Education Policies & Trends
 | Instructor: Liz Brenner
3-in-service credits 45 hours
Course Description:
“Nearpod is an online tool that allows you to add interactive elements to your PowerPoint slides and pre-recorded lecture videos. You can design gamified learning resources for students to engage with at any time. Use Nearpod as a low-stakes formative assessment tool to offer students real-time feedback into their understanding of content. The tool works great for face-to-face, online, and hybrid classrooms.“ (Nearpod) | |
 | In-Service Course
3 Credits; 45 Hours
Instructor: Valerie Gompers
Instructor Email: VGompersLIIPS@Gmail.com
This course is designed to equip experienced educators with the knowledge and skills necessary to effectively mentor and support the next generation of teachers entering the profession. Drawing on research-based practices and real -world experiences, participants will learn strategies for building positive mentor-mentee relationships, and techniques for providing effective feedback and guidance. This course is a must for all educators! | |
 | Course Description: After a summer of (hopeful) recuperation, we enter a new school year with renewed enthusiasm and energy. With that, however, can come nervousness and apprehension. What kind of students will I have? What new challenges will I face? How can I ensure I start the new year on the right foot? September is a crucial month because it’s our opportunity to set the tone for the rest of the year. Teachers enrolled in this course will explore tried and true pedagogical methods for making the first month productive and purposeful.
Note: This course is applicable to teachers of all grade levels/subjects.
ON-LINE (3 credits/45 hours) In-Service Credit only | |
 | In-Service Credit only
Course Description:
A vital component of the secondary Humanities classroom, the Research Paper is often met with fear, anxiety, procrastination, and trepidation. Students quickly and easily become overwhelmed by its requirements and teachers often find it difficult to convey its importance and articulate its elements. Middle and high school teachers enrolled in this course will examine the Research Paper and explore proven strategies aimed at effectively teaching students how to properly craft a paper of this magnitude. Applicable to middle and high school teachers. | |
 | Course Description: We’ve all tried group work. Sometimes students work well together, and sometimes they don’t. How many students per group? Do we let the students make their own groups? Do we keep them in groups for the entire period? The truth of the matter is that cooperative learning takes careful preparation, some trial and error, and a degree of patience. Teachers enrolled in this course will explore proven pedagogical strategies for effectively constructing and conducting cooperative learning lessons.
Applicable to teachers of any subject/grade level.
(3 credits/45 hours) In-Service Credit only | |
 | Instructor: Lee Markowitz email: MarkowitzLIIPS@gmail.com ON-LINE (3 credits/45 hours) In-Service Credit only Course Description: Despite what many people might think, a teacher’s work day doesn’t end with the bell at 2:00 or 3:00. Many teachers give their free time to their students by chaperoning events, hosting clubs, coaching sports, volunteering at various school functions, writing recommendation letters, or giving extra help. Our early mornings, our evening, and sometimes are weekends are devoted to our students because a teacher’s day does not begin and end with the bell. We do this because we recognize that our students are part of a community, a place centered around a school system that is devoted to the growth, development, and enrichment of the children who will become its future. Teachers enrolled in this course will explore various means of community involvement and gain an understanding as to why this is a vital component of teaching. Applicable to all subjects/grade levels. | |
 | Course Description: Cell Phones in the classroom: Worth the fight or a losing battle? Every kid has one, and every school has a different policy as to how to handle them. But what about when the decision is left to the teacher? How is a teacher in this day and age supposed to battle the addictive screen that rests on his/her student’s desks from bell to bell? Teachers enrolled in this course will explore tangible tools and effective pedagogical strategies to handling cell phones in the modern classroom.
Applicable to middle/high school teachers of any subject/level.
