
Course Description
Learning standards have emphasized analytical thinking and understanding complex texts; this has left many educators asking, is there room for creative instruction? The answer is yes. While staying within the state’s mandated curriculum, teachers can still incorporate many of the creative activities that have long been staples of effective instruction. In doing so, they will help students develop a love of learning and become more engaged and confident learners. The best classroom environment always has some elements of creativity that will make lessons more interesting and interactive. A creative approach will stimulate imaginative thinking, improve focus and boost problem-solving skills. Of great significance is the fact that helping students develop a creative mindset can drive lifelong learning.
Teachers in all subject areas have consistently recognized the value of having students process, extend, and remember facts and figures by creative activities. State standards have emphasized the need for implementation of critical thinking skills and creative exploration.
This course will help educators evaluate what is within their control and how they can keep their own and their students’ creative juices flowing. The questions to consider include: What are my students’ interests? How can I most effectively present information? What tools and strategies should be used during this lesson? Even the best-written standards can be meaningless if they are introduced with ineffective instruction and a lack of understanding on the part of the educator. Standards give us guidelines; it is up to teachers to decide how we present this information so that our students learn and meet the expectations placed upon them.
Creative and analytical thinking are not mutually exclusive. With the right strategies, teachers can make them successfully coexist to maximize students’ academic achievement. This course will help teachers appreciate that creativity is an integral part of instruction for all grade levels and in all subject areas. Help your students become more engaged and confident learners!
This course is relevant for all educators, K-12.
Particpants completing this course will:
Instructor: Howard Block Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C182
Instructor: Howard Block
Course Description
Learning standards have emphasized analytical thinking and understanding complex texts; this has left many educators asking, is there room for creative instruction? The answer is yes. While staying within the state’s mandated curriculum, teachers can still incorporate many of the creative activities that have long been staples of effective instruction. In doing so, they will help students develop a love of learning and become more engaged and confident learners. The best classroom environment always has some elements of creativity that will make lessons more interesting and interactive. A creative approach will stimulate imaginative thinking, improve focus and boost problem-solving skills. Of great significance is the fact that helping students develop a creative mindset can drive lifelong learning.
Teachers in all subject areas have consistently recognized the value of having students process, extend, and remember facts and figures by creative activities. State standards have emphasized the need for implementation of critical thinking skills and creative exploration.
This course will help educators evaluate what is within their control and how they can keep their own and their students’ creative juices flowing. The questions to consider include: What are my students’ interests? How can I most effectively present information? What tools and strategies should be used during this lesson? Even the best-written standards can be meaningless if they are introduced with ineffective instruction and a lack of understanding on the part of the educator. Standards give us guidelines; it is up to teachers to decide how we present this information so that our students learn and meet the expectations placed upon them.
Creative and analytical thinking are not mutually exclusive. With the right strategies, teachers can make them successfully coexist to maximize students’ academic achievement. This course will help teachers appreciate that creativity is an integral part of instruction for all grade levels and in all subject areas. Help your students become more engaged and confident learners!
This course is relevant for all educators, K-12.
Particpants completing this course will:
- Understand the importance of keeping creativity in standards-based instruction;
- Have new strategies and tools to use for lesson development and presentation;
- Learn how incorporating creativity in lessons can stimulate imagination, develop critical thinking skills and boost problem-solving capabilities;
- Recognize the desirability of introducing creative approaches in all subject areas;
- Use creative exploration as an effective strategy in designing lessons that comply with New York State Learning Standards;
- Maximize academic performance by motivating and engaging students.
Instructor: Howard Block Instructor’s Email: [email protected]
“Culturally Responsive Teaching: Supporting Cultural and Linguistic Diversity Across the Curriculum”
In-Service, 3 credits, 45 hours
Course # C260
Instructor: Stacey Kimbell
Course Description
Culturally Responsive Teaching (CRT) is a student-centered pedagogy that embraces cultural diversity by nurturing students’ cultural strengths to promote success and close the achievement gap. It encourages educators to thoughtfully incorporate the needs of culturally diverse learners while simultaneously and successfully implementing standards-based learning. A primary goal of CRT is to integrate cultural content that enhances achievement for all students. It aims to build meaningful bridges between home and school experiences and uses a wide variety of instructional strategies that are connected to different learning styles
This course will examine the pedagogy behind Culturally Responsive Teaching. It will also include practical suggestions for teachers trying to determine how to reach students who have a background that is culturally and racially different than their own. Culturally Responsive Teaching advocates an approach that celebrates student culture and history rather than requiring students to sacrifice their identities in order to have a productive school experience. To understand how to incorporate CRT, teachers will explore their own assumptions about race, class, and culture and consider ways to create a classroom culture that encourages respectful interactions between teachers and students.
By the end of the course, participants will have examined inclusive learning environments and developed strategies to meet the needs of a culturally diverse classroom. By incorporating CRT, educators will establish an interactive dialogue that will engage all students.
This course is relevant for all educators, K-12.
Participants completing this course will:
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C260
Instructor: Stacey Kimbell
Course Description
Culturally Responsive Teaching (CRT) is a student-centered pedagogy that embraces cultural diversity by nurturing students’ cultural strengths to promote success and close the achievement gap. It encourages educators to thoughtfully incorporate the needs of culturally diverse learners while simultaneously and successfully implementing standards-based learning. A primary goal of CRT is to integrate cultural content that enhances achievement for all students. It aims to build meaningful bridges between home and school experiences and uses a wide variety of instructional strategies that are connected to different learning styles
This course will examine the pedagogy behind Culturally Responsive Teaching. It will also include practical suggestions for teachers trying to determine how to reach students who have a background that is culturally and racially different than their own. Culturally Responsive Teaching advocates an approach that celebrates student culture and history rather than requiring students to sacrifice their identities in order to have a productive school experience. To understand how to incorporate CRT, teachers will explore their own assumptions about race, class, and culture and consider ways to create a classroom culture that encourages respectful interactions between teachers and students.
By the end of the course, participants will have examined inclusive learning environments and developed strategies to meet the needs of a culturally diverse classroom. By incorporating CRT, educators will establish an interactive dialogue that will engage all students.
This course is relevant for all educators, K-12.
Participants completing this course will:
- Learn how the pedagogy of Culturally Responsive Teaching can enhance learning and the classroom environment;
- Use the strategies of CRT to build meaningful connections between home and school;
- Recognize the importance of being able to teach students of diverse backgrounds in ways that will meet all students’ academic and cultural needs;
- Be provided with strategies designed to enhance academic performance;
- Understand how creating inclusive learning environments will benefit all members of the school community.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
“DASA: How Anti-Bullying Legislation Impacts Schools, Teachers and Students”
In-Service, 3 credits, 45 hours
Course # C116
Instructor: Judi Weissman
Course Description
The Dignity for All Students Act (also known as DASA) took effect on July 1, 2012 and is an extremely significant piece of legislation from the New York State Education Department. The law ensures that all children have the right to attend school in a safe, welcoming and caring environment.
The Dignity Act also requires schools to incorporate curriculum that promotes awareness of and sensitivity to discrimination and diversity as part of civility and citizenship classes. The state will provide grants to school districts to assist in implementing the guidelines included in DASA. An important goal of the Dignity Act is to have all schools provide a course of instruction from kindergarten through twelfth grade that includes character education lessons and that will create a safe and bully-free environment for all students.
This course is suitable for all educators K-12.
Participants completing this course will understand these highlights of DASA:
· Each school’s Code of Conduct must be amended with age appropriate language to reflect the prohibition of discrimination and harassment
· DASA prohibits the harassment and discrimination of students by students and school personnel;
· All schools must develop guidelines for school training programs to discourage discrimination and bullying;
· Districts must appoint at least one staff member in each school to handle all bullying incidents on school property, in school buildings, on a school bus and at school sponsored events or activities. This person is known as the “Dignity Act Coordinator”;
· School administrators are required to collect and report data on bullying to the New York State education commissioner at least once a year. This includes all incidents of bullying or bias-based harassment;
· DASA prohibits retaliation against anyone who reports incidents of bullying.
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C116
Instructor: Judi Weissman
Course Description
The Dignity for All Students Act (also known as DASA) took effect on July 1, 2012 and is an extremely significant piece of legislation from the New York State Education Department. The law ensures that all children have the right to attend school in a safe, welcoming and caring environment.
The Dignity Act also requires schools to incorporate curriculum that promotes awareness of and sensitivity to discrimination and diversity as part of civility and citizenship classes. The state will provide grants to school districts to assist in implementing the guidelines included in DASA. An important goal of the Dignity Act is to have all schools provide a course of instruction from kindergarten through twelfth grade that includes character education lessons and that will create a safe and bully-free environment for all students.
This course is suitable for all educators K-12.
Participants completing this course will understand these highlights of DASA:
· Each school’s Code of Conduct must be amended with age appropriate language to reflect the prohibition of discrimination and harassment
· DASA prohibits the harassment and discrimination of students by students and school personnel;
· All schools must develop guidelines for school training programs to discourage discrimination and bullying;
· Districts must appoint at least one staff member in each school to handle all bullying incidents on school property, in school buildings, on a school bus and at school sponsored events or activities. This person is known as the “Dignity Act Coordinator”;
· School administrators are required to collect and report data on bullying to the New York State education commissioner at least once a year. This includes all incidents of bullying or bias-based harassment;
· DASA prohibits retaliation against anyone who reports incidents of bullying.
Instructor: Judi Weissman Instructor’s Email: [email protected]
“Dealing With Difficult Students: How Crises Intervention Can Keep Schools Safe and Help Students Succeed”
In-Service, 3 credits, 45 hours
Course # C110
Instructor: Cindy Reide Combs
Course Description
In trying to understand their role in crisis prevention and intervention, classroom teachers most often must take the initiative to educate themselves. In a world where school shootings are occurring more frequently and cyber bullying and relational aggression happen on school grounds, it is more important than ever that teachers are made aware of the research and legislation on crisis intervention. The primary goal of this course will be to widen teachers’ perspectives on school crises and thus enable them to be better prepared to deal with each incident appropriately and effectively
Poor attendance can be a teacher’s first indicator that a student is dealing with a serious problem or a crisis. It could be that the student is responsible for childcare, must work to support himself or is homeless. A child might be dealing with violence or abuse that diminishes their ability to concentrate or study. It is of utmost importance for all teachers to understand that a student’s emotional issues may impact classroom performance and behavior. When a student’s focus is on personal issues or crises, learning becomes increasingly challenging.
One reality that educators must consider is that, for many of these children, you are the only consistent adult in their life and the only one presenting a positive role model. In many cases, this student will develop a level of trust that leads them to share personal information. Once you believe that your student is a victim of child abuse or relationship violence, or if they have shared specific information about a crises, it is important to know when referrals should be made and how to best use the support staff in your school social workers, counselor, nurses or psychologists.
Teachers are often on the front line of learning that a child is troubled. With so many other responsibilities, what is a teacher to do and whom can they turn to for help? This course will guide teachers towards identifying the signs that indicate a referral is needed.
This course is relevant for all educators K–12.
Participants completing this course will:
· Understand their role in crisis prevention and intervention;
· Recognize the responsibility that comes with being the most trusted adult role model in a student’s life;
· Learn when referrals should be made and how to use support staff most effectively;
· Feel more confident about their ability to help students in crisis in appropriate ways.
Instructor: C. Reide Combs Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C110
Instructor: Cindy Reide Combs
Course Description
In trying to understand their role in crisis prevention and intervention, classroom teachers most often must take the initiative to educate themselves. In a world where school shootings are occurring more frequently and cyber bullying and relational aggression happen on school grounds, it is more important than ever that teachers are made aware of the research and legislation on crisis intervention. The primary goal of this course will be to widen teachers’ perspectives on school crises and thus enable them to be better prepared to deal with each incident appropriately and effectively
Poor attendance can be a teacher’s first indicator that a student is dealing with a serious problem or a crisis. It could be that the student is responsible for childcare, must work to support himself or is homeless. A child might be dealing with violence or abuse that diminishes their ability to concentrate or study. It is of utmost importance for all teachers to understand that a student’s emotional issues may impact classroom performance and behavior. When a student’s focus is on personal issues or crises, learning becomes increasingly challenging.
One reality that educators must consider is that, for many of these children, you are the only consistent adult in their life and the only one presenting a positive role model. In many cases, this student will develop a level of trust that leads them to share personal information. Once you believe that your student is a victim of child abuse or relationship violence, or if they have shared specific information about a crises, it is important to know when referrals should be made and how to best use the support staff in your school social workers, counselor, nurses or psychologists.
Teachers are often on the front line of learning that a child is troubled. With so many other responsibilities, what is a teacher to do and whom can they turn to for help? This course will guide teachers towards identifying the signs that indicate a referral is needed.
This course is relevant for all educators K–12.
Participants completing this course will:
· Understand their role in crisis prevention and intervention;
· Recognize the responsibility that comes with being the most trusted adult role model in a student’s life;
· Learn when referrals should be made and how to use support staff most effectively;
· Feel more confident about their ability to help students in crisis in appropriate ways.
Instructor: C. Reide Combs Instructor’s Email: [email protected]
“Digital Storytelling: Strengthening Students' Skills in Problem-Solving, Critical Thinking, Collaboration and the Writing Process”
In-Service, 3 credits, 45 hours
Course #262
Instructor: Danielle Roccisano
Course Description
Storytelling has long served as a method of preserving history, sharing culture, explaining perspective and empowering individuals to share their voice. With the advent of technology, this storytelling process has been enhanced to include images, videos, text and music that, when combined,create a clearer, more powerful message.
Digital storytelling follows a traditional eight step “writing” process thatinvolves researching a topic, storyboarding, gathering of resources and ultimately sharing a finished product. Students are often given a question or a problem and can utilize their critical thinking and problem solving skills to create a solution.
Using digital storytelling with students has the potential to transform a sequential series of events into a multidimensional experience. It allows students to gain a more in depth understanding of a topic while learning to master different technology skills and tools. Students are given a voice and can collaborate to create a well-developed, eloquent story that engages “readers” and spurs them to action.
It is easy to blame technology for the tendency of students to be absorbers rather than creators of information but it is up to educators across the curriculum to rekindle students’ imaginations and develop excitement for the writing process. By infusing necessary writing skills with the multi-dimensional aspectsof digital resources available today, we will have the ability to instill thebelief in students that their voice can be heard.
This course is relevant for all educators K- 12.
Participants completing this course will:
Instructor: Danielle Roccisano Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #262
Instructor: Danielle Roccisano
Course Description
Storytelling has long served as a method of preserving history, sharing culture, explaining perspective and empowering individuals to share their voice. With the advent of technology, this storytelling process has been enhanced to include images, videos, text and music that, when combined,create a clearer, more powerful message.
Digital storytelling follows a traditional eight step “writing” process thatinvolves researching a topic, storyboarding, gathering of resources and ultimately sharing a finished product. Students are often given a question or a problem and can utilize their critical thinking and problem solving skills to create a solution.
Using digital storytelling with students has the potential to transform a sequential series of events into a multidimensional experience. It allows students to gain a more in depth understanding of a topic while learning to master different technology skills and tools. Students are given a voice and can collaborate to create a well-developed, eloquent story that engages “readers” and spurs them to action.
It is easy to blame technology for the tendency of students to be absorbers rather than creators of information but it is up to educators across the curriculum to rekindle students’ imaginations and develop excitement for the writing process. By infusing necessary writing skills with the multi-dimensional aspectsof digital resources available today, we will have the ability to instill thebelief in students that their voice can be heard.
This course is relevant for all educators K- 12.
Participants completing this course will:
- Recognize that digital storytelling involves teaching elements of the traditional writing process as well as new digital citizenship skills;
- Guide students to select and evaluate digital resources to determine if they are the best tool to effectively engage the “reader”;
- Identify specific elements of a great digital story such as personal touches, researched facts and traditional story elements;
- Be able to create a learning environment that valuesdigital storytelling as an assessment tool;
- Understand that digital storytelling teaches 21st century communication skills.
Instructor: Danielle Roccisano Instructor’s Email: [email protected]
"Education Reform in America: Reshaping Schools, Instructional Strategies and Student Achievement"
In-Service, 3 credits, 45 hours
Course #C208
Instructor: Judi Weissman
Course Description
Right now in America, it is increasingly clear that education reform is a national preoccupation. Administrators, educators, students, parents and policy makers are publicly sharing diverse opinions about the ways in which change is being implemented. Thus, it is of great importance that we examine and understand the forces that have shaped our national discourse on education reform.
In 1965, modern education reform began with the Elementary and Secondary Education Act, which expanded the federal role in education. A reauthorization of ESEA is now under consideration; the updated bill will be known as the Every Child Achieves Act. The publication of A Nation at Risk from the National Commission on Educational Excellence occurred in 1983. More recently, No Child Left Behind and Race to the Top have aimed to bring about significant change by creating a new paradigm of accountability.
Much of the current concern is about standardized, high-stakes tests. Parents are having their children ‘opt out’ and schools are faced with the possibility of less funding. This class will examine all aspects of education reform with a focus on the current goal of revising how student knowledge acquisition is thought of and evaluated. Successful education reform must focus on the curricula of schools and the understanding that real engagement in our children’s futures is necessary.
This course is suitable for all educators, K - 12.
Participants completing this course will:
· Have a broader understanding of the history of education reform in America;
· Recognize the long range goals of current educational reform;
· Be able to help students understand the true worth of knowledge;
· Examine the impact of greater accountability on student achievement;
· Read a variety of research on education reform and high-stakes testing;
· Understand the school's role and the teacher's role in implementing change.
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C208
Instructor: Judi Weissman
Course Description
Right now in America, it is increasingly clear that education reform is a national preoccupation. Administrators, educators, students, parents and policy makers are publicly sharing diverse opinions about the ways in which change is being implemented. Thus, it is of great importance that we examine and understand the forces that have shaped our national discourse on education reform.
In 1965, modern education reform began with the Elementary and Secondary Education Act, which expanded the federal role in education. A reauthorization of ESEA is now under consideration; the updated bill will be known as the Every Child Achieves Act. The publication of A Nation at Risk from the National Commission on Educational Excellence occurred in 1983. More recently, No Child Left Behind and Race to the Top have aimed to bring about significant change by creating a new paradigm of accountability.
Much of the current concern is about standardized, high-stakes tests. Parents are having their children ‘opt out’ and schools are faced with the possibility of less funding. This class will examine all aspects of education reform with a focus on the current goal of revising how student knowledge acquisition is thought of and evaluated. Successful education reform must focus on the curricula of schools and the understanding that real engagement in our children’s futures is necessary.
This course is suitable for all educators, K - 12.
Participants completing this course will:
· Have a broader understanding of the history of education reform in America;
· Recognize the long range goals of current educational reform;
· Be able to help students understand the true worth of knowledge;
· Examine the impact of greater accountability on student achievement;
· Read a variety of research on education reform and high-stakes testing;
· Understand the school's role and the teacher's role in implementing change.
Instructor: Judi Weissman Instructor’s Email: [email protected]
“Emotional Intelligence and Critical Thinking: Increasing Student Motivation and Productivity”
In-Service, 3 credits, 45 hours
Course # C118
Instructor: Judi Weissman
Course Description
Recent research indicates that Emotional Intelligence has great significance in improving student performance and is a factor in overall academic success. One scholar described EQ as “the key to unlock the door to learning.” The ability to deal with emotions positively is an essential element of learning readiness. Because critical thinking provides the crucial link between intelligence and emotions, all educators should understand the importance of EQ and its relevance to learning. For both students and teachers, becoming emotionally literate has significant benefits. Social Emotional Learning and Emotional Intelligence are ways to strengthen student development in the classroom and in all areas of their lives.
A student’s EQ will have an impact on motivation, academic performance, ability to focus, development of critical thinking skills and classroom behavior. Emotional Intelligence enables an individual to resolve conflicts, manage emotions and become more creative. With this in mind, it is clear that all educators should understand how Emotional Intelligence can be used to strengthen student learning and the drive to succeed. Other important areas where a strong EQ will help students include empathy, self-awareness, decision making and communication skills.
This course is designed to help educators develop a learning environment that promotes emotional intelligence, thus improving all areas of school performance.
This course is relevant for all educators K–12.
Participants completing this course will:
• Understand how the five elements of Emotional Intelligence improve student performance;
• Learn the difference between EQ and IQ and identify the ways in which Emotional Intelligence is connected to critical thinking;
• Develop lessons and activities using the theories of Emotional Intelligence as a way to promote student learning and growth;
• Have strategies and assessments to identify a student’s EQ;
• Recognize the impact of a teacher’s own EQ on classroom dynamics and the quality of their relationships with students, colleagues and administrators;
• Explore texts and curriculum resources to assess their efficacy in strengthening EQ;
• Understand the links between Multiple Intelligence Theory and Emotional Intelligence.
Instructor: Judi Weissman Instructor’s Email: [email protected]m
In-Service, 3 credits, 45 hours
Course # C118
Instructor: Judi Weissman
Course Description
Recent research indicates that Emotional Intelligence has great significance in improving student performance and is a factor in overall academic success. One scholar described EQ as “the key to unlock the door to learning.” The ability to deal with emotions positively is an essential element of learning readiness. Because critical thinking provides the crucial link between intelligence and emotions, all educators should understand the importance of EQ and its relevance to learning. For both students and teachers, becoming emotionally literate has significant benefits. Social Emotional Learning and Emotional Intelligence are ways to strengthen student development in the classroom and in all areas of their lives.
A student’s EQ will have an impact on motivation, academic performance, ability to focus, development of critical thinking skills and classroom behavior. Emotional Intelligence enables an individual to resolve conflicts, manage emotions and become more creative. With this in mind, it is clear that all educators should understand how Emotional Intelligence can be used to strengthen student learning and the drive to succeed. Other important areas where a strong EQ will help students include empathy, self-awareness, decision making and communication skills.
This course is designed to help educators develop a learning environment that promotes emotional intelligence, thus improving all areas of school performance.
This course is relevant for all educators K–12.
Participants completing this course will:
• Understand how the five elements of Emotional Intelligence improve student performance;
• Learn the difference between EQ and IQ and identify the ways in which Emotional Intelligence is connected to critical thinking;
• Develop lessons and activities using the theories of Emotional Intelligence as a way to promote student learning and growth;
• Have strategies and assessments to identify a student’s EQ;
• Recognize the impact of a teacher’s own EQ on classroom dynamics and the quality of their relationships with students, colleagues and administrators;
• Explore texts and curriculum resources to assess their efficacy in strengthening EQ;
• Understand the links between Multiple Intelligence Theory and Emotional Intelligence.
Instructor: Judi Weissman Instructor’s Email: [email protected]m
"Establishing Relationships in the School Community: How Teachers, Administrators and Parents Can Work Collaboratively to Enhance Student Performance"
In-Service, 3 credits, 45 hours
Course #C236
Instructor: Maryanne Edwards
Course Description
Research has consistently demonstrated that the interrelationship between key players in the school community has a significant impact on student behavior and academic performance. When administrators, teachers and parents are able to successfully work together, it is a collaboration that will create a positive school climate and an increased responsiveness to students’ needs. This leads to a greater focus on improving student learning with the outcome being a school-wide revitalization of academic confidence and achievement.
When administrators, teachers and parents can help students recognize the importance of education, there is a common foundation upon which to build. We can provide our children with expanded learning opportunities and thus create an environment of success.
Because those of us in education know that systemic change requires collaboration, it is imperative that we find ways to ensure positive interrelationships within the school community. Teachers and counselors taking this class will learn why these relationships are an integral part of student success and understand their own role in being part of this essential collaboration.
This course is relevant for all educators, K-12.
Participants completing this course will:
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C236
Instructor: Maryanne Edwards
Course Description
Research has consistently demonstrated that the interrelationship between key players in the school community has a significant impact on student behavior and academic performance. When administrators, teachers and parents are able to successfully work together, it is a collaboration that will create a positive school climate and an increased responsiveness to students’ needs. This leads to a greater focus on improving student learning with the outcome being a school-wide revitalization of academic confidence and achievement.
When administrators, teachers and parents can help students recognize the importance of education, there is a common foundation upon which to build. We can provide our children with expanded learning opportunities and thus create an environment of success.
Because those of us in education know that systemic change requires collaboration, it is imperative that we find ways to ensure positive interrelationships within the school community. Teachers and counselors taking this class will learn why these relationships are an integral part of student success and understand their own role in being part of this essential collaboration.
This course is relevant for all educators, K-12.
Participants completing this course will:
- Develop a clear understanding of the importance of successful interrelationships between administrators, teachers and parents;
- Read current research examining the need for collaboration between all key players in the school community;
- Learn strategies that will create an open door encouraging parents to be engaged in their child’s education;
- Recognize the importance of developing positive relationships between teachers and administrators and how that will impact the school climate;
- Understand how any systemic change in the school environment has to come from an ongoing dialogue between all members of the school community.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
"Ethics and Morality: Perspectives for Teachers and Counselors”
In-Service, 3 credits, 45 hours
Course # C138
Instructor: Maryanne Edwards
Course Description
As you arrive at school each day, it is very likely that you will have to make a choice involving an ethical issue. It might be witnessing an altercation between students or an incident of bullying or harassment. You could come across a student who has plagiarized or one exhibiting inappropriate conduct in school. In all of these cases, and so many more, your own personal code of ethics will be an influential factor in determining how successful you are at handling each situation.
This course will explore a broad variety of ethical and moral issues faced by teachers and counselors. Activities that encourage students to examine their own values and ethics will be discussed. Additionally, course participants will develop ways to motivate their own students to display ethical behavior in their academics as well as in their personal lives. Course participants will also examine the ethical decisions and behaviors of school district leaders and administrators. Confidentiality laws impacting teachers and counselors will be examined and school laws related to ethics will be studied. Local issues of ethical or moral concerns in participants’ schools will be discussed as well.
Using readings, research and assignments, this course will aim to help participants strengthen their own understanding of the ethical and moral issues that teachers and counselors must deal with on a daily basis. This class will provide extensive opportunities to study ethics and morality in ways that are related to all aspects of education and the academic environment.
This course is relevant for all educators K-12.
Participants completing this course will:
· Gain a fuller understanding of the ethical and moral issues faced by all teachers and counselors;
· Examine circumstances in their own schools related to moral issues;
· Receive a variety of research and assignments aimed at helping participants have a fuller understanding of the importance of their own and students’ moral development;
· Learn about school laws related to ethical behaviors of students and school staff;
· Create opportunities for personal and academic growth that fit with current curriculum mandates and simultaneously provide students with character education and an exploration of ethics.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C138
Instructor: Maryanne Edwards
Course Description
As you arrive at school each day, it is very likely that you will have to make a choice involving an ethical issue. It might be witnessing an altercation between students or an incident of bullying or harassment. You could come across a student who has plagiarized or one exhibiting inappropriate conduct in school. In all of these cases, and so many more, your own personal code of ethics will be an influential factor in determining how successful you are at handling each situation.
This course will explore a broad variety of ethical and moral issues faced by teachers and counselors. Activities that encourage students to examine their own values and ethics will be discussed. Additionally, course participants will develop ways to motivate their own students to display ethical behavior in their academics as well as in their personal lives. Course participants will also examine the ethical decisions and behaviors of school district leaders and administrators. Confidentiality laws impacting teachers and counselors will be examined and school laws related to ethics will be studied. Local issues of ethical or moral concerns in participants’ schools will be discussed as well.