(3 credits/45 hours) In-Service Credit only | |
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Instructor: Lee Markowitz email: MarkowitzLIIPS@gmail.com
ON-LINE (3 credits/45 hours) In-Service Credit only Course Description: We are all humans and, therefore, conflicts will arise, even in the workplace. And there is a right way to handle these types of (sometimes unavoidable) situations. We must remember that not only are we professionals and expected to act as such, but more importantly, we have a constant audience of students who look up to us as their role models. While conflict handling and resolution are life lessons seldom taught in the classroom, there is much our students can learn from watching how we conduct ourselves outside of our classrooms. Teachers enrolled in this course will explore healthy, productive ways of preventing professional conflicts, deescalating unfortunate situations, and handling problems efficiently and effectively. Applicable to all subjects/grade levels. | |
 | Instructor: Lee Markowitz email: MarkowitzLIIPS@gmail.com
ON-LINE (3 credits/45 hours)
In-Service Credit only
There will always be students who assume that a film being shown equates to a free period, devoid of learning. And while there are some teachers who might feel the same, the fact remains that there is so much the film industry has to offer the world of education. With more and more streaming services available and improved classroom technology, incorporating films and/or film clips has never been easier. Moreover, some students are visual learners and can, therefore, benefit from seeing a visual representation of something being discussed in class. Teachers enrolled in this course will review the necessary checks to ensure that films are appropriately and effectively selected. Together, we will explore the best ways to incorporate these films into lessons that are engaging and purposeful.
Applicable to teachers of all subjects/grade levels. | |
 | Instructor: Lee Markowitz email: MarkowitzLIIPS@gmail.com ON-LINE (3 credits/45 hours) In-Service Credit only Course Description: While our instructional periods often consume our energy and focus, there is much that can be done during our preparatory time. Lesson planning, grading, collaborating, the list could go on and on. However, with numerous items to handle, our prep periods are often rendered unproductive because of how much there is to do. What do we do first? How do we break up the time? How do we create an effective balance? Teachers enrolled in this course will break down a preparatory period and explore the best ways to make the most of the time. Doing so will lead to more productivity, better organization, a clearer state of mind, and smoother instruction. Applicable to all subjects/grade levels. | |
| Course Description: While there will always be a need for the occasional teacher-driven, lecture-style lesson, the student-centered structure is a must for any modern teacher. The students are the ones who have to learn and master the material and, therefore, the students are the ones who should be doing the work. Instead of sitting passively in their classrooms watching a lesson unfold before them, students should have the opportunity to be active learners, to take a hands-on approach, to have control over their own learning. Teachers enrolled in this course will explore realistic pedagogical methodologies and proven strategies that focus on crafting purposeful student-centered lessons.
Note: Applicable to all subjects/grade levels.
ON-LINE (3 credits/45 hours) In-Service Credit only | |
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Instructor: Lee Markowitz email: MarkowitzLIIPS@gmail.com
ON-LINE (3 credits/45 hours) In-Service Credit only Course Description: A class period can go by quickly. Or it can drag on and on. It’s all about the planning. Lessons need to be carefully crafted and properly structured to ensure student engagement and make the most of the allotted time. Teachers enrolled in this course will explore the time management aspect of lesson planning and construction as a means of facilitating learning from bell to bell. Applicable to all subjects/grade levels. | |
 | Course Description: Application: All subjects/grade levels
It isn’t until we dive into the world of teaching when we realize the true importance of effective questioning. It seems like a simple concept: Pose a question, wait for a hand to go up, call on the student, and hope the answer fulfills your expectations. There is, however, a science behind the art of questioning. Teachers must consider question types, variations in difficulty, appropriate wait time, and what to do with received responses (or lack thereof). Teachers enrolled in this course will explore the possibilities, variations, and applications of Bloom’s Taxonomy as well as the varied tactics of operative questioning. Suitable all K-12!
ON-LINE (3 credits/45 hours) In-Service Credit only | |
 | PDLI9070
(45 HOURS/3 GRADUATE CREDITS)
ON-LINE
Course Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
Course Description
From the very moment that we enter the classroom, we create a definitive image of ourselves. First impressions are everything and encapsulate who we are and what students will glean from the course. Our body language, behavior, and diction are indicative of our teaching styles and our expectations of our learners. Educators are actors, putting on five shows a day, 900 shows a year, all which produce transformative learning from students. Delving deeply into the students’ psyche and learning styles is tantamount for both educators and students today and provides everyone with the opportunity to enhance their learning and make personal connections between their own experiences and those of the curriculum. Successfully incorporating a wealth of social emotional resources as well as delving into the science of learning is crucial and invaluable. In the end, all aspects of learning will be covered.