Using readings, research and assignments, this course will aim to help participants strengthen their own understanding of the ethical and moral issues that teachers and counselors must deal with on a daily basis. This class will provide extensive opportunities to study ethics and morality in ways that are related to all aspects of education and the academic environment.
This course is relevant for all educators K-12.
Participants completing this course will:
· Gain a fuller understanding of the ethical and moral issues faced by all teachers and counselors;
· Examine circumstances in their own schools related to moral issues;
· Receive a variety of research and assignments aimed at helping participants have a fuller understanding of the importance of their own and students’ moral development;
· Learn about school laws related to ethical behaviors of students and school staff;
· Create opportunities for personal and academic growth that fit with current curriculum mandates and simultaneously provide students with character education and an exploration of ethics.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
"Evidence-Based Practices to Raise Instructional Standards"
In-Service, 3 credits, 45 hours
Course # C224
Instructor: Stacey Kimbell
Course Description
Public schools throughout the country are required to use data-driven accountability to prove they are providing an effective education to their students. To do so, many districts use programs and practices that have demonstrated their effectiveness through rigorous scientific research; that is, there is evidence that they work. The result is referred to as evidence based practice (EBPs). EBPs are necessary to improve measurable behavioral outcomes and to improve instruction. Subsequently, identifying and selecting EBPs is now part of the professional role of educators.
This course will introduce educators to the process of analyzing and selecting evidence-based practices. Lessons related to how to select, explore, and implement curricula and programs that are based on proven, versus anecdotal, evidence will be addressed. This course will help teachers gain an understanding of what “evidence based” really means and how to find evidence based practices that work with a variety of grade levels and content areas. The lessons in the course will help teachers determine what is meant by evidence, the types of evidence that can be used to support educational change, and the issues that need to be addressed if teachers are to adopt evidence-based practices in their classrooms.
Participants completing this course will:
· Learn to select instructional strategies based on their effectiveness and their relationship to identified standards;
· Understand the different types of research that can be undertaken in schools, the types of evidence that can be collected to support educational changes and the issues that need to be addressed if teachers are to adopt evidence-based practices in their classrooms;
· Recognize the implications of EBPs for teachers and learners;
· Be provided with evidence-based learning and student-centered strategies;
· Adapt the learning environment so that all students may attain the standards.
Instructor: Stacey Kimbell Instructor’s E-Mail: [email protected]
In-Service, 3 credits, 45 hours
Course # C224
Instructor: Stacey Kimbell
Course Description
Public schools throughout the country are required to use data-driven accountability to prove they are providing an effective education to their students. To do so, many districts use programs and practices that have demonstrated their effectiveness through rigorous scientific research; that is, there is evidence that they work. The result is referred to as evidence based practice (EBPs). EBPs are necessary to improve measurable behavioral outcomes and to improve instruction. Subsequently, identifying and selecting EBPs is now part of the professional role of educators.
This course will introduce educators to the process of analyzing and selecting evidence-based practices. Lessons related to how to select, explore, and implement curricula and programs that are based on proven, versus anecdotal, evidence will be addressed. This course will help teachers gain an understanding of what “evidence based” really means and how to find evidence based practices that work with a variety of grade levels and content areas. The lessons in the course will help teachers determine what is meant by evidence, the types of evidence that can be used to support educational change, and the issues that need to be addressed if teachers are to adopt evidence-based practices in their classrooms.
Participants completing this course will:
· Learn to select instructional strategies based on their effectiveness and their relationship to identified standards;
· Understand the different types of research that can be undertaken in schools, the types of evidence that can be collected to support educational changes and the issues that need to be addressed if teachers are to adopt evidence-based practices in their classrooms;
· Recognize the implications of EBPs for teachers and learners;
· Be provided with evidence-based learning and student-centered strategies;
· Adapt the learning environment so that all students may attain the standards.
Instructor: Stacey Kimbell Instructor’s E-Mail: [email protected]
“Examining Diversity in Our Schools: Promoting Cultural Awareness and Maintaining High Expectations for All Students"
In-Service, 3 credits, 45 hours
Course #C154
Instructor: Judi Weissman
Course Description
Our students are living in an increasing diverse world. Embracing cultural diversity can help you succeed as an educator and, for students, it can promote empathy, reduce prejudice and improve academic engagement. Diversity can present both challenges and opportunities and we must aim to implement a culturally responsive curriculum – research indicates that students in diverse schools have higher average tests scores. The benefits of classroom diversity are both academic and socioemotional; diverse classrooms encourage problem-solving, critical thinking, and creativity. Collaborative groups are an excellent tool for classroom instruction and in a diverse classroom, students bring various perspectives that challenge their peers to think creatively and collaboratively. When students are given the opportunity to work with a diverse group of peers, or with topics that discuss diversity, they can confront stereotypes and discover similarities with their classmates.
Exposing students to diverse experiences and people will make a positive impact on their development and a profound impact on our society. Concepts of diversity can be applied to other differences as well, including physical and intellectual limitations or issues related to socioeconomic status, gender and education level. If students are exposed to diversity and learn cultural awareness in the classroom, it sets them up to flourish in the workforce; diverse classrooms and cultural sensitivity can better prepare students to succeed in a global economy.
Given the key role of interactions between faculty and students, teachers must be prepared to successfully respond to the needs of diverse learners. This course will help educators understand the impact student diversity is having on classroom dynamics, learning and curriculum development. All participants will receive assignments with readings and resources covering a wide range of topics related to classroom diversity. We must implement the best methods of teaching a diverse population in order to be effective in guiding all students to their highest level of performance.
This course is relevant for all educators and counselors, K-12.
Participants completing this course will:
Instructor: Judi Weissman Instructor’s Email: [email protected]om
In-Service, 3 credits, 45 hours
Course #C154
Instructor: Judi Weissman
Course Description
Our students are living in an increasing diverse world. Embracing cultural diversity can help you succeed as an educator and, for students, it can promote empathy, reduce prejudice and improve academic engagement. Diversity can present both challenges and opportunities and we must aim to implement a culturally responsive curriculum – research indicates that students in diverse schools have higher average tests scores. The benefits of classroom diversity are both academic and socioemotional; diverse classrooms encourage problem-solving, critical thinking, and creativity. Collaborative groups are an excellent tool for classroom instruction and in a diverse classroom, students bring various perspectives that challenge their peers to think creatively and collaboratively. When students are given the opportunity to work with a diverse group of peers, or with topics that discuss diversity, they can confront stereotypes and discover similarities with their classmates.
Exposing students to diverse experiences and people will make a positive impact on their development and a profound impact on our society. Concepts of diversity can be applied to other differences as well, including physical and intellectual limitations or issues related to socioeconomic status, gender and education level. If students are exposed to diversity and learn cultural awareness in the classroom, it sets them up to flourish in the workforce; diverse classrooms and cultural sensitivity can better prepare students to succeed in a global economy.
Given the key role of interactions between faculty and students, teachers must be prepared to successfully respond to the needs of diverse learners. This course will help educators understand the impact student diversity is having on classroom dynamics, learning and curriculum development. All participants will receive assignments with readings and resources covering a wide range of topics related to classroom diversity. We must implement the best methods of teaching a diverse population in order to be effective in guiding all students to their highest level of performance.
This course is relevant for all educators and counselors, K-12.
Participants completing this course will:
- Examine research describing the impact diversity has on classroom dynamics;
- Recognize how embracing diversity can promote empathy and reduce prejudice;
- Identify issues in their own schools related to diverse students and language acquisition;
- Understand the needs of diverse learners in order to promote academic success for all students;
- Have a greater understanding of the learning issues most commonly existing in children with language or cultural diversity;
- Develop teaching strategies leading to successful interactions with diverse students;
- Recognize the need to implement a culturally responsive curriculum.
Instructor: Judi Weissman Instructor’s Email: [email protected]om
“Exploring Happiness: Applications in the Field of Education"
In-Service, 3 credits, 45 hours
Course #C334
Instructor: Gail Leibert
Course Description
What makes you happy? Do you know? Current research shows that we typically do the opposite of what we think will make us happy! Merriam-Webster defines hap·pi·ness ˈha-pē-nə (noun) as : a state of well-being and contentment, or JOY. Happiness is even listed in the Declaration of Independence as one of the three unalienable rights, “life, liberty and the pursuit of happiness” It is also something that we, as humans and as a society, are constantly chasing. So, how do we “find” happiness?
This course will examine the multiple theories of happiness and explore the latest research. Participants will have the opportunity to reflect on their current level of happiness and learn strategies for increasing their own happiness, and that of their students. As educators, we know the immense amount of stress that our students deal with on a daily basis. Whether due to family struggles at home, bullying at school, dealing with social media or the pressure to get into the “best” college, students in our schools deal with a variety of issues that impact their social emotional health and performance in the classroom. Educators will be able to use information and skills learned throughout the course in their own classrooms and in their individual or group work with students.
This course is relevant for all educators, counselors and support staff, K-12.
Participants completing this course will:
Instructor: Gail Leibert Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C334
Instructor: Gail Leibert
Course Description
What makes you happy? Do you know? Current research shows that we typically do the opposite of what we think will make us happy! Merriam-Webster defines hap·pi·ness ˈha-pē-nə (noun) as : a state of well-being and contentment, or JOY. Happiness is even listed in the Declaration of Independence as one of the three unalienable rights, “life, liberty and the pursuit of happiness” It is also something that we, as humans and as a society, are constantly chasing. So, how do we “find” happiness?
This course will examine the multiple theories of happiness and explore the latest research. Participants will have the opportunity to reflect on their current level of happiness and learn strategies for increasing their own happiness, and that of their students. As educators, we know the immense amount of stress that our students deal with on a daily basis. Whether due to family struggles at home, bullying at school, dealing with social media or the pressure to get into the “best” college, students in our schools deal with a variety of issues that impact their social emotional health and performance in the classroom. Educators will be able to use information and skills learned throughout the course in their own classrooms and in their individual or group work with students.
This course is relevant for all educators, counselors and support staff, K-12.
Participants completing this course will:
- Understand what happiness means, why it matters and how it impacts education;
- Read and listen to current research that explains how to increase your own happiness and foster happiness in others;
- Be able to utilize information learned throughout the course in their classrooms and in individual work with students;
- Recognize that social connections, kindness, and community are keys to happiness.
Instructor: Gail Leibert Instructor’s Email: [email protected]
"Fanning the Flames: Igniting Creativity and Innovation in Every Classroom"
In-Service, 3 credits, 45 hours
Course # C272
Instructor: Maryanne Edwards
Course Description
"Curiosity is one of the permanent and certain characteristics of a vigorous mind."
- Samuel Johnson
Many of today’s educators are concerned about the apparent disappearance of creativity in the curriculum. The reality is that creativity has the potential to strengthen students’ skills in all subject areas while simultaneously helping them to develop their ability to become critical thinkers and problem solvers. Classrooms with creative and innovative instruction will engage students with greater efficacy and will encourage their curiosity.
The best educators are those who are able to light the creative fire in their students. There are proven ways for all teachers to add creative and innovative elements to their lessons. Recent research has consistently shown that creative thinking merits a much higher priority in education curricula. Creative thinking is critical for problem solving – during students’ school years and throughout their futures – and should thus be viewed as a critical competency that should be taught within all disciplines.
Student engagement and motivation occur when students have a passion for what they are learning. Igniting students’ creativity and innovation will lead to a higher degree of curiosity, interest and attention and that, in turn, will enable students to learn more and retain more.
This course will examine strategies and research that will provide ways for all teachers to introduce more creativity and innovation in their approach to daily lessons. While not every student is born with innate creativity, the good news is that creativity can be learned. Across the curriculum, strong creativity will be an academic asset. When a teacher instills a sense of curiosity in children, the desire to learn deepens within them.
This class is relevant for all educators, K-12.
Participants completing this course will:
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C272
Instructor: Maryanne Edwards
Course Description
"Curiosity is one of the permanent and certain characteristics of a vigorous mind."
- Samuel Johnson
Many of today’s educators are concerned about the apparent disappearance of creativity in the curriculum. The reality is that creativity has the potential to strengthen students’ skills in all subject areas while simultaneously helping them to develop their ability to become critical thinkers and problem solvers. Classrooms with creative and innovative instruction will engage students with greater efficacy and will encourage their curiosity.
The best educators are those who are able to light the creative fire in their students. There are proven ways for all teachers to add creative and innovative elements to their lessons. Recent research has consistently shown that creative thinking merits a much higher priority in education curricula. Creative thinking is critical for problem solving – during students’ school years and throughout their futures – and should thus be viewed as a critical competency that should be taught within all disciplines.
Student engagement and motivation occur when students have a passion for what they are learning. Igniting students’ creativity and innovation will lead to a higher degree of curiosity, interest and attention and that, in turn, will enable students to learn more and retain more.
This course will examine strategies and research that will provide ways for all teachers to introduce more creativity and innovation in their approach to daily lessons. While not every student is born with innate creativity, the good news is that creativity can be learned. Across the curriculum, strong creativity will be an academic asset. When a teacher instills a sense of curiosity in children, the desire to learn deepens within them.
This class is relevant for all educators, K-12.
Participants completing this course will:
- Learn how to incorporate strategies which promote creativity and innovation into all subject areas and across all grade levels;
- Gain an understanding of how curiosity, creativity and innovation are components of education that will enable students to become life-long learners;
- Read current research focused on the importance of developing students’ critical thinking and problem solving skills;
- Recognize the value of lighting the creative fire in all students as a way to ensure full engagement in learning and the ability to retain what has been learned.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
“Flipped Classrooms: Transforming and Enhancing Traditional Instruction”
In-Service, 3 credits, 45 hours
Course #270
Instructor: Danielle Roccisano
Course Description
Each school day, teachers have a limited amount of time to spend with their students. Wouldn’t it be great if that time could be spent giving struggling students individualized help or having them work collaboratively to solve a problem? What about delving into a hands-on project? This isn’t typically possible because classroom time is often used for traditional instruction. Enter the transformational concept of a “flipped classroom.” Through a self-directed learning approach, this pedagogical strategy rearranges instruction to occur outside of the classroom, allowing for in class activities that are driven by teacher support and peer interaction. This “flip” eliminates teacher-focused lessons and homework that requires unguided student knowledge application.
Founded out of a need to deliver curriculum to absent students, flipped classrooms provide benefits for all learners as they decide the pace of their learning. In a flipped lesson, a confusing concept can be paused, a challenging lesson replayed and a review skill skimmed to give each student a personalized experience.
This course will explore the different components needed to successfully build a flipped lesson. This will include examining various technology tools that can be used in the creation of flipped videos for instruction. In addition, participants will investigate best practices for an effective face-to-face learning experience that seamlessly combines independent content acquisition with active, engaging activities. Question strategies and assessment resources for the flipped classroom will also be discussed.
This course is relevant for educators in all curriculum areas and grade levels K- 12.
Participants completing this course will:
Instructor: Danielle Roccisano Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #270
Instructor: Danielle Roccisano
Course Description
Each school day, teachers have a limited amount of time to spend with their students. Wouldn’t it be great if that time could be spent giving struggling students individualized help or having them work collaboratively to solve a problem? What about delving into a hands-on project? This isn’t typically possible because classroom time is often used for traditional instruction. Enter the transformational concept of a “flipped classroom.” Through a self-directed learning approach, this pedagogical strategy rearranges instruction to occur outside of the classroom, allowing for in class activities that are driven by teacher support and peer interaction. This “flip” eliminates teacher-focused lessons and homework that requires unguided student knowledge application.
Founded out of a need to deliver curriculum to absent students, flipped classrooms provide benefits for all learners as they decide the pace of their learning. In a flipped lesson, a confusing concept can be paused, a challenging lesson replayed and a review skill skimmed to give each student a personalized experience.
This course will explore the different components needed to successfully build a flipped lesson. This will include examining various technology tools that can be used in the creation of flipped videos for instruction. In addition, participants will investigate best practices for an effective face-to-face learning experience that seamlessly combines independent content acquisition with active, engaging activities. Question strategies and assessment resources for the flipped classroom will also be discussed.
This course is relevant for educators in all curriculum areas and grade levels K- 12.
Participants completing this course will:
- Research the potential benefits and challenges involved in implementing flipped lessons;
- Understand the motivation for instruction at home and follow up activities that focus on higher-level cognition during class time;
- Identify the elements of an effective instructional video that will capture the attention and meet the needs of students;
- Select an instructional video that could be inserted into a current lesson to transform it into a flipped lesson;
- Examine assessment options that evaluate student understanding and mastery of concepts and skills.
Instructor: Danielle Roccisano Instructor’s Email: [email protected]
“Fostering Executive Function Skills in All Grades and Subject Areas”
In-Service, 3 credits, 45 hours
Course # C306
Instructor: Margaret Mavros
Course Description
Executive function refers to a set of mental skills that include working memory, thinking, self-control and organization. Students who struggle with executive function have difficulty following directions, carrying out tasks, organizing their work and working independently. This course will provide strategies and tools to help students develop executive function skills that are vital for academic success and for building self-esteem.
The brain is a complex organ that controls one's ability to execute tasks efficiently. Participants in this course will learn about the types of brain function that need to be exercised in order for executive function skills to develop and improve. They will also explore what causes executive function disorders and how to improve weak executive function.
Help your students learn how to build competence for academic success. Your students will improve skills in a variety of important areas including organization, prioritizing, self-monitoring, goal setting and time management. These skills are all crucial for learning and will have life-long benefits.
This course is suitable for all educators, K-12.
Participants completing this course will:
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
In-Service, 3 credits, 45 hours
Course # C306
Instructor: Margaret Mavros
Course Description
Executive function refers to a set of mental skills that include working memory, thinking, self-control and organization. Students who struggle with executive function have difficulty following directions, carrying out tasks, organizing their work and working independently. This course will provide strategies and tools to help students develop executive function skills that are vital for academic success and for building self-esteem.
The brain is a complex organ that controls one's ability to execute tasks efficiently. Participants in this course will learn about the types of brain function that need to be exercised in order for executive function skills to develop and improve. They will also explore what causes executive function disorders and how to improve weak executive function.
Help your students learn how to build competence for academic success. Your students will improve skills in a variety of important areas including organization, prioritizing, self-monitoring, goal setting and time management. These skills are all crucial for learning and will have life-long benefits.
This course is suitable for all educators, K-12.
Participants completing this course will:
- Learn what executive function is and is not;
- Be able to understand and implement executive function skills every child should have;
- Explore signs of executive function struggles;
- Analyze possible causes of executive function issues;
- Discover practical strategies to help students develop and strengthen executive function.
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
“Gender Issues in Education: Impact on Learning, Behavior and Teacher Expectations”
In-Service, 3 credits, 45 hours
Course # C120
Instructor: Judi Weissman
Course Description
The outcomes of education for female and male students have been the subject of much research and debate. Sitting in the same classroom, reading the same textbook and listening to the same teacher, boys and girls often receive very different educations. Males and females frequently use different learning intelligences to gather information.
The socialization of gender within our schools often assures that boys and girls will be made aware of their roles in their earliest years of schooling. This course will examine gender identity and development and how it is influenced by family, school, media and social institutions. Research will examine each gender’s social status and educational opportunities from a historical and contemporary point of view. Additonally, we will explore how a teacher’s own attitudes towards gender can have an impact on classroom dynamics and student performance.
A key part of this course will be to help educators recognize the challenges facing male and female students and finding ways to reduce the gender gap that often exists in our schools. Participants in this course will learn about the best approaches for accommodating education techniques to gender differences and become aware of gender specific behaviors.
This course is relevant for educators in all grades and subject areas.
Participants completing this course will:
• Understand current research examining the differences in male and female learning and how each gender processes information;
• Develop a heightened awareness of gender discrimination in school and society;
• Be able to identify gender biases in curriculum development and classroom teaching;
• Explore texts and curriculum resources in all subject areas to asses gender equity;
• Understand the impact of teacher attitudes and stereotyping of students’ abilities based on gender;
• Learn teaching strategies and techniques that will support and maintain gender equity.
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C120
Instructor: Judi Weissman
Course Description
The outcomes of education for female and male students have been the subject of much research and debate. Sitting in the same classroom, reading the same textbook and listening to the same teacher, boys and girls often receive very different educations. Males and females frequently use different learning intelligences to gather information.
The socialization of gender within our schools often assures that boys and girls will be made aware of their roles in their earliest years of schooling. This course will examine gender identity and development and how it is influenced by family, school, media and social institutions. Research will examine each gender’s social status and educational opportunities from a historical and contemporary point of view. Additonally, we will explore how a teacher’s own attitudes towards gender can have an impact on classroom dynamics and student performance.
A key part of this course will be to help educators recognize the challenges facing male and female students and finding ways to reduce the gender gap that often exists in our schools. Participants in this course will learn about the best approaches for accommodating education techniques to gender differences and become aware of gender specific behaviors.
This course is relevant for educators in all grades and subject areas.
Participants completing this course will:
• Understand current research examining the differences in male and female learning and how each gender processes information;
• Develop a heightened awareness of gender discrimination in school and society;
• Be able to identify gender biases in curriculum development and classroom teaching;
• Explore texts and curriculum resources in all subject areas to asses gender equity;
• Understand the impact of teacher attitudes and stereotyping of students’ abilities based on gender;
• Learn teaching strategies and techniques that will support and maintain gender equity.
Instructor: Judi Weissman Instructor’s Email: [email protected]
“The Growth Mindset: Helping Students Understand the Value of Effort, Persistence and Challenges”
In-Service, 3 credits, 45 hours
Course # C266
Instructor: Dr. Bernadette Weltsek
Course Description
Research shows that students with a fixed mindset believe that their intelligence and talent are innate traits that don’t change. These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks. Students with a growth mindset believe that ability can change as a result of effort, perseverance, and practice. Students with a growth mindset see mistakes as way to learn, embrace challenges, and persist in the face of setbacks. High-performing students and low-performing students may have either mindset. Studies show students with a growth mindset:
This course is relevant for all educators, K-12. Participants will learn the ways in which the growth mindset can impact a student’s academics, self-esteem and independent thinking. Best of all, with the development of a growth mindset, students will be able to persist through challenges, both in school and in other areas of their lives.
Participants completing this course will:
Instructor: Dr. Bernadette Weltsek Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C266
Instructor: Dr. Bernadette Weltsek
Course Description
Research shows that students with a fixed mindset believe that their intelligence and talent are innate traits that don’t change. These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks. Students with a growth mindset believe that ability can change as a result of effort, perseverance, and practice. Students with a growth mindset see mistakes as way to learn, embrace challenges, and persist in the face of setbacks. High-performing students and low-performing students may have either mindset. Studies show students with a growth mindset:
- Are more motivated and engaged, even when work is challenging
- Are more likely to review or revise their work
- Score better on math and verbal standardized tests
- Fail fewer classes and have higher GPAs
- Are more likely to persist in meeting challenges throughout high school and college
This course is relevant for all educators, K-12. Participants will learn the ways in which the growth mindset can impact a student’s academics, self-esteem and independent thinking. Best of all, with the development of a growth mindset, students will be able to persist through challenges, both in school and in other areas of their lives.
Participants completing this course will:
- Understand the importance and benefits of helping students develop a growth mindset;
- Be able to guide students to harness the power of productive struggle and have them recognize how much it will improve their success;
- Create classrooms full of students who are willing to try new things and are eager to learn from their mistakes;
- Help students believe in themselves and their own ability to learn.
Instructor: Dr. Bernadette Weltsek Instructor’s Email: [email protected]
“How Children Learn Best: Influence of Classroom Environment on Academic Performance”
In-Service, 3 credits, 45 hours
Course # C175
Instructor: Maryanne Edwards
Course Description
A primary objective of education in America is to provide opportunities for all students to be successful in their learning environment. Schools demonstrating the greatest efficacy in accomplishing this are the ones willing to have their students move from one learning environment to another based on each student’s unique needs. As a way of identifying and acknowledging the different learning styles of our students, the most appropriate placement should be one chosen from a broad range of settings
One option that has met with a great deal of success is the least restricted environment. This model is applicable and appropriate for students at all levels of academic ability. For those students with special needs, be it psychological or behavioral issues, homelessness, physical illness or mental disabilities, districts must take steps to maximize opportunities to ensure that these students interact with peers to the extent appropriate for their needs. This environment is one in which the student can function successfully with the same behavioral expectations as his or her peers.
All students, regardless of ability, should participate within the same environment with necessary support and individualized attention. This means more than simply placing individuals together; it’s a belief that all individuals belong and are valued, in every classroom and at every level of their education.
This course is relevant for all educators K-12.
Participants completing this course will:
· Gain insight into instructional settings most conducive to maximizing all students’ potential for academic achievement;
· Understand the concept of least restrictive environments and its relevance for students in all grades and subject areas;
· Identify the academic needs of their own students and learn instructional strategies that will strengthen overall performance and behavior;
· Fully understand the importance of having a broad range of options for students’ academic placement in order to ensure success at all levels;
· Research and understand relevant issues related to classroom environments and its impact on the American education system.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C175
Instructor: Maryanne Edwards
Course Description
A primary objective of education in America is to provide opportunities for all students to be successful in their learning environment. Schools demonstrating the greatest efficacy in accomplishing this are the ones willing to have their students move from one learning environment to another based on each student’s unique needs. As a way of identifying and acknowledging the different learning styles of our students, the most appropriate placement should be one chosen from a broad range of settings
One option that has met with a great deal of success is the least restricted environment. This model is applicable and appropriate for students at all levels of academic ability. For those students with special needs, be it psychological or behavioral issues, homelessness, physical illness or mental disabilities, districts must take steps to maximize opportunities to ensure that these students interact with peers to the extent appropriate for their needs. This environment is one in which the student can function successfully with the same behavioral expectations as his or her peers.
All students, regardless of ability, should participate within the same environment with necessary support and individualized attention. This means more than simply placing individuals together; it’s a belief that all individuals belong and are valued, in every classroom and at every level of their education.
This course is relevant for all educators K-12.
Participants completing this course will:
· Gain insight into instructional settings most conducive to maximizing all students’ potential for academic achievement;
· Understand the concept of least restrictive environments and its relevance for students in all grades and subject areas;
· Identify the academic needs of their own students and learn instructional strategies that will strengthen overall performance and behavior;
· Fully understand the importance of having a broad range of options for students’ academic placement in order to ensure success at all levels;
· Research and understand relevant issues related to classroom environments and its impact on the American education system.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
"How Co-Teaching Benefits Students With Special Needs: Effective Models for the Inclusion Classroom"
In-Service, 3 credits, 45 hours
Course # C240
Instructor: Maryanne Edwards
Course Description
Co-teaching occurs when two educators co-plan, co-assess and co-instruct a diverse group of learners. It is imperative that students with special needs be placed in an educational setting that meets their unique learning needs. Co-teaching can be a very effective way to teach all students in a classroom setting and a primary benefit is that it allows students with disabilities to have access to the general education curriculum. Additionally, with stronger instructional intensity, and teachers learning from each other’s expertise, there is the likelihood of an overall expanded classroom experience for students with disabilities as well as general education students.
A particularly important outcome that occurs with co-teaching is that, in this environment, students with disabilities are more likely to feel connected with their peer group. Co-teaching can bring growth in both academic and social skills in ways that will benefit all students both in and out of the classroom.
Co-teaching can be a very positive experience for students and teachers when effective planning and communication is in place throughout the school year.
Participants completing this course will:
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C240
Instructor: Maryanne Edwards
Course Description
Co-teaching occurs when two educators co-plan, co-assess and co-instruct a diverse group of learners. It is imperative that students with special needs be placed in an educational setting that meets their unique learning needs. Co-teaching can be a very effective way to teach all students in a classroom setting and a primary benefit is that it allows students with disabilities to have access to the general education curriculum. Additionally, with stronger instructional intensity, and teachers learning from each other’s expertise, there is the likelihood of an overall expanded classroom experience for students with disabilities as well as general education students.
A particularly important outcome that occurs with co-teaching is that, in this environment, students with disabilities are more likely to feel connected with their peer group. Co-teaching can bring growth in both academic and social skills in ways that will benefit all students both in and out of the classroom.
Co-teaching can be a very positive experience for students and teachers when effective planning and communication is in place throughout the school year.
Participants completing this course will:
- Understand that co-teaching allows for greater instructional intensity and differentiated instruction in ways that will benefit all students;
- Learn about the “Models of Co-Teaching” as defined by researchers Friend and Cook;
- Examine the ways in which a co-teaching classroom allows students with disabilities to feel more connected with their peer group;
- Recognize that research has shown co-teaching to be very effective for students with special needs as well as for general education students;
- Recognize the importance of the rapport that must be established between the co-teachers and their students.
- Acquire methods for successful implementation of a co-teaching classroom.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
“How Parents Can Support Classroom Learning: Improving Communication to Foster Academic Success”
In-Service, 3 credits, 45 hours
Course # C292
Instructor: Jessica Liakonis
Course Description
As educators, we have become increasingly aware of the many factors that will influence a student’s ability to succeed in school. One size doesn’t fit all when it comes to learning. Research consistently demonstrates that parental involvement can be an important contributor to student achievement. It is widely recognized that if children are to maximize their potential from schooling, they will need family support.
Some parents may struggle to balance helping their children learn and navigating their own obligations and responsibilities. We must work together! When families and schools work together to support learning, children tend to do better academically and have a significantly more positive attitude toward their schooling. Educators must be prepared to address these issues while simultaneously keeping the focus where it must be - helping students to learn and succeed academically.
This course will examine the connection between students’ home lives and their school performance. It will provide effective communication tips to strengthen the school-home partnership. Effective school-family partnerships benefit school staff and students and can have important benefits for parents as well, helping them to perceive their child's school in a more positive light and changing their perceptions of their children as learners
This course is suitable for all educators and counselors, K - 12.
Participants completing this course will:
Instructor: Jessica Liakonis Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C292
Instructor: Jessica Liakonis
Course Description
As educators, we have become increasingly aware of the many factors that will influence a student’s ability to succeed in school. One size doesn’t fit all when it comes to learning. Research consistently demonstrates that parental involvement can be an important contributor to student achievement. It is widely recognized that if children are to maximize their potential from schooling, they will need family support.
Some parents may struggle to balance helping their children learn and navigating their own obligations and responsibilities. We must work together! When families and schools work together to support learning, children tend to do better academically and have a significantly more positive attitude toward their schooling. Educators must be prepared to address these issues while simultaneously keeping the focus where it must be - helping students to learn and succeed academically.
This course will examine the connection between students’ home lives and their school performance. It will provide effective communication tips to strengthen the school-home partnership. Effective school-family partnerships benefit school staff and students and can have important benefits for parents as well, helping them to perceive their child's school in a more positive light and changing their perceptions of their children as learners
This course is suitable for all educators and counselors, K - 12.
Participants completing this course will:
- Recognize the importance of the home-school connection and how it impacts student performance;
- Understand their own role in contacting parents and maintaining a positive and open line of communication;
- Acquire strategies that schools and teachers can use to engage families and make them feel welcome;
- Examine methods for maximizing the ways in which they communicate with students' parents and how to best create a successful home-school partnership.
Instructor: Jessica Liakonis Instructor’s Email: [email protected]
“How Social Influences Impact Learning Readiness in Educational Environments”
In-Service, 3 credits, 45 hours
Course # C140
Instructor: Stacey Kimbell
Course Description
As educators, we know there is a direct connection between social issues outside the classroom and student performance inside the classroom. To understand student behavior, it is crucial for educators to maintain a heightened awareness of how social problems can affect performance.
Socio-economic issues, the achievement gap, literacy problems, domestic issues such as divorce or abuse, issues created by modern technology, bullying and violence are a few of the issues that impact achievement. How do social influences impact cognitive development and classroom dynamics? This course will explore why these problems should concern educators and how educators can effectively recognize and handle these social influences when they impact student achievement.
This course is suitable for all educators and counselors K-12.
Participants completing this course will:
· Recognize the ways social issues impact classroom and student behavior;
· Incorporate course topics into lesson plans;
· Access research and resources about key social issues affecting student performance and classroom management;
· Comprehend the long term impact of social influences throughout the curriculum.
Instructor: Stacey Kimbell Instructor’s Email: kim[email protected]
In-Service, 3 credits, 45 hours
Course # C140
Instructor: Stacey Kimbell
Course Description
As educators, we know there is a direct connection between social issues outside the classroom and student performance inside the classroom. To understand student behavior, it is crucial for educators to maintain a heightened awareness of how social problems can affect performance.
Socio-economic issues, the achievement gap, literacy problems, domestic issues such as divorce or abuse, issues created by modern technology, bullying and violence are a few of the issues that impact achievement. How do social influences impact cognitive development and classroom dynamics? This course will explore why these problems should concern educators and how educators can effectively recognize and handle these social influences when they impact student achievement.
This course is suitable for all educators and counselors K-12.
Participants completing this course will:
· Recognize the ways social issues impact classroom and student behavior;
· Incorporate course topics into lesson plans;
· Access research and resources about key social issues affecting student performance and classroom management;
· Comprehend the long term impact of social influences throughout the curriculum.
Instructor: Stacey Kimbell Instructor’s Email: kim[email protected]
“How to Reach At Risk Students: Strategies for Teaching Academically Underprepared Learners”
In-Service, 3 credits, 45 hours
Course # C124
Instructor: Judi Weissman
Course Description
All educators should be skilled in identifying and helping at risk students. Students can be considered at risk for a variety of factors, including the influences of culture, family and peer environment There are at risk students in all schools, from a broad variety socioeconomic backgrounds. From an educational perspective, an at risk child, without successful intervention, is likely to end up without the skills, attitudes and knowledge needed to succeed in school. Early and accurate identification of potentially at risk students is crucial to developing effective dropout prevention programs. Thus, it is of utmost importance that all educators understand what puts a child at risk of becoming an underprepared learner.
It is also necessary to recognize that students at risk do not form a homogeneous group; there are many situations that can place a child at risk of educational failure. In some cases, students become at risk because their needs are not being met by their schools. Educators should be able to support children through transitions likely to have a negative impact on school performance. This should be followed by a willingness to make innovative changes in classroom instruction tailored to at risk students.
This course is designed to help educators at all levels become skilled at identifying which students are at risk as well as developing strategies and curriculum that will effectively change the direction of an at risk child’s school experience.
This course is relevant for all educators, counselors and support staff, K-12.
Participants completing this course will:
· Be fully aware of the multiple definitions describing at risk students;
· Have a comprehensive overview of issues related to at risk children;
· Recognize how attendance and a student’s home life are factors in becoming at risk;
· Be able to identify specific characteristics and circumstances common to at risk children;
· Have strategies to engage and help at risk students in ways that will lead to a higher level of motivation and an improved school performance.
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C124
Instructor: Judi Weissman
Course Description
All educators should be skilled in identifying and helping at risk students. Students can be considered at risk for a variety of factors, including the influences of culture, family and peer environment There are at risk students in all schools, from a broad variety socioeconomic backgrounds. From an educational perspective, an at risk child, without successful intervention, is likely to end up without the skills, attitudes and knowledge needed to succeed in school. Early and accurate identification of potentially at risk students is crucial to developing effective dropout prevention programs. Thus, it is of utmost importance that all educators understand what puts a child at risk of becoming an underprepared learner.
It is also necessary to recognize that students at risk do not form a homogeneous group; there are many situations that can place a child at risk of educational failure. In some cases, students become at risk because their needs are not being met by their schools. Educators should be able to support children through transitions likely to have a negative impact on school performance. This should be followed by a willingness to make innovative changes in classroom instruction tailored to at risk students.
This course is designed to help educators at all levels become skilled at identifying which students are at risk as well as developing strategies and curriculum that will effectively change the direction of an at risk child’s school experience.
This course is relevant for all educators, counselors and support staff, K-12.
Participants completing this course will:
· Be fully aware of the multiple definitions describing at risk students;
· Have a comprehensive overview of issues related to at risk children;
· Recognize how attendance and a student’s home life are factors in becoming at risk;
· Be able to identify specific characteristics and circumstances common to at risk children;
· Have strategies to engage and help at risk students in ways that will lead to a higher level of motivation and an improved school performance.
Instructor: Judi Weissman Instructor’s Email: [email protected]
"An IEP Roadmap: Helping Teachers in All Subject Areas Understand and Implement Individual Education Plans"
In-Service, 3 credits, 45 hours
Course #C228
Instructor: Maryanne Edwards
Course Description
It is imperative that all educators understand the importance of IEPs and how they are used to ensure that the learning needs of special education students are being met. An IEP is a comprehensive legal document that sorts out a child’s strengths and weaknesses and outlines strategies that will allow a child to succeed in school. Each child’s specific educational goals are part of the IEP. General education teachers are required by law to follow a student’s IEP.
The primary objective of Individualized Education Plans (alternately called Individualized Educational Programs) is to provide special education supports and services that will help a child reach predetermined goals. While it is primarily the responsibility of special education teachers to plan, implement and monitor the designated educational program, subject area teachers should also understand their role in educating a student with an IEP; doing so will benefit both the teacher and the student. All teachers working with special education students should be aware of their IEPs and be able to identify the accommodations and modifications required in their classroom. Taking part in IEP implementation and having an understanding of the measurable annual goals will play a huge part in the student’s success.
The IEP might need to be revised as a child makes progress and new challenges arise. Subject area educators will help the special education teacher examine the Present Level of Education Performance (PLEP) based on data and observation in order to assess the student’s future needs. With this in mind, general education teachers with knowledge of IEPs can offer invaluable information and a unique perspective on a student’s academic, social and behavioral strengths. Rather than a ‘one size fits all approach’ the IEP will reflect the child’s abilities, past performance levels and potential.
This course is relevant for all educators, K-12.
Participants completing this course will:
· Develop a clear understanding of all aspects of what constitutes an IEP;
· Recognize the importance of implementing the IEPs with your own students;
· Participate in meetings to examine a student’s IEP and PLEP in order to maximize overall performance and academic competence;
· Learn how to collaborate with colleagues and support staff to ensure proper implementation of IEPs;
· Have the ability to recognize a student’s progress in your subject area and be willing to make accommodations aimed at bettering the student’s performance;
· Understand how the general education teacher will have an integral role in helping students with an IEP perform successfully in their classroom.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C228
Instructor: Maryanne Edwards
Course Description
It is imperative that all educators understand the importance of IEPs and how they are used to ensure that the learning needs of special education students are being met. An IEP is a comprehensive legal document that sorts out a child’s strengths and weaknesses and outlines strategies that will allow a child to succeed in school. Each child’s specific educational goals are part of the IEP. General education teachers are required by law to follow a student’s IEP.
The primary objective of Individualized Education Plans (alternately called Individualized Educational Programs) is to provide special education supports and services that will help a child reach predetermined goals. While it is primarily the responsibility of special education teachers to plan, implement and monitor the designated educational program, subject area teachers should also understand their role in educating a student with an IEP; doing so will benefit both the teacher and the student. All teachers working with special education students should be aware of their IEPs and be able to identify the accommodations and modifications required in their classroom. Taking part in IEP implementation and having an understanding of the measurable annual goals will play a huge part in the student’s success.
The IEP might need to be revised as a child makes progress and new challenges arise. Subject area educators will help the special education teacher examine the Present Level of Education Performance (PLEP) based on data and observation in order to assess the student’s future needs. With this in mind, general education teachers with knowledge of IEPs can offer invaluable information and a unique perspective on a student’s academic, social and behavioral strengths. Rather than a ‘one size fits all approach’ the IEP will reflect the child’s abilities, past performance levels and potential.
This course is relevant for all educators, K-12.
Participants completing this course will:
· Develop a clear understanding of all aspects of what constitutes an IEP;
· Recognize the importance of implementing the IEPs with your own students;
· Participate in meetings to examine a student’s IEP and PLEP in order to maximize overall performance and academic competence;
· Learn how to collaborate with colleagues and support staff to ensure proper implementation of IEPs;
· Have the ability to recognize a student’s progress in your subject area and be willing to make accommodations aimed at bettering the student’s performance;
· Understand how the general education teacher will have an integral role in helping students with an IEP perform successfully in their classroom.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
**NEW COURSE FOR OUR SPRING 2025 SEMESTER!
“Igniting Scientific Curiosity: Launching into the Next Generation Science Standards:”
In-Service, 3 credits, 45 hours
Course # C358
Instructor: Margaret Mavros
Course Description
“Igniting Scientific Curiosity: Launching into the Next Generation Science Standards” will provide educators with a comprehensive overview of the Next Generation Science Standards (NGSS) and their integration into the New York State P-12 Science Learning Standards. Participants will explore the concepts of Three-Dimensional Learning, integrating core ideas, scientific practices and crosscutting concepts.
Throughout the course, educators will delve into strategies for aligning their teaching practices with these new standards, focusing on inquiry-based learning, real-world applications and the development of critical thinking skills. The course will also address the integration of the Next Generation Learning Standards for ELA and Mathematics into science education.
Participants will engage in practical assignments that include lesson planning, assessment design, and the creation of cross-curricular activities. By the end of the course, teachers will be equipped to transform their science classrooms into dynamic environments that promote scientific literacy and prepare students for the challenges of the 21st century.
This course is relevant for K-12 Science educators, curriculum specialists and instructional coaches seeking to deepen their understanding of the Next Generation Learning Standards and enhance their instructional practices.
Upon completion of this course, participants will be able to:
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
“Igniting Scientific Curiosity: Launching into the Next Generation Science Standards:”
In-Service, 3 credits, 45 hours
Course # C358
Instructor: Margaret Mavros
Course Description
“Igniting Scientific Curiosity: Launching into the Next Generation Science Standards” will provide educators with a comprehensive overview of the Next Generation Science Standards (NGSS) and their integration into the New York State P-12 Science Learning Standards. Participants will explore the concepts of Three-Dimensional Learning, integrating core ideas, scientific practices and crosscutting concepts.
Throughout the course, educators will delve into strategies for aligning their teaching practices with these new standards, focusing on inquiry-based learning, real-world applications and the development of critical thinking skills. The course will also address the integration of the Next Generation Learning Standards for ELA and Mathematics into science education.
Participants will engage in practical assignments that include lesson planning, assessment design, and the creation of cross-curricular activities. By the end of the course, teachers will be equipped to transform their science classrooms into dynamic environments that promote scientific literacy and prepare students for the challenges of the 21st century.
This course is relevant for K-12 Science educators, curriculum specialists and instructional coaches seeking to deepen their understanding of the Next Generation Learning Standards and enhance their instructional practices.
Upon completion of this course, participants will be able to:
- Design lessons that incorporate Three-Dimensional Learning, integrating core ideas, scientific practices and crosscutting concepts;
- Develop assessments that align with the NGSS, including formative, summative and performance-based evaluations;
- Create cross-curricular activities that meaningfully integrate mathematics and ELA into science instruction;
- Implement strategies to foster critical thinking, problem-solving and scientific inquiry skills in students;
- Craft an implementation plan for integrating the new standards into their classroom practice.
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
"The Impact of Anxiety Disorders on Learning, Social Development, Attendance and Performance"
In-Service, 3 credits, 45 hours
Course # C256
Instructor: Maryanne Edwards
Course Description
Today’s students are exhibiting signs of anxiety disorders in greater numbers than ever before. Anxiety can lead to excessive absences, poor academic performance, school refusal and inappropriate social relationships. Classroom teachers and counselors are often the first individuals to identify signs of anxiety in students and are thus are in a position to help.
Anxiety leads to weakened academic achievement and underperformance. Higher levels of anxiety can interfere with aspects of cognition that are critical for successful learning and achievement. These include difficulty paying attention; an inability to process information effectively; a lack of organization in their approach to school and being unable to consistently retrieve information and demonstrate skills that have previously been learned.
This class will explore the actions teachers and counselors can take to address and reduce student anxiety. Specific strategies will be explored, particularly those that have a high level of efficacy based on recent research.
It is clear that anxiety effects students in a variety of significant ways and can lead to extreme difficulty across all settings in the school. This course will address the seriousness of how anxiety affects not only the individual student, but also its impact on the entire school community, including parents, teachers, counselors, administrators, support personnel and, of course, other students.
This course is suitable for all educators, social workers, guidance counselors and staff who serve in Pre-K through Grade 12.
Participants completing this course will:
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C256
Instructor: Maryanne Edwards
Course Description
Today’s students are exhibiting signs of anxiety disorders in greater numbers than ever before. Anxiety can lead to excessive absences, poor academic performance, school refusal and inappropriate social relationships. Classroom teachers and counselors are often the first individuals to identify signs of anxiety in students and are thus are in a position to help.
Anxiety leads to weakened academic achievement and underperformance. Higher levels of anxiety can interfere with aspects of cognition that are critical for successful learning and achievement. These include difficulty paying attention; an inability to process information effectively; a lack of organization in their approach to school and being unable to consistently retrieve information and demonstrate skills that have previously been learned.
This class will explore the actions teachers and counselors can take to address and reduce student anxiety. Specific strategies will be explored, particularly those that have a high level of efficacy based on recent research.
It is clear that anxiety effects students in a variety of significant ways and can lead to extreme difficulty across all settings in the school. This course will address the seriousness of how anxiety affects not only the individual student, but also its impact on the entire school community, including parents, teachers, counselors, administrators, support personnel and, of course, other students.
This course is suitable for all educators, social workers, guidance counselors and staff who serve in Pre-K through Grade 12.
Participants completing this course will:
- Gain a comprehensive understanding of what anxiety disorders are and how they can impact student performance and behavior;
- Learn how school personnel can develop greater awareness and effective strategies to address the consequences of anxiety, including absenteeism, low grades, cognitive issues, school refusal and poor social relationships;
- Examine current pedagogical research showing how student anxiety can be a deterrent to academic success and social development;
- Be able to identify the signs and symptoms of student anxiety and learn which members of the school staff should be involved in efforts to help the child.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
"The Impact of the Pandemic on Teaching and Learning: Rethinking Education in America"
In-Service, 3 credits, 45 hours
Course # C312
Instructor: Maryanne Edwards
Course Description
On March 12, 2020, the World Health Organization declared the spread of COVID-19 a worldwide pandemic. In reaction to the virus outbreak, schools across the country were suddenly sent scrambling for alternate ways to deliver a quality education to the students in their charge. A new way of education seemingly developed overnight, as institutions switched from in-person to virtual/remote/distance learning. Some parents removed their children from school and opted for homeschooling; others hired private tutors or teachers and, in some cases, joined with other homeschooling families to create “learning pods” where children were homeschooled in small groups.
Also highlighted during this unprecedented time was the growing divide between students who could easily make the transition to online learning and those who were less fortunate. Additionally, many students have suffered socially and emotionally. There is concern from mental health professionals, doctors, parents and teachers about the rising reports of anxiety, depression and the increased reporting of attempts to end one’s life in response to the social isolation that has been brought about by the pandemic.
The pandemic has uncovered the vulnerability of the education system, but has also highlighted the value of schools and the importance of social and emotional learning.
The challenges that have been presented are now creating a new vision and new opportunities for students, teachers, counselors, administrators and support staff. This vision may take various forms and it is up to each of us to begin to formulate what it will ultimately look like in our classrooms as we move forward.
This course will explore the challenges and opportunities that have presented themselves in ways that will continue to meet the needs of each child.
This course is suitable for all K–12 educators, counselors and support staff.
Participants completing this course will:
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C312
Instructor: Maryanne Edwards
Course Description
On March 12, 2020, the World Health Organization declared the spread of COVID-19 a worldwide pandemic. In reaction to the virus outbreak, schools across the country were suddenly sent scrambling for alternate ways to deliver a quality education to the students in their charge. A new way of education seemingly developed overnight, as institutions switched from in-person to virtual/remote/distance learning. Some parents removed their children from school and opted for homeschooling; others hired private tutors or teachers and, in some cases, joined with other homeschooling families to create “learning pods” where children were homeschooled in small groups.
Also highlighted during this unprecedented time was the growing divide between students who could easily make the transition to online learning and those who were less fortunate. Additionally, many students have suffered socially and emotionally. There is concern from mental health professionals, doctors, parents and teachers about the rising reports of anxiety, depression and the increased reporting of attempts to end one’s life in response to the social isolation that has been brought about by the pandemic.
The pandemic has uncovered the vulnerability of the education system, but has also highlighted the value of schools and the importance of social and emotional learning.
The challenges that have been presented are now creating a new vision and new opportunities for students, teachers, counselors, administrators and support staff. This vision may take various forms and it is up to each of us to begin to formulate what it will ultimately look like in our classrooms as we move forward.
This course will explore the challenges and opportunities that have presented themselves in ways that will continue to meet the needs of each child.
This course is suitable for all K–12 educators, counselors and support staff.
Participants completing this course will:
- Gain a greater understanding of the alternate means in which education was delivered during the pandemic;
- Formulate strategies to bridge the divide that has been created in educational equity;
- Develop and implement best practices in order to ensure that each child will meet with success within the school-wide setting;
- Understand the importance of working closely with parents, administrators, colleagues and other support staff in order to aid them in addressing the academic, social and emotional struggles faced by students in this unprecedented time;
- Explore the current pedagogical research on what the “rethinking,” “reimagining,” or “new vision” will look like and then shape it to fit into the particular classroom/building/district so that each child will reap the benefits;
- Have a deeper understanding of the challenges and opportunities that will exist in post-pandemic education in order to meet the needs of each student.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
“Implementing Project-Based Learning: Creative and Authentic Problem-Solving in All Classrooms"
In-Service, 3 credits, 45 hours
Course # C188
Instructor: Stacey Kimbell
Course Description
Project-based learning (PBL) is an instructional strategy designed to increase academic rigor in alignment with the principles of the Common Core Curriculum. In order to meet the needs of the Common Core, teachers need a framework for creating strong, cohesive units. In PBL, students investigate topics in depth by connecting classroom content to the real world. PBL gives students the opportunity to work through an extended process of inquiry. Students learn to explore topics "an inch wide and a mile deep." The long-term goal of PBL is to promote an engaging educational environment by encouraging students to become problem-solvers, critical thinkers and lifelong learners.
In this course, educators will learn about different perspectives of project-based learning and discover how to use available resources to develop in-depth projects. Participants will comprehend project-based learning, establish a driving question, create assessments and organizational plans and determine how to implement projects in their own classroom. By the end of the course, participants will create a project-based learning unit that is ready for classroom use and that is aligned with the core curriculum. This course is suitable for all educators, K-12.
Participants completing this course will:
· Understand how a well-designed project will strengthen students’ analytical thinking;
· Recognize how PBL encourages perseverance and sustained effort to complete projects;
· Be able to use collaboration as a way to develop students’ speaking and listening skills;
· Create opportunities for students to assess their own critical thinking processes;
· Have the skills to provide a meaningful and authentic context for learning.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C188
Instructor: Stacey Kimbell
Course Description
Project-based learning (PBL) is an instructional strategy designed to increase academic rigor in alignment with the principles of the Common Core Curriculum. In order to meet the needs of the Common Core, teachers need a framework for creating strong, cohesive units. In PBL, students investigate topics in depth by connecting classroom content to the real world. PBL gives students the opportunity to work through an extended process of inquiry. Students learn to explore topics "an inch wide and a mile deep." The long-term goal of PBL is to promote an engaging educational environment by encouraging students to become problem-solvers, critical thinkers and lifelong learners.
In this course, educators will learn about different perspectives of project-based learning and discover how to use available resources to develop in-depth projects. Participants will comprehend project-based learning, establish a driving question, create assessments and organizational plans and determine how to implement projects in their own classroom. By the end of the course, participants will create a project-based learning unit that is ready for classroom use and that is aligned with the core curriculum. This course is suitable for all educators, K-12.
Participants completing this course will:
· Understand how a well-designed project will strengthen students’ analytical thinking;
· Recognize how PBL encourages perseverance and sustained effort to complete projects;
· Be able to use collaboration as a way to develop students’ speaking and listening skills;
· Create opportunities for students to assess their own critical thinking processes;
· Have the skills to provide a meaningful and authentic context for learning.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
"Interdisciplinary Learning and Teaching: Developing Students' Critical Thinking and Cognitive Skills"
In-Service, 3 credits, 45 hours
Course # C318
Instructor: Caryn Drezner
Course Description
The importance of interdisciplinary learning has been brought to the forefront during the COVID-19 pandemic. Instructional delivery has shifted and students were learning about content area coursework in isolation. Since the return to the classroom, the need for students to understand how content area courses relate to each other to provide connections and relevance to their lives has become paramount.
Classroom teachers should have a basic understanding of the benefits of teaching interdisciplinary units which will help students to develop and strengthen critical thinking skills. Using an interdisciplinary approach also helps to build a sense of collegiality amongst the teachers working together to build the
mini- units, as it requires a team approach. This prevents feelings of isolation that can develop in a building.
This class will address a broad variety of issues related to meeting the diverse learning needs of our students while also promoting the benefits of collaborating with teachers in other departments. Students have a tendency to see content area courses and the material taught in isolation. When students are taught using an interdisciplinary approach, they develop a greater sense of the “big picture.” This helps to engage them more deeply in instruction as well as better understanding each lesson’s objectives. By recognizing the big picture, students start to see that issues can be approached from multiple perspectives. It will also help teachers to create a summative assessment that piques students’ interests and checks for student understanding of the interdisciplinary unit.
Interdisciplinary learning and teaching will enable educators to show students that there are multiple viewpoints on any given topic. This approach encourages students to recognize their own biases and acknowledge and appreciate ethical concerns. Additionally, it helps to engage more students in the classroom dialogue as they see that their own perspectives are being acknowledged, respected and discussed.
This course is relevant for all educators, counselors and support staff, K-12.
Participants completing this course will:
Instructor: Caryn Drezner Instructor’s Email: [email protected]om
In-Service, 3 credits, 45 hours
Course # C318
Instructor: Caryn Drezner
Course Description
The importance of interdisciplinary learning has been brought to the forefront during the COVID-19 pandemic. Instructional delivery has shifted and students were learning about content area coursework in isolation. Since the return to the classroom, the need for students to understand how content area courses relate to each other to provide connections and relevance to their lives has become paramount.