In this course, participants will learn everything there is to know about creating a successful environment that motivates students. They will explore various resources such as articles, interviews, readings, differentiated learning sites, lesson plans, and links to literary sites. They will research a variety of sources and decide which ones are engaging and fit into their curriculum. In addition, teachers will gain student centered ideas, lessons that differentiate, challenging ways to motivate students, current research on pedagogy, various interdisciplinary websites and Socratic seminars and philosophical rounds that take literacy and learning to a new level! Applicable all Educators and staff K-12. | |
 | Course Description:
What is thinking? What does a classroom of thinkers look like? We reference thinking in our classroom everyday, but how often do we stop and consider what it really looks like? This course will explore how to create a culture of thinking and learning. Educators will discuss explicit instruction and how to promote and make visible, active, higher-level thinking in your classroom, while developing your students’ awareness of their own thinking strategies and probelem-solving skills. For all educatorss levels K-12.
ON-LINE (3 credits/45 hours) in-service credit only
Instructor: Kim Kittredge kkittredgeliips@gmail.com | |
 | ON-LINE (3 credits/45 hours) In-service only
Instructor: David Falcone dfalcone@verizon.net
Course Description: In today's educational environment, teachers at all levels are sharing the same difficulties in best meeting the needs of students. A way to improve instruction, increase student engagement, and lead to success for all children is with a Whole Brain Philosophy. The Whole Brain method holds the belief that students learn the most when they are having fun. Classrooms are very organized but humor and learning games are also an integral part of the instructional approach. As part of this course, participants will learn the steps and levels associated with this type of philosophy. In addition, participants will work on specific ways to incorporate classroom strategies as soon as possible. This course is suitable for all educators, K-12. | |
 | Course Description:
This course offers a synopsis of the difference between a fixed mindset and a growth mindset, specifically as it relates to teaching. Educators will first discuss the meaning of both. This course will then not only explain the importance of having a growth mindset, but it also gives strategies on how to institute a growth mindset within your classroom. Teachers will be provided with strategies to move your students forward with a positive growth mindset. This course deals with the main message being that “anyone can learn anything with enough hard work and practice”. Growth Mindset is the tool to inevitably improving student learning. This is a must for educators levels K-12.
ON-LINE (3 credits/45 hours) in-service credit only
Instructor: Kim Kittredge kkittredgeliips@gmail.com | |
 | Concern is growing for students that are being regarded as “at risk,” “disadvantaged,” and “resistant.” This course offering brings current research to teach about the dynamics that fuel resistance within your classroom. How can you make learning achievable to all students? The course gives a full dialogue discussing resistance, strategies for preventing resistance, how to connect with a challenging student, how to solve discipline problems, managing different personality types, Oppositional Defiance Disorder (ODD), and different ways to communicate the struggle with the students caretaker. The course creates opportunities for teachers to learn new ways to work with this misunderstood energy.
ON-LINE (3 Credits / 45 hours) in-service credit only
| |
 | Instructor: Gayle Meinkes-Lumia - gaylelumia@yahoo.com
In-Service Course - 3 Credits - 45 Hours
Course Description: Comprehending the ways in which students succeed is tantamount to all educators. Knowing the means to drive student mastery is critical. This course is designed to empower educators to reimagine and redesign their classrooms through impactful pedagogy. They will analyze proven strategies of learning and explore a wealth of resources that enable students to put together ideas in new ways and take risks while learning. Participants will learn the ways in which to effectively achieve the core in all subject matters, providing the utmost instruction to all learners.
*A must for K-12 educators* | |
 | 3 credits/45 hours In service only Bryan Horrman bhorrmannliips@gmail.com Course Description: Have you ever asked yourself, “Which is more important, to have students learn the outcomes of previous reasoning or to have students learn the skills to conduct their own research?” Much of teaching that we do today is outcome based, which has manifested itself in multiple choice exams. While testing is important, there needs to be a balance by teaching students the process by which they arrive at answers. This class will explore the use of active learning inside of your classroom where students can be directly involved in their own education. Goal of the Course: The goal of this course to collaborate with other teachers and create a plethora of resources that can be used inside of the classroom. This course will help create a positive environment and encourage students to retain information in an active way. Learning Outcomes: • Opportunities to process course material through thinking, writing, talking, and problem solving give students multiple avenues for learning.