Classroom teachers should have a basic understanding of the benefits of teaching interdisciplinary units which will help students to develop and strengthen critical thinking skills. Using an interdisciplinary approach also helps to build a sense of collegiality amongst the teachers working together to build the
mini- units, as it requires a team approach. This prevents feelings of isolation that can develop in a building.
This class will address a broad variety of issues related to meeting the diverse learning needs of our students while also promoting the benefits of collaborating with teachers in other departments. Students have a tendency to see content area courses and the material taught in isolation. When students are taught using an interdisciplinary approach, they develop a greater sense of the “big picture.” This helps to engage them more deeply in instruction as well as better understanding each lesson’s objectives. By recognizing the big picture, students start to see that issues can be approached from multiple perspectives. It will also help teachers to create a summative assessment that piques students’ interests and checks for student understanding of the interdisciplinary unit.
Interdisciplinary learning and teaching will enable educators to show students that there are multiple viewpoints on any given topic. This approach encourages students to recognize their own biases and acknowledge and appreciate ethical concerns. Additionally, it helps to engage more students in the classroom dialogue as they see that their own perspectives are being acknowledged, respected and discussed.
This course is relevant for all educators, counselors and support staff, K-12.
Participants completing this course will:
- Understand the need for interdisciplinary instruction in school as a way to meet the needs of diverse learners;
- Read research and anecdotal evidence showing the benefits of using interdisciplinary instruction to enable more students to contribute to the dialogue and be engaged in their own learning;
- Identify specific strategies for developing mini-units that will help teachers in multiple subject areas create connections between content areas and students’ own lives;
- Learn how teachers can help their students become more open to seeing all angles and others’ perspectives;
- Recognize the importance of collaborating with teachers in other content areas to show students how one content area relates to another to provide deeper meaning and relevance to what they are learning;
- Have an increased awareness of how an interdisciplinary approach has the potential to more successfully teach students with different learning styles.
Instructor: Caryn Drezner Instructor’s Email: [email protected]om
“Internet Safety, Cyber Bullying and Social Media: How Teachers and Schools Can Help Students Navigate Cyberspace”
In-Service, 3 credits, 45 hours
Course # C151
Instructor: Judi Weissman
Course Description
Students are spending an increasing amount of time on the computer, particularly on social media sites. Helping students learn about internet safety is the responsibility of every adult in a child’s life. Just as we must remain aware of our own digital footprints, we must show our students how to do so as well. Cyber bullying continues to be a significant issue and every school is expected to be in compliance with DASA legislation. Thus, it is of increasing importance that all educators provide guidelines and information that will enable young people to stay safe in cyberspace. In order for that to successfully occur, educators themselves must have a full understanding of internet safety issues.
With computers, smartphones and tablets, many of our students have constant access to the internet and must learn how to safely navigate their way through cyberspace. This includes caution in sharing information and appropriate use of social networking sites. With cyber bullying incidents having increasingly dire consequences, we must protect the victims and educate the perpetrators. Students must also understand the need to guard their privacy and understand the potential permanence of information or photos posted on social networking sites.
A computer is a great educational tool when used wisely; teachers can be instrumental in making students safer, more aware, and more careful with their online behaviors and digital footprint.
This course is relevant for all educators and counselors, K-12.
Participants completing this course will:
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C151
Instructor: Judi Weissman
Course Description
Students are spending an increasing amount of time on the computer, particularly on social media sites. Helping students learn about internet safety is the responsibility of every adult in a child’s life. Just as we must remain aware of our own digital footprints, we must show our students how to do so as well. Cyber bullying continues to be a significant issue and every school is expected to be in compliance with DASA legislation. Thus, it is of increasing importance that all educators provide guidelines and information that will enable young people to stay safe in cyberspace. In order for that to successfully occur, educators themselves must have a full understanding of internet safety issues.
With computers, smartphones and tablets, many of our students have constant access to the internet and must learn how to safely navigate their way through cyberspace. This includes caution in sharing information and appropriate use of social networking sites. With cyber bullying incidents having increasingly dire consequences, we must protect the victims and educate the perpetrators. Students must also understand the need to guard their privacy and understand the potential permanence of information or photos posted on social networking sites.
A computer is a great educational tool when used wisely; teachers can be instrumental in making students safer, more aware, and more careful with their online behaviors and digital footprint.
This course is relevant for all educators and counselors, K-12.
Participants completing this course will:
- Read assigned articles and complete independent research in order to have a comprehensive overview of internet safety issues;
- Be provided with websites designed to educate teachers and students about internet safety;
- Research the long-term impact of social networking, particularly its affect on communication skills and learning;
- Develop strategies for proper computer use in the classroom based on grade level and subject area;
- Ensure that all students are aware of the impact and longevity of their digital footprint;
- Learn about legislation related to cyber bullying;
- Understand the causes and consequences of cyber bullying and identify ways to help victims and perpetrators;
- Examine the various ways in which social media and excessive screen time can affect learning, focus, self-esteem and motivation.
Instructor: Judi Weissman Instructor’s Email: [email protected]
"It's H.O.T.! How Essential Questions Develop Higher Order Thinking Skills and Provide Evidence of Learning"
In-Service, 3 credits, 45 hours
Course #C204
Instructor: Maryanne Edwards
Course Description
In today’s classroom, questioning is a key aspect of the teaching and learning process. When educators successfully incorporate essential questions in their daily lessons, the outcome is that students will talk more and develop higher-level thinking. This leads to wide-ranging academic benefits and will enable both teachers and students to assess the acquisition of knowledge. When students have the opportunity to ask questions and articulate their understanding, they will be thinking on a level that is higher than just memorizing and repeating facts. H.O.T. is a way to get students to identify and understand their own thinking strengths and challenges.
Often, only the top achievers in schools are taught how to use higher order questioning and techniques; now, we recognize the reality that ALL students must develop these skills. Doing so will give students the tools they need to infer, categorize, synthesize, evaluate and apply information as a way to find solutions to both new and existing problems.
Participants in this course will learn how to scaffold questions from simple to increasingly complex, with the goal of having students probe for deeper explanations. It is important to include all students by using questioning techniques specifically designed to engage learners at different academic levels, thus helping each student reach their fullest potential.
This course will examine the connection between effective questioning techniques and student success and is suitable for all educators, K - 12.
Participants completing this course will:
· Understand how practicing higher order thinking skills will strengthen students’ ability to synthesize information and become better problem solvers;
· Be able to build a classroom culture of total participation;
· Learn a variety of effective questioning strategies designed to teach students the skills they need to think critically;
· Recognize the importance of ensuring that students at all academic levels are being given the opportunity to develop stronger questioning skills;
· Do independent research on issues related to H.O.T. questions and techniques;
· Understand the teacher’s role in effectively utilizing essential questions.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C204
Instructor: Maryanne Edwards
Course Description
In today’s classroom, questioning is a key aspect of the teaching and learning process. When educators successfully incorporate essential questions in their daily lessons, the outcome is that students will talk more and develop higher-level thinking. This leads to wide-ranging academic benefits and will enable both teachers and students to assess the acquisition of knowledge. When students have the opportunity to ask questions and articulate their understanding, they will be thinking on a level that is higher than just memorizing and repeating facts. H.O.T. is a way to get students to identify and understand their own thinking strengths and challenges.
Often, only the top achievers in schools are taught how to use higher order questioning and techniques; now, we recognize the reality that ALL students must develop these skills. Doing so will give students the tools they need to infer, categorize, synthesize, evaluate and apply information as a way to find solutions to both new and existing problems.
Participants in this course will learn how to scaffold questions from simple to increasingly complex, with the goal of having students probe for deeper explanations. It is important to include all students by using questioning techniques specifically designed to engage learners at different academic levels, thus helping each student reach their fullest potential.
This course will examine the connection between effective questioning techniques and student success and is suitable for all educators, K - 12.
Participants completing this course will:
· Understand how practicing higher order thinking skills will strengthen students’ ability to synthesize information and become better problem solvers;
· Be able to build a classroom culture of total participation;
· Learn a variety of effective questioning strategies designed to teach students the skills they need to think critically;
· Recognize the importance of ensuring that students at all academic levels are being given the opportunity to develop stronger questioning skills;
· Do independent research on issues related to H.O.T. questions and techniques;
· Understand the teacher’s role in effectively utilizing essential questions.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
“Keeping Students Engaged During Remote Instruction”
In-Service, 3 credits, 45 hours
Course # C288
Instructor: Margaret Mavros
Course Description
In the spring of 2020, our world experienced unprecedented times that forced the closure of our schools and left teachers scrambling to provide meaningful instruction from home. Now, teachers are being told to prepare for the fall because of the possibility that remote instruction will continue. In addition, any future remote teaching will most likely be more demanding as expectations increase.
CORE Professional Development instructor Margaret Mavros has developed this new and extremely timely course to help educators plan for remote learning during the 2020-21 school year and beyond. Participants in this course will be able to begin to prepare fall lessons for remote instruction and gain a fuller understanding of the strategies, tools and technology needed to maintain high expectations and learning opportunities within their virtual classrooms. Strategies to strengthen student engagement will be explored and incorporated into activities and lessons.
This class is relevant for all educators, K-12
Topics covered in this course will include:
Instructor: Margaret Mavros Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C288
Instructor: Margaret Mavros
Course Description
In the spring of 2020, our world experienced unprecedented times that forced the closure of our schools and left teachers scrambling to provide meaningful instruction from home. Now, teachers are being told to prepare for the fall because of the possibility that remote instruction will continue. In addition, any future remote teaching will most likely be more demanding as expectations increase.
CORE Professional Development instructor Margaret Mavros has developed this new and extremely timely course to help educators plan for remote learning during the 2020-21 school year and beyond. Participants in this course will be able to begin to prepare fall lessons for remote instruction and gain a fuller understanding of the strategies, tools and technology needed to maintain high expectations and learning opportunities within their virtual classrooms. Strategies to strengthen student engagement will be explored and incorporated into activities and lessons.
This class is relevant for all educators, K-12
Topics covered in this course will include:
- Using Google Documents, Forms and Slides to transition existing worksheets and lessons to a digital-friendly format;
- Creating video lessons students will want to watch and that can strengthen engagement and motivation;
- Planning live sessions students will look forward to attending;
- Exploring interactive websites that work well with remote learning;
- Developing creative ways to post assignments to Google Classroom or Learning Management Systems;
- Examining strategies for high student engagement and academic achievement.
Instructor: Margaret Mavros Instructor’s Email: [email protected]
“Language and Cultural Barriers in Education”
In-Service, 3 credits, 45 hours
Course # C184
Instructor: Stacey Kimbell
Course Description
In our increasingly multicutlural nation, educators are facing a pervasive change as a growing number of students have language and cultural barriers to academic achievement. The explosive growth in immigrant populations in the United States has tested the elasticity of the public school system. As a result, immigration has transformed school communities and forced educators to reassess curriculum. Local suburban school districts are on the front line of the transformation; four out of five districts in our region have experienced changing demographics in the past decade. There is a need for greater collaboration between schools and the immigrant community.
The reality is that Long Island teachers are educating an increasingly diverse student population. It is therefore incumbent upon educators to consider current theories and pedagogy about effective ways to teach immigrant students. The purpose of this course is to stimulate critical thinking about how the influx of immigrant students impacts curriculum and lesson planning. Additionally, participants will have the opportunity to develop an awareness of how their teaching strategies impact their multi-cultural student population.
This course will provide an opportunity to explore the influence of immigration on curriculum and learning in the 21st century classroom and how our public schools are reinventing themselves to meet the challenge. Appropriate for all K- 12 educators.
Participants completing this course will:
· Understand the impact of multicultural students on curriculum and lesson planning;
· Identify how changing demographics in their own school district is changing teaching strategies and learning;
· Research current theories and pedagogy to learn best practices for teaching diverse students;
· Recognize the changes that a multicultural student population brings to the school, the classroom and to academic performance;
· Have the opportunity to explore the new challenges of education in the 21st century.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C184
Instructor: Stacey Kimbell
Course Description
In our increasingly multicutlural nation, educators are facing a pervasive change as a growing number of students have language and cultural barriers to academic achievement. The explosive growth in immigrant populations in the United States has tested the elasticity of the public school system. As a result, immigration has transformed school communities and forced educators to reassess curriculum. Local suburban school districts are on the front line of the transformation; four out of five districts in our region have experienced changing demographics in the past decade. There is a need for greater collaboration between schools and the immigrant community.
The reality is that Long Island teachers are educating an increasingly diverse student population. It is therefore incumbent upon educators to consider current theories and pedagogy about effective ways to teach immigrant students. The purpose of this course is to stimulate critical thinking about how the influx of immigrant students impacts curriculum and lesson planning. Additionally, participants will have the opportunity to develop an awareness of how their teaching strategies impact their multi-cultural student population.
This course will provide an opportunity to explore the influence of immigration on curriculum and learning in the 21st century classroom and how our public schools are reinventing themselves to meet the challenge. Appropriate for all K- 12 educators.
Participants completing this course will:
· Understand the impact of multicultural students on curriculum and lesson planning;
· Identify how changing demographics in their own school district is changing teaching strategies and learning;
· Research current theories and pedagogy to learn best practices for teaching diverse students;
· Recognize the changes that a multicultural student population brings to the school, the classroom and to academic performance;
· Have the opportunity to explore the new challenges of education in the 21st century.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
"Learning and Teaching in Multicultural Schools: Understanding and Adapting to the Needs of Diverse Students"
In-Service, 3 credits, 45 hours
Course # C258
Instructor: Maryanne Edwards
Course Description
It is increasingly clear that America’s students are now more diverse than ever before. All educators and counselors must learn specific strategies designed to prepare students to succeed in a multicultural society. This course will address the most relevant pedagogical issues related to multicultural education including teachers’ beliefs about students; examination of curriculum content and materials; instructional approaches; educational settings and teacher training.
A multicultural approach to education should clarify how the issues of race, creed, culture, language, and, one’s abilities/disabilities are woven into the fabric of life, both within and outside of an academic institution. In the bigger world that exists far beyond the four walls of a classroom, our students need to be prepared to succeed in diverse workplaces and multicultural environments.
To strengthen a school’s approach to multicultural education, teachers must have the opportunity to make subject matter more relevant and counselors should focus on making their sessions with students more culturally sensitive. Teachers must be open to restructuring lessons and adapting instructional strategies that will simultaneously benefit both ENL and all students. A goal will be to engage students directly and actively in their own learning with teachers and counselors who are sensitive to their needs.
As teachers, counselors, social workers and support personnel, we must become more equipped to help our increasingly diverse students reach their own highest potential - academically, socially and in college and career readiness.
This course is suitable for all educators, social workers, counselors and support personnel from Pre-K through Grade 12.
Participants completing this course will:
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C258
Instructor: Maryanne Edwards
Course Description
It is increasingly clear that America’s students are now more diverse than ever before. All educators and counselors must learn specific strategies designed to prepare students to succeed in a multicultural society. This course will address the most relevant pedagogical issues related to multicultural education including teachers’ beliefs about students; examination of curriculum content and materials; instructional approaches; educational settings and teacher training.
A multicultural approach to education should clarify how the issues of race, creed, culture, language, and, one’s abilities/disabilities are woven into the fabric of life, both within and outside of an academic institution. In the bigger world that exists far beyond the four walls of a classroom, our students need to be prepared to succeed in diverse workplaces and multicultural environments.
To strengthen a school’s approach to multicultural education, teachers must have the opportunity to make subject matter more relevant and counselors should focus on making their sessions with students more culturally sensitive. Teachers must be open to restructuring lessons and adapting instructional strategies that will simultaneously benefit both ENL and all students. A goal will be to engage students directly and actively in their own learning with teachers and counselors who are sensitive to their needs.
As teachers, counselors, social workers and support personnel, we must become more equipped to help our increasingly diverse students reach their own highest potential - academically, socially and in college and career readiness.
This course is suitable for all educators, social workers, counselors and support personnel from Pre-K through Grade 12.
Participants completing this course will:
- Develop a clear understanding of the needs of multicultural students;
- Review current research and literature on the growing diversity of America’s students and the importance of creating multicultural education programs and curriculum;
- Be willing to examine their own beliefs about multicultural students and classrooms;
- Collaborate with other members of school staff to gain a deeper understanding of the pedagogy involved in multicultural education;
- Learn strategies that will tailor lessons to be more inclusive in diverse classrooms;
- Increase cultural sensitivity and awareness as it relates to the needs of all students.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
"Literacy Instruction: Developing Reading and Writing Skills Across the Curriculum"
In-Service, 3 credits, 45 hours
Course #C304
Instructor: Kara Cosolito
Course Description
Literacy instruction is no longer limited to language arts educators; all subject area teachers should be asking themselves how literacy fits into their curriculum and why advanced levels of literacy are increasingly important. An important objective for teachers in all grades and subject areas is to help their students become better readers and writers. One of the best ways to successfully accomplish this is to create reading and writing lessons that are more enjoyable and engaging. Sometimes, the simplest approach is also the most effective – all educators should encourage reading and writing across the curriculum. This course will explore the instructional opportunities that can help teachers implement reading and writing throughout each lesson and lay the foundation for a successful student outcome.
Teachers need to develop skilled readers and writers with engaging books that support strategic reading and writing through conferences, small groups and assessments. This needs to be done with consistency and as a means to keep students motivated and engaged. During this course, we will discuss various strategies to share with your student readers and writers while integrating all content areas. Teachers will learn how to develop goals for every reader and give students step by step strategies for skilled reading and writing. All reading and writing strategies will include prompts to meet individual needs. The reading and writing strategies will complement and extend to all teaching.
Participants will learn how to utilize guided reading and writing groups for maximum effectiveness, meaning and collaboration. We will discuss shared and interactive reading as well as examining how book clubs that involve reading and writing can be used across the curriculum.
This course is suitable for all educators, K-12.
Participants completing this course will:
Instructor: Kara Cosolito Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C304
Instructor: Kara Cosolito
Course Description
Literacy instruction is no longer limited to language arts educators; all subject area teachers should be asking themselves how literacy fits into their curriculum and why advanced levels of literacy are increasingly important. An important objective for teachers in all grades and subject areas is to help their students become better readers and writers. One of the best ways to successfully accomplish this is to create reading and writing lessons that are more enjoyable and engaging. Sometimes, the simplest approach is also the most effective – all educators should encourage reading and writing across the curriculum. This course will explore the instructional opportunities that can help teachers implement reading and writing throughout each lesson and lay the foundation for a successful student outcome.
Teachers need to develop skilled readers and writers with engaging books that support strategic reading and writing through conferences, small groups and assessments. This needs to be done with consistency and as a means to keep students motivated and engaged. During this course, we will discuss various strategies to share with your student readers and writers while integrating all content areas. Teachers will learn how to develop goals for every reader and give students step by step strategies for skilled reading and writing. All reading and writing strategies will include prompts to meet individual needs. The reading and writing strategies will complement and extend to all teaching.
Participants will learn how to utilize guided reading and writing groups for maximum effectiveness, meaning and collaboration. We will discuss shared and interactive reading as well as examining how book clubs that involve reading and writing can be used across the curriculum.
This course is suitable for all educators, K-12.
Participants completing this course will:
- Recognize the increasing importance of advanced levels of literacy;
- Gain a greater understanding of how to teach reading and writing simultaneously;
- Develop productive teacher-student relationships with readers and writers;
- Explore best practices for teaching reading and writing across curriculum;
- Formulate strategies to promote reading and writing inside and outside the classroom;
- Have a deeper understanding of the challenges and opportunities when creating book clubs and reading and writing groups.
Instructor: Kara Cosolito Instructor’s Email: [email protected]
"Literacy in the Classroom: Unique Ideas for Celebrating Students' Reading and Writing"
In-Service, 3 credits, 45 hours
Course #C320
Instructor: Kara Cosolito
Course Description
Celebrating your students’ writing and reading doesn’t have to be complicated. The best thing you can do with your students’ creativity—besides encouraging it—is to share it.
Celebrating your students’ writing and reading isn’t merely about a pat on the back for a job well done; it’s about giving them a chance to fully process what they’ve accomplished. Realizing both what they have achieved and the potential for how much more they can achieve will motivate them to work with greater effort and tenacity. It gives them breathing room between a project and the next assignment as they take the time to enjoy the fruits of their labors with their fellow authors.
Becoming a published author is, of course, a major achievement for a writer of any age, but is especially thrilling for a young author. Such an accomplishment merits commemoration! A publishing party may be the first thing that comes to mind and students will be thrilled to learn that this is just one piece of how their writing will be celebrated. Seeing that their own work is valued and appreciated will encourage them to strive for continued success in their classroom literacy projects.
In this course you will learn tips for celebrating your students’ reading and writing. You will be introduced to fun and flexible celebration ideas that can be used either in conjunction with a publishing party or on their own, whatever will work best in your classroom!
School is a magical place. It truly is a home for transformation and growth that is unlikely to be duplicated in any other part of a child’s life. Recognizing these transformations and celebrating growth can be a “just-right” tradition that allows educators to pause, reflect, and recognize their students’ efforts as they develop life-long reading and writing habits.
Participants will learn how literacy celebrations can be more than a display of student work. They are an easy way to show your students how proud you are of their achievement while simultaneously boosting their confidence. Even better, it gives your students the exciting opportunity to display their creative sides!
This course is suitable for all educators, K-8.
Participants completing this course will:
Instructor: Kara Cosolito Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C320
Instructor: Kara Cosolito
Course Description
Celebrating your students’ writing and reading doesn’t have to be complicated. The best thing you can do with your students’ creativity—besides encouraging it—is to share it.
Celebrating your students’ writing and reading isn’t merely about a pat on the back for a job well done; it’s about giving them a chance to fully process what they’ve accomplished. Realizing both what they have achieved and the potential for how much more they can achieve will motivate them to work with greater effort and tenacity. It gives them breathing room between a project and the next assignment as they take the time to enjoy the fruits of their labors with their fellow authors.
Becoming a published author is, of course, a major achievement for a writer of any age, but is especially thrilling for a young author. Such an accomplishment merits commemoration! A publishing party may be the first thing that comes to mind and students will be thrilled to learn that this is just one piece of how their writing will be celebrated. Seeing that their own work is valued and appreciated will encourage them to strive for continued success in their classroom literacy projects.
In this course you will learn tips for celebrating your students’ reading and writing. You will be introduced to fun and flexible celebration ideas that can be used either in conjunction with a publishing party or on their own, whatever will work best in your classroom!
School is a magical place. It truly is a home for transformation and growth that is unlikely to be duplicated in any other part of a child’s life. Recognizing these transformations and celebrating growth can be a “just-right” tradition that allows educators to pause, reflect, and recognize their students’ efforts as they develop life-long reading and writing habits.
Participants will learn how literacy celebrations can be more than a display of student work. They are an easy way to show your students how proud you are of their achievement while simultaneously boosting their confidence. Even better, it gives your students the exciting opportunity to display their creative sides!
This course is suitable for all educators, K-8.
Participants completing this course will:
- Increase their understanding about the importance of celebrating student’s reading and writing;
- Learn diverse ways to build confidence and a stronger work ethic in their students;
- Explore and plan practices for celebrating both reading and writing accomplishments;
- Gain a deeper understanding of how to successfully facilitate reading and writing publishing parties;
- Understand the importance of using celebration to strengthen confidence, motivation and effort.
Instructor: Kara Cosolito Instructor’s Email: [email protected]
“Mastering Artificial Intelligence (AI): Empowering Educators for 21st Century Learning”
In-Service, 3 credits, 45 hours
Course #338
Instructor: Danielle Roccisano
Course Description
As technology continues to shape the world, Artificial Intelligence tools have emerged that can enhance the learning experiences of students and prepare them for the demands of the 21st century. This includes providing personalized learning, adapting to individual student needs and providing real time feedback. It is critical that teachers stay aware of new technology in order to prepare students for the future; clearly, AI skills and understanding will be essential.
AI can also assist educators with differentiating instruction and creating an engaging classroom environment. Educators who are well-versed in AI can leverage these technologies to enhance their teaching practices and create more effective and engaging learning environments.
However, when examining AI in education it is also important to recognize its potential challenges. Educators need to examine the ethical considerations, potential biases and privacy concerns associated with AI. This includes responsible AI use and exploring effective ways for students to utilize AI in their classrooms.
Ultimately, by being informed, educators will be empowered to make knowledgeable choices about the AI tools and technologies they use, making sure they align with content standards and curriculum as well as the needs of their students.
This course is relevant for all educators and couselors, K-12.
Participants completing this course will:
Instructor: Danielle Roccisano Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #338
Instructor: Danielle Roccisano
Course Description
As technology continues to shape the world, Artificial Intelligence tools have emerged that can enhance the learning experiences of students and prepare them for the demands of the 21st century. This includes providing personalized learning, adapting to individual student needs and providing real time feedback. It is critical that teachers stay aware of new technology in order to prepare students for the future; clearly, AI skills and understanding will be essential.
AI can also assist educators with differentiating instruction and creating an engaging classroom environment. Educators who are well-versed in AI can leverage these technologies to enhance their teaching practices and create more effective and engaging learning environments.
However, when examining AI in education it is also important to recognize its potential challenges. Educators need to examine the ethical considerations, potential biases and privacy concerns associated with AI. This includes responsible AI use and exploring effective ways for students to utilize AI in their classrooms.
Ultimately, by being informed, educators will be empowered to make knowledgeable choices about the AI tools and technologies they use, making sure they align with content standards and curriculum as well as the needs of their students.
This course is relevant for all educators and couselors, K-12.
Participants completing this course will:
- Analyze and compare various AI tools and platforms for their suitability in educational contexts;
- Adapt traditional curriculum materials to incorporate AI applications;
- Evaluate the effectiveness of AI tools in enhancing student learning outcomes;
- Develop educational activities integrating AI technologies for a diverse range of learners;
- Assess the ethical considerations in AI applications for education.
Instructor: Danielle Roccisano Instructor’s Email: [email protected]
"Mastery Learning: Strategies for Successful Student Performance in All Academic Areas"
In-Service, 3 credits, 45 hours
Course #C324
Instructor: Caryn Drezner
Course Description
The importance of mastering a skill and understanding new information are essential components that will determine the success of our students. So often, students move from one unit to the next and earn the minimum score needed for passing because they haven’t had the need or the incentive to do more. By enabling students to learn for mastery, students are able to more easily learn new material and teachers, in turn, are able focus on the specific sets of skills each student needs to be successful.
Classroom teachers should have a basic understanding of the benefits of mastery learning; this will also help to curb disruptive behaviors in the classroom. Using learning for mastery helps students to be the driving force in their own education and also creates greater engagement in lessons. When students learn in the traditional model, they are pushed forward without mastering all concepts. Unfortunately, they may also experience lower levels of satisfaction in the class and with their learning when their grades fall short of what they expected or hoped for. Another benefit of learning for mastery is that it consistently provides students with as much time as they need to understand a topic; they will be relieved to learn at their own pace without an imposed time frame.
This class will address a broad variety of issues related to meeting the diverse learning needs of our students. It will also enable teachers to build better relationships with their students when they recognize that their teachers are meeting their individual needs. Each student has a different journey. It is the job of an educator to guide them along on this journey. By using learning for mastery, educators are taking out the competition that grades can bring, as the focus shifts to each student attaining mastery of the topic or skill. Students will also take ownership of their learning. The shift that occurs with mastery learning is that students themselves will be responsible for understanding a topic and getting the grades they want. They will have ample, well-planned opportunities that are tailored to their individual needs to help them achieve mastery and earn better grades.
Learning for mastery creates better, stronger and more positive teacher-student relationships. Instruction is tailored to meet the students where they are; this creates stronger intrinsic motivation and more confidence in their ability to be academically successful.
This course is relevant for all educators, counselors and support staff, K-12.
Participants completing this course will:
Instructor: Caryn Drezner Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C324
Instructor: Caryn Drezner
Course Description
The importance of mastering a skill and understanding new information are essential components that will determine the success of our students. So often, students move from one unit to the next and earn the minimum score needed for passing because they haven’t had the need or the incentive to do more. By enabling students to learn for mastery, students are able to more easily learn new material and teachers, in turn, are able focus on the specific sets of skills each student needs to be successful.
Classroom teachers should have a basic understanding of the benefits of mastery learning; this will also help to curb disruptive behaviors in the classroom. Using learning for mastery helps students to be the driving force in their own education and also creates greater engagement in lessons. When students learn in the traditional model, they are pushed forward without mastering all concepts. Unfortunately, they may also experience lower levels of satisfaction in the class and with their learning when their grades fall short of what they expected or hoped for. Another benefit of learning for mastery is that it consistently provides students with as much time as they need to understand a topic; they will be relieved to learn at their own pace without an imposed time frame.
This class will address a broad variety of issues related to meeting the diverse learning needs of our students. It will also enable teachers to build better relationships with their students when they recognize that their teachers are meeting their individual needs. Each student has a different journey. It is the job of an educator to guide them along on this journey. By using learning for mastery, educators are taking out the competition that grades can bring, as the focus shifts to each student attaining mastery of the topic or skill. Students will also take ownership of their learning. The shift that occurs with mastery learning is that students themselves will be responsible for understanding a topic and getting the grades they want. They will have ample, well-planned opportunities that are tailored to their individual needs to help them achieve mastery and earn better grades.
Learning for mastery creates better, stronger and more positive teacher-student relationships. Instruction is tailored to meet the students where they are; this creates stronger intrinsic motivation and more confidence in their ability to be academically successful.
This course is relevant for all educators, counselors and support staff, K-12.
Participants completing this course will:
- Understand the need for students to master the skills they need to be successful as individuals, and not just move through concepts;
- Read research and anecdotal evidence showing the benefits of using learning for mastery to enable students to utilize growth mindset and realize that they are capable of learning new skills and concepts;
- Identify specific strategies that will help teachers utilize standards-based grading to help give students identifiable learning targets that they must master;
- Recognize the importance of adjusting instruction and changing expectations to meet the needs of students to help them master each topic and skill required of them;
- Learn how teachers can help their students become more engaged in each lesson as they begin to use growth mindset to master material;
- Have an increased awareness of the ways in which students learn at different paces and master skills and topics in different time frames and manners.
Instructor: Caryn Drezner Instructor’s Email: [email protected]
“Maximizing Learning Outcomes through Differentiated Instruction”
In-Service, 3 credits, 45 hours
Course # C134
Instructor: Stacey Kimbell
Course Description
Differentiated instruction creates learning opportunities by offering a variety of experiences to all students. Differentiated strategies include research-based best practices that encourage student engagement and enhance instructional management.
The purpose of this course is to guide teachers through the implementation of differentiated instruction across the curriculum. It will provide creative and practical hands-on, real world ideas to help teachers reach every student effectively. Whether it’s flexible grouping, cubing, tiering, anchoring activities, or integration of technology, understanding how to incorporate differentiated instructional strategies into daily practice will help teachers improve student achievement.
This course is suitable for all educators K-12.
Participants completing this course will:
· Create lessons that differentiate content, process, and product;
· Learn how to differentiate instruction to meet diverse student learning styles, readiness levels, and interests;
· Practice using tiered instruction and anchor activities with flexible groups;
· Understand how to use assessment as an integral part of instruction in a differentiated classroom;
· Design performance tasks to use as assessment tools.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C134
Instructor: Stacey Kimbell
Course Description
Differentiated instruction creates learning opportunities by offering a variety of experiences to all students. Differentiated strategies include research-based best practices that encourage student engagement and enhance instructional management.
The purpose of this course is to guide teachers through the implementation of differentiated instruction across the curriculum. It will provide creative and practical hands-on, real world ideas to help teachers reach every student effectively. Whether it’s flexible grouping, cubing, tiering, anchoring activities, or integration of technology, understanding how to incorporate differentiated instructional strategies into daily practice will help teachers improve student achievement.
This course is suitable for all educators K-12.
Participants completing this course will:
· Create lessons that differentiate content, process, and product;
· Learn how to differentiate instruction to meet diverse student learning styles, readiness levels, and interests;
· Practice using tiered instruction and anchor activities with flexible groups;
· Understand how to use assessment as an integral part of instruction in a differentiated classroom;
· Design performance tasks to use as assessment tools.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
“Meeting the Needs of ENL Students: Strategies for Teachers in All Subject Areas”
In-Service, 3 credits, 45 hours
Course # C136
Instructor: Dr. Bernadette Weltsek
Course Description
Today’s teacher has to embrace the many changes that are occurring in our educational system. One undeniable reality is that all educators will increasingly encounter a diverse range of learners, all of whom must be able to meet NYS Learning Standards. This requires that teachers have the range of skills that will enable them to meet the unique needs of every student, including those who struggle with English. The primary focus of this course will be to ensure that teachers across the curriculum understand the pedagogy and essential strategies needed to provide effective instruction to the English as a New Language (ENL) students placed in their classroom.
Educators see the disparity in the significant achievement gap between ENL learners and their English-speaking peers. There is also an awareness of the essential role culture plays in the classroom; thus, strategies must be implemented to scaffold content instruction to make it more comprehensible. Participants in this class will be encouraged to collaborate with ENL specialists in planning, instruction and assessment. For classroom teachers to have greater efficacy in their work with ENL students, they must recognize the importance of integration and collaboration and how each impacts curriculum, assessment and NYS Learning Standards.
When all students are viewed along the same continuum of English language proficiency, teachers become more connected and programs become more cohesive. By integrating ENL students into the larger school community, all teachers develop an awareness of the important role of academic language in content classes.
Participants completing this course will:
· Recognize the importance of providing differentiated instruction for ENL students;
· Be able to prepare their ENL students to meet NYS Learning Standards and succeed on state mandated exams;
· Understand the importance of integrating different cultures within the classroom;
· Familiarize participants with the pedagogy associated with effective ENL instruction.
Instructor: Dr. Bernadette Weltsek Instructor’s Email: b[email protected]
In-Service, 3 credits, 45 hours
Course # C136
Instructor: Dr. Bernadette Weltsek
Course Description
Today’s teacher has to embrace the many changes that are occurring in our educational system. One undeniable reality is that all educators will increasingly encounter a diverse range of learners, all of whom must be able to meet NYS Learning Standards. This requires that teachers have the range of skills that will enable them to meet the unique needs of every student, including those who struggle with English. The primary focus of this course will be to ensure that teachers across the curriculum understand the pedagogy and essential strategies needed to provide effective instruction to the English as a New Language (ENL) students placed in their classroom.
Educators see the disparity in the significant achievement gap between ENL learners and their English-speaking peers. There is also an awareness of the essential role culture plays in the classroom; thus, strategies must be implemented to scaffold content instruction to make it more comprehensible. Participants in this class will be encouraged to collaborate with ENL specialists in planning, instruction and assessment. For classroom teachers to have greater efficacy in their work with ENL students, they must recognize the importance of integration and collaboration and how each impacts curriculum, assessment and NYS Learning Standards.
When all students are viewed along the same continuum of English language proficiency, teachers become more connected and programs become more cohesive. By integrating ENL students into the larger school community, all teachers develop an awareness of the important role of academic language in content classes.
Participants completing this course will:
· Recognize the importance of providing differentiated instruction for ENL students;
· Be able to prepare their ENL students to meet NYS Learning Standards and succeed on state mandated exams;
· Understand the importance of integrating different cultures within the classroom;
· Familiarize participants with the pedagogy associated with effective ENL instruction.
Instructor: Dr. Bernadette Weltsek Instructor’s Email: b[email protected]
“Mental Health Issues in Children and Adolescents: Impact on Learning Readiness, Behavior and Achievement”
In-Service, 3 credits, 45 hours
Course # C280
Instructor: Judi Weissman
Course Description
Mental disorders among children are described as serious changes in the way children typically learn, behave, or handle their emotions, causing distress and problems getting through the school day. Research consistently indicates that at least 1 in 5 students are affected by a mental health condition. The two most common are anxiety and depression but there are other issues that can negatively impact students’ ability to fully participate in classroom experiences. Attention deficits, cognitive disturbances, lack of motivation, and negative moods all adversely affect scholastic development. Additionally, mental health problems can impact a student’s energy level, concentration, dependability, mental ability and optimism, hindering overall school performance.
Classroom teachers should have a basic understanding of the mental disorders that impact their students as well as strategies to address what could be underlying issues in the classroom. Teachers are in a position to help children become more resilient, enabling them to better deal with stresses they may experience on a daily basis.. Teachers can be the first to notice signs and symptoms in their students and can even help prevent mental illnesses from progressing.
This class will address a broad variety of issues related to the mental health of students. Today’s school systems face unprecedented challenges and need ways to address the growing rates of depression, anxiety and other mental health issues. Ideally, schools should recognize the need to provide mental health education and psychological services for students and ensure that teachers are trained on mental health disorders. There is now a New York State law mandating that all public schools include mental health education as a fundamental part of the school’s curriculum. The law requires mental health education alongside physical health education. The goal is to educate children about mental health issues and teach them how to recognize symptoms in themselves and friends before a crisis or tragedy occurs. Educating teachers and counselors on these issues will make them better prepared to successfully help their students.
This course is relevant for all educators, K-12.
Participants completing this course will:
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C280
Instructor: Judi Weissman
Course Description
Mental disorders among children are described as serious changes in the way children typically learn, behave, or handle their emotions, causing distress and problems getting through the school day. Research consistently indicates that at least 1 in 5 students are affected by a mental health condition. The two most common are anxiety and depression but there are other issues that can negatively impact students’ ability to fully participate in classroom experiences. Attention deficits, cognitive disturbances, lack of motivation, and negative moods all adversely affect scholastic development. Additionally, mental health problems can impact a student’s energy level, concentration, dependability, mental ability and optimism, hindering overall school performance.
Classroom teachers should have a basic understanding of the mental disorders that impact their students as well as strategies to address what could be underlying issues in the classroom. Teachers are in a position to help children become more resilient, enabling them to better deal with stresses they may experience on a daily basis.. Teachers can be the first to notice signs and symptoms in their students and can even help prevent mental illnesses from progressing.
This class will address a broad variety of issues related to the mental health of students. Today’s school systems face unprecedented challenges and need ways to address the growing rates of depression, anxiety and other mental health issues. Ideally, schools should recognize the need to provide mental health education and psychological services for students and ensure that teachers are trained on mental health disorders. There is now a New York State law mandating that all public schools include mental health education as a fundamental part of the school’s curriculum. The law requires mental health education alongside physical health education. The goal is to educate children about mental health issues and teach them how to recognize symptoms in themselves and friends before a crisis or tragedy occurs. Educating teachers and counselors on these issues will make them better prepared to successfully help their students.
This course is relevant for all educators, K-12.
Participants completing this course will:
- Understand the behavioral signs that may indicate a student is dealing with a mental health issue;
- Read research and anecdotal evidence showing the impact mental disorders have on learning readiness, motivation and academic performance;
- Identify specific strategies that will help teachers address students’ mental health issues;
- Recognize the importance of utilizing support staff in order to create a team approach;
- Learn how teachers can help their students become more resilient and better able to deal with all aspects of their school day;
- Have an increased awareness of the ways in which mental disorders affect students’ lives.
Instructor: Judi Weissman Instructor’s Email: [email protected]
“Mindfulness for Teachers and Students: Improving Cognitive Performance and Managing Stress”
In-Service, 3 credits, 45 hours
Course # C282
Instructor: Dr. Bernadette Weltsek
Course Description
“With teachers, learning mindfulness skills enables them to teach with greater patience
and presence. They respond more skillfully to the needs of individual students as well as
the larger group, ultimately creating a more positive learning environment for everyone.”
-Tamar Levitt, Mindfulness for Calm
Mindfulness is the practice of paying attention on purpose. Research has found that mindfulness comes with many benefits, including improved focus, better concentration, increased memory, lowering stress and anxiety, improving self-esteem and self-regulation and increasing calmness. Mindfulness can transform school communities and classroom culture in positive ways and can increase productivity in students and staff.
Mindfulness has also clearly been shown to be effective in improving overall mental health; it can also help in successfully addressing problems such as substance abuse, stress, anxiety, recurrent depression and poor sleep quality. Faculty, students and staff can all benefit from practicing mindfulness in and out of the classroom. By incorporating mindfulness into the classroom, teachers not only get tools to help their students but also to help themselves.
This course will explore strategies and activities designed to increase mindfulness for all members of the school community. Relevant for all educators, K-12.
Participants completing this course will:
Instructor: Dr. Bernadette Weltsek Instructor’s Email: b[email protected]
In-Service, 3 credits, 45 hours
Course # C282
Instructor: Dr. Bernadette Weltsek
Course Description
“With teachers, learning mindfulness skills enables them to teach with greater patience
and presence. They respond more skillfully to the needs of individual students as well as
the larger group, ultimately creating a more positive learning environment for everyone.”
-Tamar Levitt, Mindfulness for Calm
Mindfulness is the practice of paying attention on purpose. Research has found that mindfulness comes with many benefits, including improved focus, better concentration, increased memory, lowering stress and anxiety, improving self-esteem and self-regulation and increasing calmness. Mindfulness can transform school communities and classroom culture in positive ways and can increase productivity in students and staff.
Mindfulness has also clearly been shown to be effective in improving overall mental health; it can also help in successfully addressing problems such as substance abuse, stress, anxiety, recurrent depression and poor sleep quality. Faculty, students and staff can all benefit from practicing mindfulness in and out of the classroom. By incorporating mindfulness into the classroom, teachers not only get tools to help their students but also to help themselves.
This course will explore strategies and activities designed to increase mindfulness for all members of the school community. Relevant for all educators, K-12.
Participants completing this course will:
- Discuss the nature, benefits and purpose of mindfulness, both in and out of the classroom;
- Recognize how mindfulness can build emotional, physical and cognitive skills;
- Design mindfulness activities that help students build academic, social–emotional and regulatory skills, including attention, focus, kindness and self-awareness;
- Learn how to use mindfulness to build a classroom culture in which students feel interconnected and engaged, and where diverse learners feel included;
- Recognize that cultivating mindfulness is an ongoing process that requires regular practice in and out of the classroom.
Instructor: Dr. Bernadette Weltsek Instructor’s Email: b[email protected]
“Motivating Students to Reach Their Highest Potential: How True Engagement in Learning Inspires Academic Success”
In-Service, 3 credits, 45 hours
Course # C244
Instructor: Judi Weissman
Course Description:
Motivation is something that energizes, directs and sustains behavior; it gets students engaged, points them in a particular direction and keeps them moving forward. Educators recognize that keeping students motivated is the necessary foundation for academic success. Motivation often varies depending upon the setting, the people involved, the task and the situation. It is up to teachers to create a model for success and to build on students’ strengths. To maintain a positive learning environment, we must emphasize a child’s progress and be consistent in reinforcing each accomplishment. Frequently, we will see students’ motivation reflected in the level of their personal investment and in cognitive, emotional and behavioral engagement in school activities. The key for teachers is to help all learners find out what will keep them motivated.
A major task is to nurture student curiosity because it is a source of motivation that is intrinsic to learning. We know that motivation can come from within the student (intrinsic) or from outside (extrinsic). Research suggests that students must have intrinsic motivation in order to achieve success in school.
Motivation is a critical component of learning; it has to do with students’ desire to participate in the learning process. It is interesting to note that teachers’ expectations of their students will have an effect on the level of student motivation. The potential payoff of strengthening motivation is having students who value learning for its own sake.
Clearly, it is up to all educators to rekindle and sustain students’ motivation to learn. This course is relevant for all educators K- 12.
Participants completing this course will:
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C244
Instructor: Judi Weissman
Course Description:
Motivation is something that energizes, directs and sustains behavior; it gets students engaged, points them in a particular direction and keeps them moving forward. Educators recognize that keeping students motivated is the necessary foundation for academic success. Motivation often varies depending upon the setting, the people involved, the task and the situation. It is up to teachers to create a model for success and to build on students’ strengths. To maintain a positive learning environment, we must emphasize a child’s progress and be consistent in reinforcing each accomplishment. Frequently, we will see students’ motivation reflected in the level of their personal investment and in cognitive, emotional and behavioral engagement in school activities. The key for teachers is to help all learners find out what will keep them motivated.
A major task is to nurture student curiosity because it is a source of motivation that is intrinsic to learning. We know that motivation can come from within the student (intrinsic) or from outside (extrinsic). Research suggests that students must have intrinsic motivation in order to achieve success in school.
Motivation is a critical component of learning; it has to do with students’ desire to participate in the learning process. It is interesting to note that teachers’ expectations of their students will have an effect on the level of student motivation. The potential payoff of strengthening motivation is having students who value learning for its own sake.
Clearly, it is up to all educators to rekindle and sustain students’ motivation to learn. This course is relevant for all educators K- 12.
Participants completing this course will:
- Recognize that strengthening student motivation will lead to enhanced student performance and academic achievement;
- Guide students to become personally invested in cognitive, emotional and behavioral engagement in school activities;
- Identify specific strategies to rekindle student motivation;
- Learn how to create a learning environment most likely to reinforce and strengthen students’ motivation to learn;
- Understand that student curiosity is an intrinsic source of motivation for learning.
Instructor: Judi Weissman Instructor’s Email: [email protected]
“Next Generation Learning Standards: Teaching Students with Learning Disabilities"
In-Service, 3 credits, 45 hours
Course # C150
Instructor: Margaret Mavros
Course Description
As educators we strive to help students with disabilities. Teachers of all subjects and grade levels have learning disabled students in their classrooms. Reading disabilities are very common among learning disabled students. Helping a student with a reading disability begins with understanding the difficulties in one or more of three areas: decoding, comprehension, and/or retention. Writing disabilities often go hand-in-hand with reading disabilities. Writing involves many sub skills that students with learning disabilities have difficulty mastering. There are many learning disabled students that have specific disabilities related to learning math. Mathematics encompasses a wide variety of skills and concepts that students must master. Teachers must address the unique needs of children with learning difficulties while accomplishing the goals of the Next Generation curriculum.
This course will allow participants to examine the intimate lives of the learning disabled child. Learners will view video segments where students speak candidly about the realities of dealing with their learning problems. Video segments also include parents and educators who live with and teach special needs children every day. Through online activities, learners in this course will participate in activities simulating what learning disabled students experience in the classroom.
Educators know that not every strategy will work for every student. In this course, strategies for teaching learning disabled students will be explored and discussed. New strategies and Next Generation aligned lessons will be created.
This course is relevant for all K-12 educators.
Participants completing this course will:
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
In-Service, 3 credits, 45 hours
Course # C150
Instructor: Margaret Mavros
Course Description
As educators we strive to help students with disabilities. Teachers of all subjects and grade levels have learning disabled students in their classrooms. Reading disabilities are very common among learning disabled students. Helping a student with a reading disability begins with understanding the difficulties in one or more of three areas: decoding, comprehension, and/or retention. Writing disabilities often go hand-in-hand with reading disabilities. Writing involves many sub skills that students with learning disabilities have difficulty mastering. There are many learning disabled students that have specific disabilities related to learning math. Mathematics encompasses a wide variety of skills and concepts that students must master. Teachers must address the unique needs of children with learning difficulties while accomplishing the goals of the Next Generation curriculum.
This course will allow participants to examine the intimate lives of the learning disabled child. Learners will view video segments where students speak candidly about the realities of dealing with their learning problems. Video segments also include parents and educators who live with and teach special needs children every day. Through online activities, learners in this course will participate in activities simulating what learning disabled students experience in the classroom.
Educators know that not every strategy will work for every student. In this course, strategies for teaching learning disabled students will be explored and discussed. New strategies and Next Generation aligned lessons will be created.
This course is relevant for all K-12 educators.
Participants completing this course will:
- Receive materials, reading and research relevant to teaching the learning disabled student;
- View video segments of students, parents, and educators dealing with every day real-life issues and strategies;
- Experience learning disabilities through simulated online activities;
- Explore what a learning disability is and what it is not;
- Learn about learning disabilities in the areas of reading, writing and mathematics;
- Examine the role of attention in the learning disabled student;
- Explore strategies for teaching students with learning disabilities while addressing the Next Generation curriculum;
- Develop new strategies to incorporate in their classrooms;
- Develop Next Generation aligned lessons and activities incorporating the knowledge gained in this course.
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
“One Size Does Not Fit All: Scaffolding Strategies Across the Curriculum”
In-Service, 3 credits, 45 hours
Course # C186
Instructor: Maryanne Edwards
Course Description
As educators, a primary goal is to move students progressively toward stronger understanding of subject matter and, ultimately, greater independence in the learning process. Scaffolding allows teachers to use a broad variety of instructional techniques that can accomplish this objective. As teachers, we understand that a ‘one size fits all’ approach to learning will lack efficacy in meeting the needs of all students. Scaffolding can be used to bridge learning gaps and to reduce the negative self-perceptions that frequently occur when students become frustrated trying to overcome learning difficulties. When instruction also includes effective questioning strategies it facilitates learners’ ability to develop stronger critical thinking skills. Proper use of scaffolding can organize and support student inquiry while simultaneously keeping purpose and motivation in the forefront of the lesson.
With the diverse learners in our classrooms, implementing scaffolding strategies will enable teachers to provide lessons that are more substantial and higher in quality. Students will develop problem-solving skills they can use in all subject areas; they will also have a greater likelihood of retaining new material and applying it independently. When scaffolding is used consistently and effectively, it can reduce the support needed for students at all levels and enable students to take responsibility for their own learning.
This course is suitable for all educators and counselors, K - 12.
Participants completing this course will:
· Recognize the benefits of using scaffolding strategies in all subject areas;
· Understand the efficacy of scaffolding when working with diverse students;
· Bridge learning gaps in the classroom;
· Have strategies to strengthen student motivation and keep students on task;
· Help students avoid negative self-perceptions stemming from frustration with learning;
· More fully understand that when it comes to learning, one size does not fit all.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C186
Instructor: Maryanne Edwards
Course Description
As educators, a primary goal is to move students progressively toward stronger understanding of subject matter and, ultimately, greater independence in the learning process. Scaffolding allows teachers to use a broad variety of instructional techniques that can accomplish this objective. As teachers, we understand that a ‘one size fits all’ approach to learning will lack efficacy in meeting the needs of all students. Scaffolding can be used to bridge learning gaps and to reduce the negative self-perceptions that frequently occur when students become frustrated trying to overcome learning difficulties. When instruction also includes effective questioning strategies it facilitates learners’ ability to develop stronger critical thinking skills. Proper use of scaffolding can organize and support student inquiry while simultaneously keeping purpose and motivation in the forefront of the lesson.
With the diverse learners in our classrooms, implementing scaffolding strategies will enable teachers to provide lessons that are more substantial and higher in quality. Students will develop problem-solving skills they can use in all subject areas; they will also have a greater likelihood of retaining new material and applying it independently. When scaffolding is used consistently and effectively, it can reduce the support needed for students at all levels and enable students to take responsibility for their own learning.
This course is suitable for all educators and counselors, K - 12.
Participants completing this course will:
· Recognize the benefits of using scaffolding strategies in all subject areas;
· Understand the efficacy of scaffolding when working with diverse students;
· Bridge learning gaps in the classroom;
· Have strategies to strengthen student motivation and keep students on task;
· Help students avoid negative self-perceptions stemming from frustration with learning;
· More fully understand that when it comes to learning, one size does not fit all.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
“Parental Involvement in Education: Impact on Student Motivation and Achievement”
In-Service, 3 credits, 45 hours
Course # C174
Instructor: Judi Weissman
Course Description
As educators, we have become increasingly aware of the many factors that will influence a student’s ability to succeed in school. Research consistently demonstrates that parental involvement can be an important contributor to student achievement. It is widely recognized that if children are to maximize their potential from schooling, they will need family support. When families and schools work together to support learning, children tend to do better academically and have a significantly more positive attitude toward their schooling.
For many of our students, it is clear that their home lives greatly impact their school performance and behavior. Children living in an atmosphere of family dysfunction will often bring these problems with them to school. Educators must be prepared to address these issues while simultaneously keeping the focus where it must be - helping students to learn and succeed academically. Recent studies indicate that parents from diverse backgrounds, when given direction, can become more engaged with their child’s education. When parents are more involved, students are more successful in all areas of their schooling.
This course will examine the connection between students’ home lives and their school performance. Effective school-family partnerships benefit school staff and students and can have important benefits for parents as well, helping them to perceive their child's school in a more positive light and changing their perceptions of their children as learners
This course is suitable for all educators and counselors, K - 12.
Participants completing this course will:
· Recognize the importance of the home-school connection and how it impacts student performance;
· Understand their own role in contacting parents and maintaining a positive and open line of communication;
· Learn strategies that schools and teachers can use to engage families and make them feel welcome;
· Read current research addressing issues about the impact of parental involvement;
· Identify the benefits of a strong home-school connection and how it is best achieved.
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C174
Instructor: Judi Weissman
Course Description
As educators, we have become increasingly aware of the many factors that will influence a student’s ability to succeed in school. Research consistently demonstrates that parental involvement can be an important contributor to student achievement. It is widely recognized that if children are to maximize their potential from schooling, they will need family support. When families and schools work together to support learning, children tend to do better academically and have a significantly more positive attitude toward their schooling.
For many of our students, it is clear that their home lives greatly impact their school performance and behavior. Children living in an atmosphere of family dysfunction will often bring these problems with them to school. Educators must be prepared to address these issues while simultaneously keeping the focus where it must be - helping students to learn and succeed academically. Recent studies indicate that parents from diverse backgrounds, when given direction, can become more engaged with their child’s education. When parents are more involved, students are more successful in all areas of their schooling.
This course will examine the connection between students’ home lives and their school performance. Effective school-family partnerships benefit school staff and students and can have important benefits for parents as well, helping them to perceive their child's school in a more positive light and changing their perceptions of their children as learners
This course is suitable for all educators and counselors, K - 12.
Participants completing this course will:
· Recognize the importance of the home-school connection and how it impacts student performance;
· Understand their own role in contacting parents and maintaining a positive and open line of communication;
· Learn strategies that schools and teachers can use to engage families and make them feel welcome;
· Read current research addressing issues about the impact of parental involvement;
· Identify the benefits of a strong home-school connection and how it is best achieved.
Instructor: Judi Weissman Instructor’s Email: [email protected]
“The Power of Station Teaching: How Differentiation and Collaboration Improves Active Learning in All Grades and Content Areas”
In-Service, 3 credits, 45 hours
Course # C294
Instructor: Thomas Sheehan
Course Description
As educators, we understand the need to differentiate and adjust our instruction to best fit the needs of each individual student. Station teaching does just that. Station teaching is a great way to meet and instruct students in small groups; it encourages collaboration and will strengthen students’ critical thinking skills. When implementing station teaching strategies in your classroom, you are creating opportunities for real-time feedback and differentiated learning.
Participants in this course will be shown various styles of station teaching, from homogeneous to heterogeneous group strategies, to how many stations would work best for your class. This course will show you how station teaching works for one subject area or for multiple subjects all at once! Upon completion of this course you will be able to elevate and scaffold all of your lessons. Station teaching is also an effective way to utilize teachers’ lesson-planning abilities and content area strengths.
This class will benefit all teachers and is suitable for all educators, K-12.
Participants completing this course will:
Instructor: Thomas Sheehan Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C294
Instructor: Thomas Sheehan
Course Description
As educators, we understand the need to differentiate and adjust our instruction to best fit the needs of each individual student. Station teaching does just that. Station teaching is a great way to meet and instruct students in small groups; it encourages collaboration and will strengthen students’ critical thinking skills. When implementing station teaching strategies in your classroom, you are creating opportunities for real-time feedback and differentiated learning.
Participants in this course will be shown various styles of station teaching, from homogeneous to heterogeneous group strategies, to how many stations would work best for your class. This course will show you how station teaching works for one subject area or for multiple subjects all at once! Upon completion of this course you will be able to elevate and scaffold all of your lessons. Station teaching is also an effective way to utilize teachers’ lesson-planning abilities and content area strengths.
This class will benefit all teachers and is suitable for all educators, K-12.
Participants completing this course will:
- Recognize the importance of small group instruction;
- Have a stronger understanding of different types of station teaching and how to successfully implement it in your own classroom;
- Learn efficient and easy ways to differentiate instruction;
- Create lessons that aim to engage all learners in an active classroom environment;
- Learn approaches and tips that will make students comfortable with collaborative learning;
- Acquire strategies that will maximize student success while also strengthening critical thinking skills.
Instructor: Thomas Sheehan Instructor’s Email: [email protected]
"Raise Your Hand if You Love Grammar! How to Teach Grammar to Students in All Grades and Subject Areas"
In-Service, 3 credits, 45 hours
Course #C316
Instructor: Kara Cosolito
Course Description
Educators in all content areas agree that students are better writers when they have an understanding of grammar. To become effective writers in school and to effectively communicate later in life, students need to use proper grammar. Because grammar has so often gotten ‘bad press’ with students and even with many educators, the question must be asked and answered - what are the best methods to successfully teach grammar in all content areas? Raise your hand if you want to love teaching grammar!
At times, educators disagree on what types of grammar teaching methods are effective. Some teachers use standard grammar exercises, other educators pass out worksheets that require circling and underlining and some spend class sessions dedicated to proper punctuation and analyzing sentences.
Research shows that learning grammar in these ways, in isolation from reading and writing, does not have great efficacy. Grammar needs to be integrated throughout all content areas in your classroom. Thus, it is important to teach grammar during reading, writing, science, social studies, speech, math, etc. Ideally, the writing process itself should incorporate teaching grammar. As students proofread, edit and revise their own work, they learn about the proper use of grammar. Some grammar teaching methods work better than others and we will analyze the most effective strategies throughout this course.
Participants will learn that the best grammar instruction includes extensive reading and writing with ALL ages. Students should learn grammar by self-assessing and reading their own work, creating meaningful sentences and analyzing authors’ use of grammar in class literature. We need to teach the principles of writing in all content areas rather than teaching grammar as an isolated subject.
This course is suitable for all educators, K-12.
Participants completing this course will:
Instructor: Kara Cosolito Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C316
Instructor: Kara Cosolito
Course Description
Educators in all content areas agree that students are better writers when they have an understanding of grammar. To become effective writers in school and to effectively communicate later in life, students need to use proper grammar. Because grammar has so often gotten ‘bad press’ with students and even with many educators, the question must be asked and answered - what are the best methods to successfully teach grammar in all content areas? Raise your hand if you want to love teaching grammar!
At times, educators disagree on what types of grammar teaching methods are effective. Some teachers use standard grammar exercises, other educators pass out worksheets that require circling and underlining and some spend class sessions dedicated to proper punctuation and analyzing sentences.
Research shows that learning grammar in these ways, in isolation from reading and writing, does not have great efficacy. Grammar needs to be integrated throughout all content areas in your classroom. Thus, it is important to teach grammar during reading, writing, science, social studies, speech, math, etc. Ideally, the writing process itself should incorporate teaching grammar. As students proofread, edit and revise their own work, they learn about the proper use of grammar. Some grammar teaching methods work better than others and we will analyze the most effective strategies throughout this course.
Participants will learn that the best grammar instruction includes extensive reading and writing with ALL ages. Students should learn grammar by self-assessing and reading their own work, creating meaningful sentences and analyzing authors’ use of grammar in class literature. We need to teach the principles of writing in all content areas rather than teaching grammar as an isolated subject.
This course is suitable for all educators, K-12.
Participants completing this course will:
- Recognize the increasing importance of integrating grammar in daily instruction;
- Gain a greater understanding of how to successfully teach grammar;
- Develop productive teacher-student relationships during grammar instruction;
- Explore best practices for teaching grammar across the curriculum;
- Formulate strategies to promote grammar inside and outside the classroom.
Instructor: Kara Cosolito Instructor’s Email: [email protected]
"Real-World Teaching: The Importance of Bringing Relevance to 21st Century Classrooms"
In-Service, 3 credits, 45 hours
Course # C332
Instructor: Mario Nardiello
Course Description
As educators, we are often confronted by two persistent and daunting questions: “When will I ever use this?” and the dreaded “Why do I need to learn this?”
Students are inclined to believe that education is learning for the sake of learning. The purpose of this course is to enable educators to address this misconception, and to demonstrate through our teaching that learning can be relevant, tangible and, better yet, enjoyable!
We will research the importance of ‘real-world’ relevance in the classroom and discuss how it can benefit the widest possible audience of learners. Additionally, participants will be guided to create inspired lessons with engaging activities that will not only teach content, but show students that what they are learning has a very real connection to the world outside of their classrooms.
When students believe that what they’re learning is purposeful, they are more apt to embrace what we teach them. Whether you are teaching U.S. History to small children or Calculus to high school seniors, this course will turn “Why are we learning this?” into “When can we learn it!”
This course is appropriate for all K-12 educators.
Participants completing this course will:
Instructor: Mario Nardiello Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C332
Instructor: Mario Nardiello
Course Description
As educators, we are often confronted by two persistent and daunting questions: “When will I ever use this?” and the dreaded “Why do I need to learn this?”
Students are inclined to believe that education is learning for the sake of learning. The purpose of this course is to enable educators to address this misconception, and to demonstrate through our teaching that learning can be relevant, tangible and, better yet, enjoyable!
We will research the importance of ‘real-world’ relevance in the classroom and discuss how it can benefit the widest possible audience of learners. Additionally, participants will be guided to create inspired lessons with engaging activities that will not only teach content, but show students that what they are learning has a very real connection to the world outside of their classrooms.
When students believe that what they’re learning is purposeful, they are more apt to embrace what we teach them. Whether you are teaching U.S. History to small children or Calculus to high school seniors, this course will turn “Why are we learning this?” into “When can we learn it!”
This course is appropriate for all K-12 educators.
Participants completing this course will:
- Reflect on best practices for lesson writing and planning;
- Research effective co-teaching implementation and discuss pros and cons;
- Read IEPs and determine best methods to accommodate the needs of all students;
- Examine classroom management strategies that will facilitate instruction across the curriculum;
- Research and compile resources to help support our daily activities;
- Reflect on mindfulness strategies that can benefit ourselves as well as our students.
Instructor: Mario Nardiello Instructor’s Email: [email protected]
“Responding to Disruptive Students in the Classroom: Strategies for Teachers”
In-Service, 3 credits, 45 hours
Course # C176
Instructor: Maryanne Edwards
Course Description
Successful classroom management is a skill that all highly effective teachers possess and it is an integral part of what maintains a positive learning environment. The reality is that we will all come across disruptive student behavior and when it happens, educators must be prepared to address it in an efficient and timely manner. Teachers need to be aware of what is going on in their classroom at all times. When a student exhibits inappropriate behavior that is interfering with learning, teachers must respond quickly in ways that will prevent any escalation.
Implementing a proactive approach in the classroom can prevent many disruptions from occurring in the first place. Inappropriate behaviors can be addressed and minimized by understanding the individual needs of each student. The more familiar you become with the students sitting in your classroom, the more likely you will be to anticipate problems and to recognize the triggers that prompt the undesired behavior. If a teacher or support staff is able to identify the root cause of why a student is acting in such a way, the likelihood of modifying that behavior increases. Enabling the student to see that the rewards for positive behavior outweigh the consequences for negative behavior will motivate change. How a child’s misbehavior is addressed will impact the likelihood of whether or not that behavior will occur again.
This course will help teachers learn strategies that will be most effective with their own students. The key is successfully establishing positive relationships and focusing on all aspects of the classroom structure.
This course is relevant for all educators K-12.
Participants completing this course will:
· Learn strategies to discourage disruptive behavior as well as being able to competently address it when it does occur;
· Understand that a proactive approach and preventive techniques will help to minimize problem behaviors;
· See the importance of getting to know each student as a way to anticipate problems and recognize triggers;
· Be able to help their students understand the impact of their misbehavior;
· Determine to need to involve administration and/or support staff to help identify the root causes and issues behind the negative behavior;
· Maintain a classroom structure and environment conducive to the optimization of learning.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C176
Instructor: Maryanne Edwards
Course Description
Successful classroom management is a skill that all highly effective teachers possess and it is an integral part of what maintains a positive learning environment. The reality is that we will all come across disruptive student behavior and when it happens, educators must be prepared to address it in an efficient and timely manner. Teachers need to be aware of what is going on in their classroom at all times. When a student exhibits inappropriate behavior that is interfering with learning, teachers must respond quickly in ways that will prevent any escalation.
Implementing a proactive approach in the classroom can prevent many disruptions from occurring in the first place. Inappropriate behaviors can be addressed and minimized by understanding the individual needs of each student. The more familiar you become with the students sitting in your classroom, the more likely you will be to anticipate problems and to recognize the triggers that prompt the undesired behavior. If a teacher or support staff is able to identify the root cause of why a student is acting in such a way, the likelihood of modifying that behavior increases. Enabling the student to see that the rewards for positive behavior outweigh the consequences for negative behavior will motivate change. How a child’s misbehavior is addressed will impact the likelihood of whether or not that behavior will occur again.
This course will help teachers learn strategies that will be most effective with their own students. The key is successfully establishing positive relationships and focusing on all aspects of the classroom structure.
This course is relevant for all educators K-12.
Participants completing this course will:
· Learn strategies to discourage disruptive behavior as well as being able to competently address it when it does occur;
· Understand that a proactive approach and preventive techniques will help to minimize problem behaviors;
· See the importance of getting to know each student as a way to anticipate problems and recognize triggers;
· Be able to help their students understand the impact of their misbehavior;
· Determine to need to involve administration and/or support staff to help identify the root causes and issues behind the negative behavior;
· Maintain a classroom structure and environment conducive to the optimization of learning.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
**NEW COURSE FOR OUR SPRING 2025 SEMESTER!
“Revolutionize Your Social Studies Classroom: Conquering the Next Generation Learning Standards”
In-Service, 3 credits, 45 hours
Course # C356
Instructor: Margaret Mavros
Course Description
As we navigate an increasingly complex and interconnected world, the role of social studies education has never been more crucial. This course is designed to empower educators with the knowledge and skills needed to effectively implement the Next Generation Learning Standards for Social Studies. It will guide participants through the significant shifts in teaching and learning represented by these new standards, emphasizing inquiry-based learning, critical thinking and the development of informed and engaged citizens.
Participants will explore key aspects of the Next Generation Learning Standards, including their intentional connection to the Next Generation ELA Standards. This integration recognizes that literacy skills are fundamental to success in social studies and across all academic disciplines. The course will cover a range of topics including inquiry-based learning, cultural responsiveness, global citizenship, historical thinking skills and assessment strategies. Participants will learn how to create learning experiences that align with these standards and prepare students for the challenges of our global society.
Participants will engage in practical assignments that allow them to apply their learning directly to their classroom practice. They will design inquiry-based activities, develop culturally responsive lessons, create cross-curricular connections and craft various types of assessments aligned with the new standards. By the end of the course, educators will have a robust toolkit of strategies and resources to revolutionize their social studies instruction and meet the goals of the Next Generation Learning Standards.
This course is relevant for K-12 Social Studies educators, curriculum specialists and instructional coaches seeking to deepen their understanding of the Next Generation Learning Standards and enhance their instructional practices.
Participants completing this course will be able to:
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
“Revolutionize Your Social Studies Classroom: Conquering the Next Generation Learning Standards”
In-Service, 3 credits, 45 hours
Course # C356
Instructor: Margaret Mavros
Course Description
As we navigate an increasingly complex and interconnected world, the role of social studies education has never been more crucial. This course is designed to empower educators with the knowledge and skills needed to effectively implement the Next Generation Learning Standards for Social Studies. It will guide participants through the significant shifts in teaching and learning represented by these new standards, emphasizing inquiry-based learning, critical thinking and the development of informed and engaged citizens.
Participants will explore key aspects of the Next Generation Learning Standards, including their intentional connection to the Next Generation ELA Standards. This integration recognizes that literacy skills are fundamental to success in social studies and across all academic disciplines. The course will cover a range of topics including inquiry-based learning, cultural responsiveness, global citizenship, historical thinking skills and assessment strategies. Participants will learn how to create learning experiences that align with these standards and prepare students for the challenges of our global society.
Participants will engage in practical assignments that allow them to apply their learning directly to their classroom practice. They will design inquiry-based activities, develop culturally responsive lessons, create cross-curricular connections and craft various types of assessments aligned with the new standards. By the end of the course, educators will have a robust toolkit of strategies and resources to revolutionize their social studies instruction and meet the goals of the Next Generation Learning Standards.
This course is relevant for K-12 Social Studies educators, curriculum specialists and instructional coaches seeking to deepen their understanding of the Next Generation Learning Standards and enhance their instructional practices.
Participants completing this course will be able to:
- Identify and explain key changes in the Next Generation Social Studies Standards;
- Design and implement inquiry-based learning activities aligned with the new standards;
- Incorporate culturally responsive teaching practices and global citizenship concepts into their lessons;
- Develop students' historical thinking skills through targeted activities and assessments;
- Create cross-curricular lessons that integrate Social Studies with ELA and other subject areas;
- Craft formative, summative and performance-based assessments that align with the Next Generation Learning Standards.
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
“R.T.I.: Implementing Responsive Multi-Tiered Interventions”
In-Service, 3 credits, 45 hours
Course # C168
Instructor: Stacey Kimbell
Course Description
Response to intervention (R.T.I.) combines assessment and intervention within a multi-tiered prevention system. Its goal is to maximize student achievement and to reduce behavioral problems. R.T.I. addresses culturally and linguistic responsive instruction by identifying at risk students, monitoring student progress, and providing evidence-based interventions. This course will address ways R.T.I. is implemented in schools and how its academic and behavioral components help foster student success. Educators will acquire an understanding of the essential components of R.T.I. across the curriculum and how to implement R.T.I. in their individual classrooms.
Appropriate for all educators and support staff, K-12.
Participants completing this course will:
· Be able to streamline the evaluation process for diagnosing at risk students;
· Provide struggling learners with interventions at increasing levels of intensity to accelerate their rate of learning;
· Understand how to implement the tier structure relevant to R.T.I.;
· Determine if R.T.I. will help students make adequate progress;
· Recognize, through readings and research, how to implement R.T.I. in their own classrooms;
· Learn how R.T.I. will influence student achievement and behavior.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C168
Instructor: Stacey Kimbell
Course Description
Response to intervention (R.T.I.) combines assessment and intervention within a multi-tiered prevention system. Its goal is to maximize student achievement and to reduce behavioral problems. R.T.I. addresses culturally and linguistic responsive instruction by identifying at risk students, monitoring student progress, and providing evidence-based interventions. This course will address ways R.T.I. is implemented in schools and how its academic and behavioral components help foster student success. Educators will acquire an understanding of the essential components of R.T.I. across the curriculum and how to implement R.T.I. in their individual classrooms.
Appropriate for all educators and support staff, K-12.
Participants completing this course will:
· Be able to streamline the evaluation process for diagnosing at risk students;
· Provide struggling learners with interventions at increasing levels of intensity to accelerate their rate of learning;
· Understand how to implement the tier structure relevant to R.T.I.;
· Determine if R.T.I. will help students make adequate progress;
· Recognize, through readings and research, how to implement R.T.I. in their own classrooms;
· Learn how R.T.I. will influence student achievement and behavior.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
"Safe Schools, Safe Faculty: Establishing Ethical and Legal Boundaries for Professionalism in Education"
In-Service, 3 credits, 45 hours
Course #C230
Instructor: Cindy Reide Combs
Course Description
Today’s educational professionals face a different set of challenges than teachers from previous generations. Practitioners of education operate within a set of interpersonal relationships that differ significantly from relationships seen in the business world and other sectors of society. At times, the unique nature of the teacher-student relationship has the potential to present a dilemma for educators.
Navigating the ethics of education will mean having the ability to recognize the conflicting demands that may be placed on educators. There are occasions where a teacher might feel torn between a sense of loyalty towards and responsibility for professional colleagues, and a sense of obligation towards the well-being of students. This course will help educators understand and establish appropriate boundaries in faculty-student relationships in ways that will consistently promote a professional environment in their school and classroom.
Our schools provide us with professional and ethical standards that we are expected to abide by; there are also laws that dictate the boundaries that must exist in our relationships with students. Technological and societal changes have led to new ways in which the teacher-student relationship must be defined; laws have been enacted to protect both educators and students. Some staff members remain unclear about professional expectations and with so much at stake – even their teaching license – it is imperative that all educators are able to respond to situations in ways that are consistent with district-wide policies. Social media has opened the door to a variety of potential problems and this is one area in which there is no room for teacher irresponsibility.
The purpose of this course is have all participants research and discuss school district policies and understand how those guidelines should affect their decision-making. Situations that are present in today’s educational settings will be presented as will strategies for successfully addressing them.
This course is relevant for all educators and counselors, K-12.
Participants completing this course will:
· Become familiar with their school district’s policies and codes of conduct;
· Recognize the responsibility that comes with being an educator and the importance of consistently maintaining professionalism in all school relationships;
· Examine teacher responses to a variety of situations and discuss whether they would violate or coincide with district policies;
· Be able to navigate the ethics of education in ways that ensure the safety of students and all school personnel.
Instructor: Cindy Reide Combs Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C230
Instructor: Cindy Reide Combs
Course Description
Today’s educational professionals face a different set of challenges than teachers from previous generations. Practitioners of education operate within a set of interpersonal relationships that differ significantly from relationships seen in the business world and other sectors of society. At times, the unique nature of the teacher-student relationship has the potential to present a dilemma for educators.
Navigating the ethics of education will mean having the ability to recognize the conflicting demands that may be placed on educators. There are occasions where a teacher might feel torn between a sense of loyalty towards and responsibility for professional colleagues, and a sense of obligation towards the well-being of students. This course will help educators understand and establish appropriate boundaries in faculty-student relationships in ways that will consistently promote a professional environment in their school and classroom.
Our schools provide us with professional and ethical standards that we are expected to abide by; there are also laws that dictate the boundaries that must exist in our relationships with students. Technological and societal changes have led to new ways in which the teacher-student relationship must be defined; laws have been enacted to protect both educators and students. Some staff members remain unclear about professional expectations and with so much at stake – even their teaching license – it is imperative that all educators are able to respond to situations in ways that are consistent with district-wide policies. Social media has opened the door to a variety of potential problems and this is one area in which there is no room for teacher irresponsibility.
The purpose of this course is have all participants research and discuss school district policies and understand how those guidelines should affect their decision-making. Situations that are present in today’s educational settings will be presented as will strategies for successfully addressing them.
This course is relevant for all educators and counselors, K-12.
Participants completing this course will:
· Become familiar with their school district’s policies and codes of conduct;
· Recognize the responsibility that comes with being an educator and the importance of consistently maintaining professionalism in all school relationships;
· Examine teacher responses to a variety of situations and discuss whether they would violate or coincide with district policies;
· Be able to navigate the ethics of education in ways that ensure the safety of students and all school personnel.
Instructor: Cindy Reide Combs Instructor’s Email: [email protected]
“School Safety Issues: Violence Prevention, Bullying and Impact of Social Media”
In-Service, 3 credits, 45 hours
Course # C158
Instructor: Judi Weissman
Course Description
Safe school initiatives have become a priority for schools across the country. Safe schools are essential to young people’s academic success; as educators, we must be able to assure our students that school is a safe place where they can learn without fear of violence or bullying. The “No Child Left Behind” act ensures that all students will have the opportunity to attend a safe school. With bullying and cyber bullying on the rise and mandates that schools address these issues, all educators must become aware of identification and prevention strategies. Social media has changed the nature of bullying; with the push of a ‘Send’ button, a bullying message can reach hundreds of peers at once.
This course will provide a forum to research and discuss programs and solutions currently being used to prevent the occurrence of violent incidents and bullying in our schools. School policies regarding discipline, security, bullying and crisis preparedness will also be examined. Teachers will be given techniques to help them identify and address risk factors in student behavior that might lead to incidents of violence. Problems such as gangs and aggressive behavior toward peers or teachers will also be studied. Information will be offered through extensive handouts and assigned readings.
We can make our schools safer if we understand the causes of violence and implement strategies that will prevent it. Successful programs have been initiated in schools throughout the country. We must create programs that we strongly believe will work for our own students, integrating the best resources school districts and communities have to offer. This class will address concerns for all educators and counselors, K - 12.
Participants completing this course will:
· Examine research focused on school violence prevention and strategies to enhance school safety;
· Understand how the internet and social media have changed the ways in which children bully;
· Review federal, state and local legislation addressing school safety issues and cyber bullying;
· Explore the impact violence has on all members of the school and the community;
· Learn how to recognize the behaviors of students who are bullying or bullied;
· Be able to identify the risk factors that can lead to bullying, violence or gang involvement;
· Learn how to successfully utilize school and community resources to address all school safety issues.
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C158
Instructor: Judi Weissman
Course Description
Safe school initiatives have become a priority for schools across the country. Safe schools are essential to young people’s academic success; as educators, we must be able to assure our students that school is a safe place where they can learn without fear of violence or bullying. The “No Child Left Behind” act ensures that all students will have the opportunity to attend a safe school. With bullying and cyber bullying on the rise and mandates that schools address these issues, all educators must become aware of identification and prevention strategies. Social media has changed the nature of bullying; with the push of a ‘Send’ button, a bullying message can reach hundreds of peers at once.
This course will provide a forum to research and discuss programs and solutions currently being used to prevent the occurrence of violent incidents and bullying in our schools. School policies regarding discipline, security, bullying and crisis preparedness will also be examined. Teachers will be given techniques to help them identify and address risk factors in student behavior that might lead to incidents of violence. Problems such as gangs and aggressive behavior toward peers or teachers will also be studied. Information will be offered through extensive handouts and assigned readings.
We can make our schools safer if we understand the causes of violence and implement strategies that will prevent it. Successful programs have been initiated in schools throughout the country. We must create programs that we strongly believe will work for our own students, integrating the best resources school districts and communities have to offer. This class will address concerns for all educators and counselors, K - 12.
Participants completing this course will:
· Examine research focused on school violence prevention and strategies to enhance school safety;
· Understand how the internet and social media have changed the ways in which children bully;
· Review federal, state and local legislation addressing school safety issues and cyber bullying;
· Explore the impact violence has on all members of the school and the community;
· Learn how to recognize the behaviors of students who are bullying or bullied;
· Be able to identify the risk factors that can lead to bullying, violence or gang involvement;
· Learn how to successfully utilize school and community resources to address all school safety issues.
Instructor: Judi Weissman Instructor’s Email: [email protected]
“The Science of Reading: Understanding How We Read and Learn”
In-Service, 3 credits, 45 hours
Course # C314
Instructor: Thomas Sheehan
Course Description
The science of reading is an interdisciplinary field of research that seeks to understand how the human brain processes written language and how individuals learn to read. It draws upon research from various fields, including cognitive psychology, neuroscience, linguistics and education, among others.
Scientists in this field study a range of topics related to reading, such as the neural pathways involved in reading, how the brain processes individual letters and words, how reading comprehension develops, and the factors that affect reading development, such as language background and reading instruction.
One of the main goals of the science of reading is to use research findings to develop effective reading instruction methods that can help all individuals, including those with reading difficulties, learn to read and comprehend written language. This field has important implications for education
as it can help all educators make evidence-based decisions about reading instruction and intervention.
Participants completing this course will:
Instructor: Thomas Sheehan Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C314
Instructor: Thomas Sheehan
Course Description
The science of reading is an interdisciplinary field of research that seeks to understand how the human brain processes written language and how individuals learn to read. It draws upon research from various fields, including cognitive psychology, neuroscience, linguistics and education, among others.
Scientists in this field study a range of topics related to reading, such as the neural pathways involved in reading, how the brain processes individual letters and words, how reading comprehension develops, and the factors that affect reading development, such as language background and reading instruction.
One of the main goals of the science of reading is to use research findings to develop effective reading instruction methods that can help all individuals, including those with reading difficulties, learn to read and comprehend written language. This field has important implications for education
as it can help all educators make evidence-based decisions about reading instruction and intervention.
Participants completing this course will:
- Understand the relationship between neuroscience, linguistics and reading;
- Examine how different types of reading instruction will impact students’ reading development;
- See the relevance of the science of reading as an interdisciplinary body of research;
- Be able to use evidence-based decisions for differentiating reading instruction;
- Learn to work with students who have reading difficulties;
- Recognize that the science of reading has demonstrated the methods that best help children learn to read.
Instructor: Thomas Sheehan Instructor’s Email: [email protected]
"Socioeconomics and Education: How School District Profiles Impact Student Performance"
In-Service, 3 credits, 45 hours
Course #C173
Instructor: Judi Weissman
Course Description
"Equal education for all” has been a mantra frequently used by policy makers and politicians. In fact, a primary goal of current education pedagogy is to ensure that students in every school, regardless of socioeconomic status, have access to a quality education. While government policies appear to support this goal, educators, administrators, students and parents continue to have grave concerns about their efficacy and implementation.
This course will examine the connection between a district’s socioeconomic profile and the academic performance of its students. We will explore the relationship between the school, culture and community. Research indicates that children from low-SES households and communities develop academic skills more slowly compared to children from higher SES groups. Long Island’s diverse schools present great opportunity to research the impact of socioeconomic status on students. Here, as in many other places, there is often a disparity in educational opportunities and services offered by districts. Participants will research the socioeconomic profile of the schools they work in and examine its potential impact on students. We will discuss cultural deprivation vs. socioeconomic disadvantages as influencing factors in school performance. Recent research suggests that economic and social status can influence a child’s ability, willingness and opportunities to learn. Through readings, handouts, research and discussion, this course will provide participants with insight into the socioeconomic factors that influence student performance.
This course is suitable for all educators, K - 12.
Participants completing this course will:
· Understand how a school district’s socioeconomic profile impacts student performance;
· Examine the factors in students’ lives resulting from low-SES that will have an effect on learning, attendance and behavior;
· Recognize the considerable difference in Long Island school districts’ profiles;
· Be able to provide education to diverse students from a variety of cultural backgrounds;
· Research current government policies aimed at ensuring ‘equal education for all’;
· Learn how early intervention programs and improved school systems can help students in school districts with low-SES profiles.
Instructor: Judi Weissman Instructor's Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C173
Instructor: Judi Weissman
Course Description
"Equal education for all” has been a mantra frequently used by policy makers and politicians. In fact, a primary goal of current education pedagogy is to ensure that students in every school, regardless of socioeconomic status, have access to a quality education. While government policies appear to support this goal, educators, administrators, students and parents continue to have grave concerns about their efficacy and implementation.
This course will examine the connection between a district’s socioeconomic profile and the academic performance of its students. We will explore the relationship between the school, culture and community. Research indicates that children from low-SES households and communities develop academic skills more slowly compared to children from higher SES groups. Long Island’s diverse schools present great opportunity to research the impact of socioeconomic status on students. Here, as in many other places, there is often a disparity in educational opportunities and services offered by districts. Participants will research the socioeconomic profile of the schools they work in and examine its potential impact on students. We will discuss cultural deprivation vs. socioeconomic disadvantages as influencing factors in school performance. Recent research suggests that economic and social status can influence a child’s ability, willingness and opportunities to learn. Through readings, handouts, research and discussion, this course will provide participants with insight into the socioeconomic factors that influence student performance.
This course is suitable for all educators, K - 12.
Participants completing this course will:
· Understand how a school district’s socioeconomic profile impacts student performance;
· Examine the factors in students’ lives resulting from low-SES that will have an effect on learning, attendance and behavior;
· Recognize the considerable difference in Long Island school districts’ profiles;
· Be able to provide education to diverse students from a variety of cultural backgrounds;
· Research current government policies aimed at ensuring ‘equal education for all’;
· Learn how early intervention programs and improved school systems can help students in school districts with low-SES profiles.
Instructor: Judi Weissman Instructor's Email: [email protected]
“Spanish for Educators: Communicating with Students, Parents and Staff”
In-Service, 3 credits, 45 hours
Course # C254
Instructor: Rosa Malley
Course Description
Spanish is the second most-spoken language in the United States and it is thus increasingly important for all educators to have the ability to understand and speak basic Spanish. Communication is a cornerstone of education and this course will enable you to gain meaningful insights into your students. Perhaps most important is that knowledge of the Spanish language will remove cultural barriers and will help build trusting relationships with students and their parents. This would be the first step in supporting parents who want to become more involved with the school and with their child’s education.
This class is designed for teachers and others in the educational field that wish to improve their ability to communicate with Spanish-speaking students and their families. Expanding your Spanish skills in the workplace will help you to interact with and encourage Spanish-speaking students; this can be extremely important when it comes to real-life classroom issues related to attendance, performance, behavior and homework. Your ability to communicate using basic Spanish will prove to be a significant asset in a variety of school situations.
With a focus on relevant vocabulary and communication practice, this course will boost your confidence in using your Spanish skills in a school setting. Rapid growth in the ENL and Hispanic student populations makes it clear that educators committed to providing excellent instruction for all students will gain a great deal from learning basic Spanish.
This course is relevant for all educators and counselors, K- 12.
Participants completing this course will:
Instructor: Rosa Malley Instructor's Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C254
Instructor: Rosa Malley
Course Description
Spanish is the second most-spoken language in the United States and it is thus increasingly important for all educators to have the ability to understand and speak basic Spanish. Communication is a cornerstone of education and this course will enable you to gain meaningful insights into your students. Perhaps most important is that knowledge of the Spanish language will remove cultural barriers and will help build trusting relationships with students and their parents. This would be the first step in supporting parents who want to become more involved with the school and with their child’s education.
This class is designed for teachers and others in the educational field that wish to improve their ability to communicate with Spanish-speaking students and their families. Expanding your Spanish skills in the workplace will help you to interact with and encourage Spanish-speaking students; this can be extremely important when it comes to real-life classroom issues related to attendance, performance, behavior and homework. Your ability to communicate using basic Spanish will prove to be a significant asset in a variety of school situations.
With a focus on relevant vocabulary and communication practice, this course will boost your confidence in using your Spanish skills in a school setting. Rapid growth in the ENL and Hispanic student populations makes it clear that educators committed to providing excellent instruction for all students will gain a great deal from learning basic Spanish.
This course is relevant for all educators and counselors, K- 12.
Participants completing this course will:
- Be able to communicate with students who have Spanish as their first language and who speak little or no English;
- Learn basic vocabulary in Spanish in order to successfully communicate with students and parents;
- Help boost the overall classroom atmosphere and learn strategies to improve student outcomes;
- Use common Spanish greetings and farewells;
- Learn useful vocabulary for telephone conversations and become familiar with useful Spanish phrases;
- Complete assignments relevant for enhancing Parent-Teacher Conferences and/or face to face meetings with parents;
- Gain the ability to understand, read, write and speak simple Spanish, including numbers, colors, months of the year and what to say to students in a variety of common school scenarios.
Instructor: Rosa Malley Instructor's Email: [email protected]
“Strategies for Effective Teacher Collaboration”
In-Service, 3 credits, 45 hours
Course # C142
Instructor: Andrew Frisch
Course Description
Teacher collaboration is a rapidly growing necessity, especially in light of more rigorous standards being implemented in our schools. Research has shown that students consistently perform at a higher level when they attend schools characterized by strong and ongoing teacher collaboration. This can be an extremely beneficial way to share and receive sound pedagogical tips, strategies, and information. Additionally, in our ever-increasing technological world, there are many tools readily available that will support successful teacher collaboration.
In order for collaboration to be effective, consideration must be given to the goals and purpose of the process, the relationships at hand, and the level of commitment it will take. Effective teamwork takes time, effort, and patience. It can be all too easy for teachers to want to go it alone; however, the collaborative process will benefit both students and teachers. Collaboration will lead to a greater continuity of instruction and more congruence in implementation of Next Generation Learning Standards. In addition to saving teachers some time in the long run, educators working together produce high quality materials and learning experiences. From an administrative point of view, research indicates that school leaders who foster collaboration improve teacher retention, morale and satisfaction. Given the proper time and resources, teacher collaboration can help raise job performance and student achievement.
This course is relevant for all educators K-12.
Participants completing this course will:
· Receive materials, reading and research relevant to teacher collaboration;
· Understand the importance of collaboration in light of new standards and mandates;
· Be able to identify and discuss effective collaboration models and strategies;
· Be prepared to plan and set goals for team-based projects;
· Utilize computer-based tools to enhance and assist in the collaborative process.
Instructor: Andrew Frisch Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C142
Instructor: Andrew Frisch
Course Description
Teacher collaboration is a rapidly growing necessity, especially in light of more rigorous standards being implemented in our schools. Research has shown that students consistently perform at a higher level when they attend schools characterized by strong and ongoing teacher collaboration. This can be an extremely beneficial way to share and receive sound pedagogical tips, strategies, and information. Additionally, in our ever-increasing technological world, there are many tools readily available that will support successful teacher collaboration.
In order for collaboration to be effective, consideration must be given to the goals and purpose of the process, the relationships at hand, and the level of commitment it will take. Effective teamwork takes time, effort, and patience. It can be all too easy for teachers to want to go it alone; however, the collaborative process will benefit both students and teachers. Collaboration will lead to a greater continuity of instruction and more congruence in implementation of Next Generation Learning Standards. In addition to saving teachers some time in the long run, educators working together produce high quality materials and learning experiences. From an administrative point of view, research indicates that school leaders who foster collaboration improve teacher retention, morale and satisfaction. Given the proper time and resources, teacher collaboration can help raise job performance and student achievement.
This course is relevant for all educators K-12.
Participants completing this course will:
· Receive materials, reading and research relevant to teacher collaboration;
· Understand the importance of collaboration in light of new standards and mandates;
· Be able to identify and discuss effective collaboration models and strategies;
· Be prepared to plan and set goals for team-based projects;
· Utilize computer-based tools to enhance and assist in the collaborative process.
Instructor: Andrew Frisch Instructor’s Email: [email protected]
"Strengthening the Home-School Connection: Using Technology to Create Positive Relationships with Students and Their Parents"
In-Service, 3 credits, 45 hours
Course # C243
Instructor: Andrew Frisch
Course Description
In this course, teachers will learn how to incorporate technology into their communication with students and their families. The more informed parents are, the more successful their child can be. We will examine at the benefits of enhanced communication with families as well as modalities that all teachers can use.
There are many ways to communicate with parents, some of which are required by districts. This course will present additional methods that can also be used to enhance the home-school connection. There are many tools educators can learn about, from teacher websites, to e-mail blasts to Remind©. Technology can be a great resource for doing this, but it also requires a certain level of discretion. The appropriateness of technology in certain situations will be examined through course research.
Participants will gain a greater understanding of the value of strong home-school connections and learn how technology offers new strategies to enhance their communication with students’ families. Creating these positive relationships can lead to stronger academic performance, better attendance and greater respect and appreciation for the teacher and the school
This course is suitable for all educators, K - 12.
Participants completing this course will:
Instructor: Andrew Frisch Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C243
Instructor: Andrew Frisch
Course Description
In this course, teachers will learn how to incorporate technology into their communication with students and their families. The more informed parents are, the more successful their child can be. We will examine at the benefits of enhanced communication with families as well as modalities that all teachers can use.
There are many ways to communicate with parents, some of which are required by districts. This course will present additional methods that can also be used to enhance the home-school connection. There are many tools educators can learn about, from teacher websites, to e-mail blasts to Remind©. Technology can be a great resource for doing this, but it also requires a certain level of discretion. The appropriateness of technology in certain situations will be examined through course research.
Participants will gain a greater understanding of the value of strong home-school connections and learn how technology offers new strategies to enhance their communication with students’ families. Creating these positive relationships can lead to stronger academic performance, better attendance and greater respect and appreciation for the teacher and the school
This course is suitable for all educators, K - 12.
Participants completing this course will:
- Appreciate the value of enhanced parent communication;
- Be able to incorporate technology into their relationships with parents and students;
- Learn a variety of technological strategies for communicating with families;
- Recognize the importance of appropriate use of technology;
- Do independent research on technology as it relates to parent communication;
- Understand the teacher’s role in facilitating relationships with families.
Instructor: Andrew Frisch Instructor’s Email: [email protected]
“Substance Abuse and Family Addiction: Impact on Student Learning and Behavior”
In-Service, 3 credits, 45 hours
Course # C172
Instructor: Judi Weissman
Course Description
Substance abuse has been a growing problem in our schools. This course will explore all forms of substance abuse and addictive behavior exhibited by our students. This includes problems with alcohol; the abuse of a wide variety of drugs that are increasingly available to children; eating disorders; and other self-destructive behaviors. As teachers, we are often in a position to be the first adults to notice changes in a student's performance that might indicate possible substance abuse. School-aged children who abuse alcohol or drugs are at increased risk for an array of other serious problems.
Course readings will examine the causes of student substance abuse and provide opportunities to research effective measures for prevention and treatment. A course objective will be to enable educators to understand the specific ways in which substance abuse impacts a child's learning and behavior. The second part of this course will address the significant problems that exist when our students are living with family addiction. When parents, siblings, and other relatives or caretakers are alcoholics or drug abusers, the life of the child is drastically affected. Assignments will provide readings and information that will help teachers recognize and understand the consequences of family addiction. It will affect the student's learning and behavior, both of which have an observable influence in the classroom.
The school environment provides an opportunity to help children who are dealing with their own or a family member's substance abuse problems. This course will help teachers learn how to effectively identify and guide these students. This course is suitable for all educators, K-12.
Participants completing this course will:
· Understand the impact substance abuse has on learning and behavior;
· Recognize how addiction in a family member will effect a child’s school performance;
· Learn how to identify the signs and symptoms of substance abuse;
· Have strategies for using the school support staff and administration to help address issues related to substance abuse;
· Gain a greater understanding of alcoholism, drug addiction, eating disorders and other destructive behaviors;
· Learn how the school environment can provide safety, drug education and support.
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C172
Instructor: Judi Weissman
Course Description
Substance abuse has been a growing problem in our schools. This course will explore all forms of substance abuse and addictive behavior exhibited by our students. This includes problems with alcohol; the abuse of a wide variety of drugs that are increasingly available to children; eating disorders; and other self-destructive behaviors. As teachers, we are often in a position to be the first adults to notice changes in a student's performance that might indicate possible substance abuse. School-aged children who abuse alcohol or drugs are at increased risk for an array of other serious problems.
Course readings will examine the causes of student substance abuse and provide opportunities to research effective measures for prevention and treatment. A course objective will be to enable educators to understand the specific ways in which substance abuse impacts a child's learning and behavior. The second part of this course will address the significant problems that exist when our students are living with family addiction. When parents, siblings, and other relatives or caretakers are alcoholics or drug abusers, the life of the child is drastically affected. Assignments will provide readings and information that will help teachers recognize and understand the consequences of family addiction. It will affect the student's learning and behavior, both of which have an observable influence in the classroom.
The school environment provides an opportunity to help children who are dealing with their own or a family member's substance abuse problems. This course will help teachers learn how to effectively identify and guide these students. This course is suitable for all educators, K-12.
Participants completing this course will:
· Understand the impact substance abuse has on learning and behavior;
· Recognize how addiction in a family member will effect a child’s school performance;
· Learn how to identify the signs and symptoms of substance abuse;
· Have strategies for using the school support staff and administration to help address issues related to substance abuse;
· Gain a greater understanding of alcoholism, drug addiction, eating disorders and other destructive behaviors;
· Learn how the school environment can provide safety, drug education and support.
Instructor: Judi Weissman Instructor’s Email: [email protected]
“Teacher Resilience: Cultivating Commitment and Passion for All Teachers”
In-Service, 3 credits, 45 hours
Course # C302
Instructor: Dr. Bernadette Weltsek
Course Description
In this day and age of global pandemic, hybrid and virtual teaching, high rates of student homelessness, socioeconomic inequities, racism and political unrest, teachers are dealing with more stress than ever before. As teachers, we accept that stress is a part of the job, but when many teachers leave the profession within their first five years because the stress is making them physically and mentally ill, things have gone too far. Participants in this course will learn how to leverage personal and community strengths to withstand and recover quickly from difficult situations.
Teacher resilience research has flourished over the past 16 years and studies have shown that resilience has numerous positive outcomes for both teachers and their students. These include higher levels of job satisfaction, commitment, efficacy, engagement, motivation, well-being and a positive sense of identity. This course will give teachers steps and strategies to help rediscover their passion for teaching, to have increased energy in the classroom and to have a strong sense of self as an educator. Participants will learn how a simple change in mindset can affect their outlook, and how taking care of yourself physically, mentally, and emotionally is one of the most important things you can do. Educators who do this will experience benefits for themselves, their students and in all areas of their lives; they will be able to leverage personal and community strengths to recover quickly from difficult situations.
This course is relevant for all educators, K-12.
Participants completing this course will:
Instructor: Dr. Bernadette Weltsek Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C302
Instructor: Dr. Bernadette Weltsek
Course Description
In this day and age of global pandemic, hybrid and virtual teaching, high rates of student homelessness, socioeconomic inequities, racism and political unrest, teachers are dealing with more stress than ever before. As teachers, we accept that stress is a part of the job, but when many teachers leave the profession within their first five years because the stress is making them physically and mentally ill, things have gone too far. Participants in this course will learn how to leverage personal and community strengths to withstand and recover quickly from difficult situations.
Teacher resilience research has flourished over the past 16 years and studies have shown that resilience has numerous positive outcomes for both teachers and their students. These include higher levels of job satisfaction, commitment, efficacy, engagement, motivation, well-being and a positive sense of identity. This course will give teachers steps and strategies to help rediscover their passion for teaching, to have increased energy in the classroom and to have a strong sense of self as an educator. Participants will learn how a simple change in mindset can affect their outlook, and how taking care of yourself physically, mentally, and emotionally is one of the most important things you can do. Educators who do this will experience benefits for themselves, their students and in all areas of their lives; they will be able to leverage personal and community strengths to recover quickly from difficult situations.
This course is relevant for all educators, K-12.
Participants completing this course will:
- Understand why it is important to build teacher resilience:
- Read a variety of scholarly articles on teacher resilience:
- Learn strategies to cultivate your own resilience so that all students feel that they belong to a resilient school community;
- Become familiar with exercises that help you evaluate your own resiliency;
- Recognize the need to leverage personal and community strengths as a way to withstand and recover quickly from difficult situations;
- Gather resources that can be used to focus on bringing balance to both work life and home life.
Instructor: Dr. Bernadette Weltsek Instructor’s Email: [email protected]
"Teacher Survival Guide: A Survey of Critical Concepts for Educators in All Subject Areas"
In-Service, 3 credits, 45 hours
Course # C326
Instructor: Mario Nardiello
Course Description
As one soon discovers in the teaching profession, the delivery of instruction is just one small facet of teaching. Teaching is an intricate web of responsibilities that, to the unseasoned, can seem overwhelming at best. This course will present some of the critical overarching concepts that can facilitate the transition from new to experienced teacher and that will assist the veteran teacher to adapt to the ever-shifting changes in current educational practices.
The course will cover many of the “big picture” teaching concepts, such as effective lesson and unit planning, creating a resource library, understanding IEPs and how to accommodate all students’ needs, effective co-teaching strategies, classroom management techniques, and mindfulness approaches for both the student and teacher alike.
The better the command we have on our day-to-day responsibilities, the more effective we are as teachers, and the greater enjoyment we derive from our teaching experience. The goal of this course is to impart crucial background knowledge on all of the peripheral responsibilities that are as equally important to teaching as the delivery of content.
This course is appropriate for all K-12 educators.
Participants completing this course will:
Instructor: Mario Nardiello Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C326
Instructor: Mario Nardiello
Course Description
As one soon discovers in the teaching profession, the delivery of instruction is just one small facet of teaching. Teaching is an intricate web of responsibilities that, to the unseasoned, can seem overwhelming at best. This course will present some of the critical overarching concepts that can facilitate the transition from new to experienced teacher and that will assist the veteran teacher to adapt to the ever-shifting changes in current educational practices.
The course will cover many of the “big picture” teaching concepts, such as effective lesson and unit planning, creating a resource library, understanding IEPs and how to accommodate all students’ needs, effective co-teaching strategies, classroom management techniques, and mindfulness approaches for both the student and teacher alike.
The better the command we have on our day-to-day responsibilities, the more effective we are as teachers, and the greater enjoyment we derive from our teaching experience. The goal of this course is to impart crucial background knowledge on all of the peripheral responsibilities that are as equally important to teaching as the delivery of content.
This course is appropriate for all K-12 educators.
Participants completing this course will:
- Reflect on best practices for lesson writing and planning;
- Research effective co-teaching implementation and discuss pros and cons;
- Read IEPs and determine best methods to accommodate the needs of all students;
- Examine classroom management strategies that will facilitate instruction across the curriculum;
- Research and compile resources to help support our daily activities;
- Reflect on mindfulness strategies that can benefit ourselves as well as our students.
Instructor: Mario Nardiello Instructor’s Email: [email protected]
"The Teacher-Student Relationship: Providing Essential Supports for Learning, Motivation and Achievement"
In-Service, 3 credits, 45 hours
Course # C246
Instructor: Judi Weissman
Course Description
Positive and productive relationships between teachers and students are extremely beneficial at all levels education; this relationship creates the foundation for what will happen within the classroom and across the school environment as a whole. Research consistently indicates that constructive teacher-student relationships have a large and positive impact on students’ academic results. From the earliest years of their education, strong teacher-student relationships shape the way children think and act in school.
The best teachers are capable of maximizing the learning potential of every student in their class. They understand that the key to unlocking student potential is by developing positive and respectful relationships with their students, beginning on the first day of the school year. Teachers who support students in the learning environment can positively impact their academic and social outcomes; this is important for the long-term trajectory of their education and their futures. When teachers form positive bonds with students, classrooms become supportive spaces in which students can engage in academically and socially productive ways. Students will respond positively when a teacher is enthusiastic and passionate about the content they are teaching.
The relationship with a teacher can have a lasting impact on a student’s development. Secure, supportive teacher-student relationships are linked with a variety of beneficial effects, and these extend beyond their school years. Through research, readings, assignments and activities, this class will give educators the strategies needed to develop strong and successful relationships with their students.
This course is relevant for all educators and counselors, K- 12.
Participants completing this course will:
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C246
Instructor: Judi Weissman
Course Description
Positive and productive relationships between teachers and students are extremely beneficial at all levels education; this relationship creates the foundation for what will happen within the classroom and across the school environment as a whole. Research consistently indicates that constructive teacher-student relationships have a large and positive impact on students’ academic results. From the earliest years of their education, strong teacher-student relationships shape the way children think and act in school.
The best teachers are capable of maximizing the learning potential of every student in their class. They understand that the key to unlocking student potential is by developing positive and respectful relationships with their students, beginning on the first day of the school year. Teachers who support students in the learning environment can positively impact their academic and social outcomes; this is important for the long-term trajectory of their education and their futures. When teachers form positive bonds with students, classrooms become supportive spaces in which students can engage in academically and socially productive ways. Students will respond positively when a teacher is enthusiastic and passionate about the content they are teaching.
The relationship with a teacher can have a lasting impact on a student’s development. Secure, supportive teacher-student relationships are linked with a variety of beneficial effects, and these extend beyond their school years. Through research, readings, assignments and activities, this class will give educators the strategies needed to develop strong and successful relationships with their students.
This course is relevant for all educators and counselors, K- 12.
Participants completing this course will:
- Recognize that a strong teacher-student relationship is the foundation for academic success and social development;
- Read research and anecdotal evidence showing the importance of the teacher-student relationship and how it impacts the educational environment;
- Identify specific strategies that will strengthen participants’ relationships with their students;
- Learn how the teacher-student relationship will shape the way children and adolescents perform and behave in school;
- Examine their own relationships with students and assess the areas where changes or improvements are needed.
Instructor: Judi Weissman Instructor’s Email: [email protected]
"Teaching Communication Skills in the 21st Century"
In-Service, 3 credits, 45 hours
Course # C238
Instructor: Margaret Mavros
Course Description
This course will cover strategies and techniques for effective communication between teachers and students and among students themselves. In this digital age, there are many forms of communication and students must learn how to foster positive relationships through their ability to communicate successfully.
Students and teachers can benefit when effective communication takes place in the classroom. Strategies that will help students improve their skills in verbal, written, or electronic communication will be addressed. Effective communication can make learning easier, strengthen connections, and improve self-esteem and classroom performance. Research has consistently shown that there is a strong connection between communication competency and good listening skills. Additionally, this course will examine the impact of students’ use of social media on their verbal and written communication.
It is also imperative that a child’s school and classroom experiences strengthen college and career readiness. Thus, ensuring that our students have the ability to communicate successfully must be an integral part of their education.
This course is relevant for all educators and counselors, K-12.
Participants completing this course will:
Instructor: Margaret Mavros Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C238
Instructor: Margaret Mavros
Course Description
This course will cover strategies and techniques for effective communication between teachers and students and among students themselves. In this digital age, there are many forms of communication and students must learn how to foster positive relationships through their ability to communicate successfully.
Students and teachers can benefit when effective communication takes place in the classroom. Strategies that will help students improve their skills in verbal, written, or electronic communication will be addressed. Effective communication can make learning easier, strengthen connections, and improve self-esteem and classroom performance. Research has consistently shown that there is a strong connection between communication competency and good listening skills. Additionally, this course will examine the impact of students’ use of social media on their verbal and written communication.
It is also imperative that a child’s school and classroom experiences strengthen college and career readiness. Thus, ensuring that our students have the ability to communicate successfully must be an integral part of their education.
This course is relevant for all educators and counselors, K-12.
Participants completing this course will:
- Explore effective communication strategies, including but not limited to verbal, written and digital;
- Recognize the connection between strong communication competency and good listening skills;
- Establish a classroom climate that fosters learning;
- Acquire methods to help students build presentations skills in all subject areas;
- Develop an understanding of the impact of social media on students’ verbal and written communication;
- Examine the specific ways in which communication lessons, activities and presentations can be integrated into current curriculum and lesson planning.
Instructor: Margaret Mavros Instructor’s Email: [email protected]
"Total Participation Strategies: Promoting Engagement and Understanding for All Learners"
In-Service, 3 credits, 45 hours
Course # C212
Instructor: Maryanne Edwards
Course Description
Observers of today’s classrooms hear a common complaint voiced by both novice and veteran teachers – the students are not “involved” in lessons. When this occurs, it can result in behavior problems that will impede the learning process. The goal of total participation is to create a classroom environment with a high level of cognitive engagement where students are encouraged to demonstrate their understanding of what is being taught. When students are actively engaged in a lesson they will participate in ways that are meaningful and develop an intrinsic desire to succeed.
Total participation will also strengthen the rapport between the student and the teacher as well as fostering student collaboration. Students able to take ownership of their own learning are far more likely to display interest and involvement in the topics being studied. Research confirms that those who participate more will have a higher self-concept.
Successfully implementing total participation strategies will create a classroom atmosphere of trust and respect, allow students to interact in positive ways, diminish behavioral issues and allow teachers to constantly gauge the depth of their students’ understanding.
This course is relevant for all educators, K-12.
Participants completing this course will:
· Develop a clearer understanding of the concept of total participation;
· Recognize the importance of cognitive engagement from all students;
· Learn total participation strategies that will foster student collaboration and interaction;
· Have the ability to recognize ongoing data about what students know and what they still need to learn;
· Understand how total participation creates a positive and trusting classroom environment.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C212
Instructor: Maryanne Edwards
Course Description
Observers of today’s classrooms hear a common complaint voiced by both novice and veteran teachers – the students are not “involved” in lessons. When this occurs, it can result in behavior problems that will impede the learning process. The goal of total participation is to create a classroom environment with a high level of cognitive engagement where students are encouraged to demonstrate their understanding of what is being taught. When students are actively engaged in a lesson they will participate in ways that are meaningful and develop an intrinsic desire to succeed.
Total participation will also strengthen the rapport between the student and the teacher as well as fostering student collaboration. Students able to take ownership of their own learning are far more likely to display interest and involvement in the topics being studied. Research confirms that those who participate more will have a higher self-concept.
Successfully implementing total participation strategies will create a classroom atmosphere of trust and respect, allow students to interact in positive ways, diminish behavioral issues and allow teachers to constantly gauge the depth of their students’ understanding.
This course is relevant for all educators, K-12.
Participants completing this course will:
· Develop a clearer understanding of the concept of total participation;
· Recognize the importance of cognitive engagement from all students;
· Learn total participation strategies that will foster student collaboration and interaction;
· Have the ability to recognize ongoing data about what students know and what they still need to learn;
· Understand how total participation creates a positive and trusting classroom environment.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
“Uncommon Learners in a Common World: Overcoming Roadblocks to Success for Special Needs Students:”
In-Service, 3 credits, 45 hours
Course # C160
Instructor: Maryanne Edwards
Course Description
One size does not fit all!
Contrary to what twenty-first century educational gurus might want you to believe, no one child learns exactly like another. For children with special needs, the issue becomes even more complex; how do these children fit in and where do they belong? How do children who learn “differently” fit in to the classrooms of today? Educators across the curriculum should be to recognize ‘uncommon learners’ and have strategies that will be effective in helping them reach their highest potential in the common classroom.
This course will delve into the developmental nature, causes and characteristics of young children and students with special needs. Implications for classroom teachers and other professionals in the areas of interpersonal interactions, interagency collaboration and instruction will be explored.
Additionally, there will be a focus on the historical, social and legal foundations as well as the politics of special education; theories of learning and development as well as instructional strategies will be explored in order to better prepare educators to meet the educational needs of these students.
The influence of gender, class, language, race and ethnicity on the construct of the specific disability and how it is interpreted within and across cultures as well as its impact upon the teacher will also be taken into account in order to tailor educational, social and emotional needs to meet general and specific educational goals.
This course is relevant for all educators and educational professionals, K-12.
Participants completing this course will:
· Learn how to recognize and help the ‘uncommon learners’ in their own classroom;
· Have new strategies that will enable students with different needs to be successful in class and demonstrate proficiency on local and state assessments;
· Examine the developmental history and characteristics of students with special needs;
· Recognize the importance of the teacher-student relationship and its particular implications for working with uncommon learners;
· Research how issues of gender, ethnicity and language are connected to a student’s disability;
· Be able to work with other classroom teachers in evaluating and teaching students with specific social and emotional needs.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C160
Instructor: Maryanne Edwards
Course Description
One size does not fit all!
Contrary to what twenty-first century educational gurus might want you to believe, no one child learns exactly like another. For children with special needs, the issue becomes even more complex; how do these children fit in and where do they belong? How do children who learn “differently” fit in to the classrooms of today? Educators across the curriculum should be to recognize ‘uncommon learners’ and have strategies that will be effective in helping them reach their highest potential in the common classroom.
This course will delve into the developmental nature, causes and characteristics of young children and students with special needs. Implications for classroom teachers and other professionals in the areas of interpersonal interactions, interagency collaboration and instruction will be explored.
Additionally, there will be a focus on the historical, social and legal foundations as well as the politics of special education; theories of learning and development as well as instructional strategies will be explored in order to better prepare educators to meet the educational needs of these students.
The influence of gender, class, language, race and ethnicity on the construct of the specific disability and how it is interpreted within and across cultures as well as its impact upon the teacher will also be taken into account in order to tailor educational, social and emotional needs to meet general and specific educational goals.
This course is relevant for all educators and educational professionals, K-12.
Participants completing this course will:
· Learn how to recognize and help the ‘uncommon learners’ in their own classroom;
· Have new strategies that will enable students with different needs to be successful in class and demonstrate proficiency on local and state assessments;
· Examine the developmental history and characteristics of students with special needs;
· Recognize the importance of the teacher-student relationship and its particular implications for working with uncommon learners;
· Research how issues of gender, ethnicity and language are connected to a student’s disability;
· Be able to work with other classroom teachers in evaluating and teaching students with specific social and emotional needs.
Instructor: Maryanne Edwards Instructor’s Email: [email protected]
“Understanding and Identifying Students’ Learning Styles: Optimizing Efficacy in Lesson Delivery”
In-Service, 3 credits, 45 hours
Course # C170
Instructor: Stacey Kimbell
Course Description
As educators work to meet the goals of increasingly global classrooms, it becomes necessary to understand the complexity of factors that affect student learning. Research has shown that students learn better and more efficiently when teachers employ methods that match their preferred learning styles. A secondary benefit, and equally important, is that this can improve the student-teacher relationship when the student is more successful and becomes more engaged and interested in learning.
A student’s own learning style stems from a combination of factors. These include their genetic make-up, past learning experiences, their culture and the society in which they live. Since the classroom environment has a big impact on the amount of learning that occurs, it is important to understand what factors will influence the learning process. Educators Davidoff and Berg suggest a four-step plan teachers should use in developing strategies suitable for understanding students’ learning styles: plan, teach, observe and reflect. In doing this, teachers become more aware of what will work best in lesson planning and curriculum development.
Clearly, students enter our classrooms with different levels of motivation, different attitudes about learning and different reactions to instructional styles. The more completely educators understand these differences, the more likely it is that they will be able to meet the diverse learning needs of all students.
Appropriate for all educators, K-12.
Participants completing this course will:
· Have an understanding of how student learning styles impact the classroom environment;
· Learn how to identify students’ learning preferences;
· Understand the connections between learning styles and lesson planning and delivery;
· Be aware of the factors in a student’s life that influence their learning preferences;
· Receive articles, assignments and research to enhance their knowledge of course topics;
· Have the tools to make changes in their teaching strategies and lesson delivery;
· Be able to strengthen the student-teacher relationship as students become successful and engaged learners.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C170
Instructor: Stacey Kimbell
Course Description
As educators work to meet the goals of increasingly global classrooms, it becomes necessary to understand the complexity of factors that affect student learning. Research has shown that students learn better and more efficiently when teachers employ methods that match their preferred learning styles. A secondary benefit, and equally important, is that this can improve the student-teacher relationship when the student is more successful and becomes more engaged and interested in learning.
A student’s own learning style stems from a combination of factors. These include their genetic make-up, past learning experiences, their culture and the society in which they live. Since the classroom environment has a big impact on the amount of learning that occurs, it is important to understand what factors will influence the learning process. Educators Davidoff and Berg suggest a four-step plan teachers should use in developing strategies suitable for understanding students’ learning styles: plan, teach, observe and reflect. In doing this, teachers become more aware of what will work best in lesson planning and curriculum development.
Clearly, students enter our classrooms with different levels of motivation, different attitudes about learning and different reactions to instructional styles. The more completely educators understand these differences, the more likely it is that they will be able to meet the diverse learning needs of all students.
Appropriate for all educators, K-12.
Participants completing this course will:
· Have an understanding of how student learning styles impact the classroom environment;
· Learn how to identify students’ learning preferences;
· Understand the connections between learning styles and lesson planning and delivery;
· Be aware of the factors in a student’s life that influence their learning preferences;
· Receive articles, assignments and research to enhance their knowledge of course topics;
· Have the tools to make changes in their teaching strategies and lesson delivery;
· Be able to strengthen the student-teacher relationship as students become successful and engaged learners.
Instructor: Stacey Kimbell Instructor’s Email: [email protected]
"Unique Ideas for Celebrating Student Literacy in the Classroom"
In-Service, 3 credits, 45 hours
Course #C348
Instructor: Kara Cosolito
Course Description
Celebrating and publishing students' reading and writing achievements is a powerful way to motivate and engage learners. Celebrating your students’ writing doesn’t have to be complicated. The best thing you can do with your students’ creativity, besides encouraging it, is to share it. By transforming classrooms into celebratory spaces, educators can highlight students' hard work and achievements.
Celebrating your students’ writing and reading isn’t merely a pat on the back for a job well done; it’s about giving them a chance to fully process what they’ve accomplished. Students should be able to realize both what they have achieved and the potential of what they can achieve going forward. It gives them breathing room, between the project they’ve just completed and their next assignment, to stop and enjoy the fruits of their labors with fellow authors.
A publishing party may be the first thing that comes to mind but remember, parties are just one piece of the celebration. Participants will explore unique and exciting methods for celebrating and publishing student work, including Personal Narrative Cafes, Starbooks, Glow Parties, and Open Mic Days. These celebrations not only motivate students but also create a sense of community and pride in their accomplishments.
In this course you will learn tips for celebrating your students’ reading and writing. Participants will be introduced to fun and flexible celebration ideas that can be used either in conjunction with a party or on their own, whatever works best in your classroom! School should be a magical place. It is truly a home for transformation and growth like no other. Recognizing this transformation and celebrating growth is one of those simple, just-right traditions that allows us as educators to pause, reflect, and recognize the efforts of so many in developing life-long reading and writing habits.
Participants will learn how literacy celebrations can be more than a display of student work, that they are an easy way to show your students how proud you are of their achievement and to boost their confidence. Even better, it gives your students yet another celebration to show off their creative sides!
This course is designed for K-12 educators seeking to enhance their literacy instruction by making reading and writing more enjoyable and meaningful.
Participants completing this course will:
Instructor: Kara Cosolito Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course #C348
Instructor: Kara Cosolito
Course Description
Celebrating and publishing students' reading and writing achievements is a powerful way to motivate and engage learners. Celebrating your students’ writing doesn’t have to be complicated. The best thing you can do with your students’ creativity, besides encouraging it, is to share it. By transforming classrooms into celebratory spaces, educators can highlight students' hard work and achievements.
Celebrating your students’ writing and reading isn’t merely a pat on the back for a job well done; it’s about giving them a chance to fully process what they’ve accomplished. Students should be able to realize both what they have achieved and the potential of what they can achieve going forward. It gives them breathing room, between the project they’ve just completed and their next assignment, to stop and enjoy the fruits of their labors with fellow authors.
A publishing party may be the first thing that comes to mind but remember, parties are just one piece of the celebration. Participants will explore unique and exciting methods for celebrating and publishing student work, including Personal Narrative Cafes, Starbooks, Glow Parties, and Open Mic Days. These celebrations not only motivate students but also create a sense of community and pride in their accomplishments.
In this course you will learn tips for celebrating your students’ reading and writing. Participants will be introduced to fun and flexible celebration ideas that can be used either in conjunction with a party or on their own, whatever works best in your classroom! School should be a magical place. It is truly a home for transformation and growth like no other. Recognizing this transformation and celebrating growth is one of those simple, just-right traditions that allows us as educators to pause, reflect, and recognize the efforts of so many in developing life-long reading and writing habits.
Participants will learn how literacy celebrations can be more than a display of student work, that they are an easy way to show your students how proud you are of their achievement and to boost their confidence. Even better, it gives your students yet another celebration to show off their creative sides!
This course is designed for K-12 educators seeking to enhance their literacy instruction by making reading and writing more enjoyable and meaningful.
Participants completing this course will:
- Understand the importance of celebrating and publishing students' work;
- Learn practical strategies for integrating celebration and publication into reading and writing instruction;
- Explore creative ways to transform classrooms for celebration events;
- Develop methods for fostering a community of readers and writers;
- Gain insights into motivating students through recognition of their achievements;
- Create plans for celebrating and publishing student work throughout the school year.
Instructor: Kara Cosolito Instructor’s Email: [email protected]
“Using Google Apps in the Classroom: Beginner to Intermediate”
In-Service, 3 credits, 45 hours
Course # C102
Instructor: Christopher Smith
Course Description
Statistics will show that many schools across the United States, public and private, are beginning to embrace and tap into the educational potential of Google Apps. In doing so, students, teachers, and administrators will have access to a common email and chat system, cloud-based collaboration tools, and a robust multimedia streaming service. This model can provide a school district with many benefits including saving money, boosting academic performance and motivation and preparing students for digital communication in the real world.
Google Apps can revolutionize the way teachers teach and students learn. By using the power of interactive, cloud-based technology, school administrators and teachers can now connect with students in an enhanced way.
This class is intended for teachers that have little or no experience using Google Apps. The following topics will be covered: Google Drive, Google Docs, Google Forms, Google Calendar and Google Translate.
This course is relevant for all educators K-12.
Participants completing this course will:
· Be able to store and share information using Google Drive;
· Create surveys, assessments, quizzes and questionnaires using Google Forms;
· Understand how to share important events with parents and students using Google Calendar;
· Be able to implement Google Apps in meaningful ways to increase efficiency, collaboration and engagement in your own classroom;
· Learn how to make Google Apps relevant for their own grade level and subject area;
· Understand the role and importance of using cutting edge technologies in 21st century learning.
Instructor: Christopher Smith Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C102
Instructor: Christopher Smith
Course Description
Statistics will show that many schools across the United States, public and private, are beginning to embrace and tap into the educational potential of Google Apps. In doing so, students, teachers, and administrators will have access to a common email and chat system, cloud-based collaboration tools, and a robust multimedia streaming service. This model can provide a school district with many benefits including saving money, boosting academic performance and motivation and preparing students for digital communication in the real world.
Google Apps can revolutionize the way teachers teach and students learn. By using the power of interactive, cloud-based technology, school administrators and teachers can now connect with students in an enhanced way.
This class is intended for teachers that have little or no experience using Google Apps. The following topics will be covered: Google Drive, Google Docs, Google Forms, Google Calendar and Google Translate.
This course is relevant for all educators K-12.
Participants completing this course will:
· Be able to store and share information using Google Drive;
· Create surveys, assessments, quizzes and questionnaires using Google Forms;
· Understand how to share important events with parents and students using Google Calendar;
· Be able to implement Google Apps in meaningful ways to increase efficiency, collaboration and engagement in your own classroom;
· Learn how to make Google Apps relevant for their own grade level and subject area;
· Understand the role and importance of using cutting edge technologies in 21st century learning.
Instructor: Christopher Smith Instructor’s Email: [email protected]
“Using Google Apps in the Classroom: Intermediate to Advanced”
In-Service, 3 credits, 45 hours
Course # C180
Instructor: Christopher Smith
Course Description
Google’s technology tools are quickly gaining popularity and are being adopted by school districts across the nation. Google Apps for Education are a set of tools that give users access to professional email, online storage, collaborative documents and presentations, all in a cloud-based system. These tools can easily open doors to new collective, instructional and organization opportunities.
This technology does much more than provide benefits to teachers. Students can use Google Apps to access shared resources quickly and engage in learning with their teacher, one another and outside experts beyond the walls of the classroom. With these tools, teachers can truly personalize instruction and help students learn without any boundaries.
This class is intended for teachers who have experience using Google Apps. The following is a list of advanced topics that will be covered: Google Spreadsheets, Google Hangouts, Google Forms, Google Sites, Google Groups and Google Scripts.
This course is relevant for all educators, K-12.
Participants completing this course will:
· Learn how to collect data using Google Forms and then display findings in a graphical manner using Google Spreadsheets;
· Use Google Sites to create a classroom website containing resources for students;
· Learn how Google Scripts can be used to help extend and automate functionality inside of Google Apps for Education.
· Be able to implement Google Apps in meaningful ways in your classroom to increase efficiency, collaboration and engagement;
· Be able to incorporate Google Apps within their own grade level and subject area;
· Understand the role and importance of using cutting edge technologies in 21st century learning;
Instructor: Christopher Smith Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C180
Instructor: Christopher Smith
Course Description
Google’s technology tools are quickly gaining popularity and are being adopted by school districts across the nation. Google Apps for Education are a set of tools that give users access to professional email, online storage, collaborative documents and presentations, all in a cloud-based system. These tools can easily open doors to new collective, instructional and organization opportunities.
This technology does much more than provide benefits to teachers. Students can use Google Apps to access shared resources quickly and engage in learning with their teacher, one another and outside experts beyond the walls of the classroom. With these tools, teachers can truly personalize instruction and help students learn without any boundaries.
This class is intended for teachers who have experience using Google Apps. The following is a list of advanced topics that will be covered: Google Spreadsheets, Google Hangouts, Google Forms, Google Sites, Google Groups and Google Scripts.
This course is relevant for all educators, K-12.
Participants completing this course will:
· Learn how to collect data using Google Forms and then display findings in a graphical manner using Google Spreadsheets;
· Use Google Sites to create a classroom website containing resources for students;
· Learn how Google Scripts can be used to help extend and automate functionality inside of Google Apps for Education.
· Be able to implement Google Apps in meaningful ways in your classroom to increase efficiency, collaboration and engagement;
· Be able to incorporate Google Apps within their own grade level and subject area;
· Understand the role and importance of using cutting edge technologies in 21st century learning;
Instructor: Christopher Smith Instructor’s Email: [email protected]
“Using Mentor Texts to Teach Writing: Strengthening Skills and Igniting Imagination with Picture Books”
In-Service, 3 credits, 45 hours
Course # C250
Instructor: Jessica Liakonis
Course Description
How do children's book authors create the wonder that we feel when reading our favorite books? What can students and teachers learn from these authors and books if we let them serve as writing mentors? If we want students to craft a descriptive story, filled with dialogue and details, we need to show them what this looks like and how it’s done. While we can often point to texts as sources of entertainment, information and enlightenment, we might not recognize how texts can also shape our writing abilities. The practice of incorporating mentor texts into ongoing writing instruction has grown steadily; research consistently and strongly supports that mentor texts will help students build proficiency with writing standards.
This course will provide educators with several mentor texts that demonstrate brilliant structure, craft and creativity in writing. Participants will learn how to use the mentor texts to better suit their students’ needs in writing. Many of the mentor texts discussed have multiple teaching ideas for students in most grade levels. Educators across the curriculum can develop ways to incorporate mentor texts in their writing instruction.
Participants completing this course will:
Instructor: Jessica Liakonis Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C250
Instructor: Jessica Liakonis
Course Description
How do children's book authors create the wonder that we feel when reading our favorite books? What can students and teachers learn from these authors and books if we let them serve as writing mentors? If we want students to craft a descriptive story, filled with dialogue and details, we need to show them what this looks like and how it’s done. While we can often point to texts as sources of entertainment, information and enlightenment, we might not recognize how texts can also shape our writing abilities. The practice of incorporating mentor texts into ongoing writing instruction has grown steadily; research consistently and strongly supports that mentor texts will help students build proficiency with writing standards.
This course will provide educators with several mentor texts that demonstrate brilliant structure, craft and creativity in writing. Participants will learn how to use the mentor texts to better suit their students’ needs in writing. Many of the mentor texts discussed have multiple teaching ideas for students in most grade levels. Educators across the curriculum can develop ways to incorporate mentor texts in their writing instruction.
Participants completing this course will:
- Receive materials, readings and research relevant to mentor texts and writing instruction;
- Learn how to develop strategies that will enable all students to meet current standards in writing instruction;
- Identify the efficacy of using mentor texts to teach writing structure, craft and design for students at all levels;
- Recognize the ways in which writing instruction will provide strategies for teachers across the curriculum.
Instructor: Jessica Liakonis Instructor’s Email: [email protected]
“Virtual Field Trips: Explore the World from Your Classroom”
In-Service, 3 credits, 45 hours
Course # C166
Instructor: Margaret Mavros
Course Description
Virtual Field Trips allow educators to connect curriculum to the real world by taking journeys with students without leaving the classroom. Virtual Field Trips utilize the Internet to take students to any location, past or present. Students can travel to Elizabethan England, present day Mexico, or even the inside of a cell or atom. A whole new world is opened for all students as they experience the potential of the Internet as a learning tool.
Participants will examine credible Virtual Field Trips already available to educators on the World Wide Web; learn how to develop and effectively integrate Virtual Field Trips; and align the activities with New York State Learning Standards.
Teachers who successfully complete this course will gain knowledge in creating and implementing Virtual Field Trips into the curriculum. Learners in this course will create their own Virtual Field Trips by finding the best online resources, writing activities to guide students’ explorations, and assessing student learning. A final project consisting of an original Virtual Field Trip activity will be required of all participants.
This course is relevant for all K-12 educators.
Participants completing this course will:
· Receive materials, reading and research relevant to understanding the use and design of Virtual Field Trips and integrating them into the Common Core Curriculum;
· Familiarize themselves with the different types of Virtual Field Trips;
· Learn how to evaluate websites for validity, bias, and other factors;
· Learn how to use scaffolding techniques when designing and implementing Virtual Field Trips;
· Develop strategies for assessing Virtual Field Trips;
· Create an original Virtual Field Trip aligned with the New York State Learning Standards.
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
In-Service, 3 credits, 45 hours
Course # C166
Instructor: Margaret Mavros
Course Description
Virtual Field Trips allow educators to connect curriculum to the real world by taking journeys with students without leaving the classroom. Virtual Field Trips utilize the Internet to take students to any location, past or present. Students can travel to Elizabethan England, present day Mexico, or even the inside of a cell or atom. A whole new world is opened for all students as they experience the potential of the Internet as a learning tool.
Participants will examine credible Virtual Field Trips already available to educators on the World Wide Web; learn how to develop and effectively integrate Virtual Field Trips; and align the activities with New York State Learning Standards.
Teachers who successfully complete this course will gain knowledge in creating and implementing Virtual Field Trips into the curriculum. Learners in this course will create their own Virtual Field Trips by finding the best online resources, writing activities to guide students’ explorations, and assessing student learning. A final project consisting of an original Virtual Field Trip activity will be required of all participants.
This course is relevant for all K-12 educators.
Participants completing this course will:
· Receive materials, reading and research relevant to understanding the use and design of Virtual Field Trips and integrating them into the Common Core Curriculum;
· Familiarize themselves with the different types of Virtual Field Trips;
· Learn how to evaluate websites for validity, bias, and other factors;
· Learn how to use scaffolding techniques when designing and implementing Virtual Field Trips;
· Develop strategies for assessing Virtual Field Trips;
· Create an original Virtual Field Trip aligned with the New York State Learning Standards.
Instructor: Margaret Mavros Instructor’s Email: mmavrosCORE@gmail.com
“Walking in Their Shoes: Understanding How Developmentally Disabled Students Learn, Think and Experience the World”
In-Service, 3 credits, 45 hours
Course # C298
Instructor: Loni Stein
Course Description
This course will offer a deeper understanding of disabilities, their components, and how those components affect the way students learn, receive information, and communicate their understanding. The purpose of this course is to view select disabilities through a lens other than the one of an educator. It is of great importance to see a student beyond his or her disability; with an open mind and a greater understanding of the inner workings of a specific disability, we as educators can better plan, develop, and organize our instruction. By gaining a more in-depth understanding of the student’s perspective, educators can, and ideally will, create content and present information to best suit the needs of their students.
By exploring the diversity that exists within various disabilities, participants will utilize multi-media outlets to analyze and reflect upon components of each disability. This will enable educators to be more successful in developing ideas to implement within their own practice - whether it is in the classroom, as a service provider or as a counselor. Lastly, this course will touch upon the impact these components have on parents and families and how you as an educator can help facilitate and foster an environment of success.
This course is suitable for all educators and counselors, K - 12.
Participants completing this course will:
Instructor: Loni Stein Instructor’s Email: lonisteinCORE@gmail.com
In-Service, 3 credits, 45 hours
Course # C298
Instructor: Loni Stein
Course Description
This course will offer a deeper understanding of disabilities, their components, and how those components affect the way students learn, receive information, and communicate their understanding. The purpose of this course is to view select disabilities through a lens other than the one of an educator. It is of great importance to see a student beyond his or her disability; with an open mind and a greater understanding of the inner workings of a specific disability, we as educators can better plan, develop, and organize our instruction. By gaining a more in-depth understanding of the student’s perspective, educators can, and ideally will, create content and present information to best suit the needs of their students.
By exploring the diversity that exists within various disabilities, participants will utilize multi-media outlets to analyze and reflect upon components of each disability. This will enable educators to be more successful in developing ideas to implement within their own practice - whether it is in the classroom, as a service provider or as a counselor. Lastly, this course will touch upon the impact these components have on parents and families and how you as an educator can help facilitate and foster an environment of success.
This course is suitable for all educators and counselors, K - 12.
Participants completing this course will:
- Recognize the importance of seeing a student beyond his/her disability while also understanding the role it plays in each student’s life;
- Understand the ways in which there is diversity within each disability;
- Learn approaches for working with students, both academically and social-emotionally;
- Acquire strategies that schools and teachers can use to plan and develop meaningful and purposeful curricula that is representative of all students;
- Have a stronger understanding of the inner-workings of disabilities and how those components impact student understanding of material, as well as the social impact within a school community.
Instructor: Loni Stein Instructor’s Email: lonisteinCORE@gmail.com
“Writing Across the Curriculum: Ideas and Activities for All Subject Areas”
In-Service, 3 credits, 45 hours
Course # C148
Instructor: Judi Weissman
Course Description
Writing is essential to learning. It is a part of every subject taught in our schools and a requisite skill for a child’s future success. Written language is viewed as individual expression; it is one of the best, most readily available ways to develop a student’s creativity and critical thinking. Current standards and assessments insist that instruction in reading, writing, speaking and listening be a shared responsibility within the school.
With so much of today’s curriculum focused on test preparation, children don’t always have ample opportunity to creatively express themselves through writing. This course will provide educators with ways to incorporate relevant, important and exciting writing activities in their own subject areas while still respecting the goals of Common Core. When students understand the relationship between learning and writing and are engaged in routine writing practice, they will gradually strengthen their ability to communicate important ideas. Their self-confidence will improve and becoming a better writer will lead to greater academic success in all subjects.
When all teachers provide opportunities for writing practice and development, it will create a cohesive writing experience for students in all subject areas.
This course is relevant for all educators, K-12.
Participants completing this course will:
· Examine research focused on successfully incorporating writing activities in all subjects;
· Recognize the connection between strong writing skills and students' ability to meet the goals of Common Core Learning Standards
· Receive a comprehensive list of links to websites that will provide educators with innovative and exciting ideas for writing assignments;
· Learn strategies to encourage students' motivation to improve their own writing skills;
· Understand the connection between critical thinking and daily involvement in writing.
Instructor: Judi Weissman Instructor’s Email: [email protected]
In-Service, 3 credits, 45 hours
Course # C148
Instructor: Judi Weissman
Course Description
Writing is essential to learning. It is a part of every subject taught in our schools and a requisite skill for a child’s future success. Written language is viewed as individual expression; it is one of the best, most readily available ways to develop a student’s creativity and critical thinking. Current standards and assessments insist that instruction in reading, writing, speaking and listening be a shared responsibility within the school.
With so much of today’s curriculum focused on test preparation, children don’t always have ample opportunity to creatively express themselves through writing. This course will provide educators with ways to incorporate relevant, important and exciting writing activities in their own subject areas while still respecting the goals of Common Core. When students understand the relationship between learning and writing and are engaged in routine writing practice, they will gradually strengthen their ability to communicate important ideas. Their self-confidence will improve and becoming a better writer will lead to greater academic success in all subjects.
When all teachers provide opportunities for writing practice and development, it will create a cohesive writing experience for students in all subject areas.
This course is relevant for all educators, K-12.
Participants completing this course will:
· Examine research focused on successfully incorporating writing activities in all subjects;
· Recognize the connection between strong writing skills and students' ability to meet the goals of Common Core Learning Standards
· Receive a comprehensive list of links to websites that will provide educators with innovative and exciting ideas for writing assignments;
· Learn strategies to encourage students' motivation to improve their own writing skills;
· Understand the connection between critical thinking and daily involvement in writing.
Instructor: Judi Weissman Instructor’s Email: [email protected]
A course syllabus can be requested by teachers or administrators.
Please Note: We recommend getting prior approval from your district for CORE PD courses.
Please Note: We recommend getting prior approval from your district for CORE PD courses.