• Applying new knowledge helps students encode information, concepts, and skills in their memories by connecting it with prior information, organizing knowledge, and strengthening neural pathways
• Receiving frequent and immediate feedback helps students correct misconceptions and develop a deeper understanding of course material
• Working on activities helps create personal connections with the material, which increases students’ motivation to learn
• Regular interaction with the instructor and peers around shared activities and goals helps create a sense of community in the classroom
• Instructors may gain more insight into student thinking by observing and talking with students as they work
• Knowing how students understand the material helps instructors target their teaching in future lessons | |
 | (Online, In-Service, 3 credits)
Instructor: Melissa Wickers mwickersliips@gmail.com
Course Description: This course is designed to enhance educators' understanding and implementation of effective strategies and practices in special education. Through a combination of readings, multimedia resources, and written reflections, participants will explore various aspects of special education and develop practical skills to support diverse learners in inclusive settings.
Course Objectives:
1. To deepen understanding of special education laws, policies, and frameworks.
2. To explore evidence-based practices for supporting students with diverse learning needs.
3. To develop skills in creating inclusive learning environments.
4. To reflect on personal beliefs and biases related to special education.
5. To enhance collaboration with families, colleagues, and other stakeholders in the special
education process. | |
 | PDLI9000
(45 HOURS/3 GRADUATE CREDITS)
ON-LINE
Instructor: Randi Miller rmillerliips@gmail.com Graduate Level Credits
Course Description:
Each year, approximately 2–5% of children refuse to come to school. School refusal can be observed in kindergarten students who demonstrate relatively mild separation anxiety to more severe cases where a student misses’ weeks or months of school. As a result of the social and educational consequences associated with missing school, the issue needs to examine and addressed promptly. This course will look at the factors associated with and contributing to the occurrence of school refusal. Participants will examine the short- and long-term effects of absenteeism, the signs and symptoms commonly associated with school refusal and research solutions to the problem.
This course is relevant to all who work in schools and with children ages 5-21 in both regular and special education settings. This course has been designed for school administrators, regular and special education teachers (grades K-12 and ages 5 to 21),special area teachers (gym, art, music) school psychologists, school counselors, guidance counselors, social workers, speech and language therapists and pathologists and occupational and physical therapists. | |
 | Classes to start Summer 7/1/25 Instructor: Randi Miller Course Description This 3 credit inservice course explores the most pressing issues affecting K-12 education today. Through readings, discussions, and practical assignments, educators will gain insights into current trends and controversies, develop strategies to address these challenges, and create actionable plans to improve their schools and classrooms. This course was developed for general, special education and special area teachers, School administrators, PPS staff (school counselors, psychologists, social workers) and related service providers (speech therapists, OTs and PTs). | |
 | PDLI9010
(45 HOURS/3 GRADUATE CREDITS)
ON-LINE
Instructor: Randi Miller rmillerliips@gmail.com
Course Description: Traumatic experiences come in many forms ranging from one-time events (like the current pandemic) to experiences that are prolonged and recurring. To date, approximately 50% of the nation’s children and adolescents have experienced at least one or more types of serious childhood trauma. The effects of these traumatic experiences impact how students focus, attend, learn, form relationships and behave in the classroom. Trauma informed interventions focus on building relationships, routines, choice-making and self-regulation skills. This course has been developed to provide all educators with content knowledge on the types and biology of trauma, ACES, and best practices in trauma-informed behavior and classroom management strategies. The course will provide participants with the knowledge and tools they need to create a safe, supportive learning environment for all students. A timely course given the current public health crisis and school shut down. A good opportunity to be prepared to meet the needs of staff and students when school re-opens. Applicable all Educators and Staff K - 12. | |
 | (3 Credits / 45 hours) in-service credit only ON-LINE
Instructor: Randi B. Miller Rmillerliips@gmail.com Course Description:
Learning, thinking, listening, processing information, communicating and relationships with others are best when one is in a calm and regulated state.
Regulation in others, starts with our own skills of self-regulation. Then through the process of co-regulation, calm is shared and modeled which in turn develops and fosters the ability for students to self-regulate.
This course will provide participants a framework to understand calm and regulation through the brain/body/behavior connection. Participants will develop a working understanding of the terms: regulation, dysregulation, and co-regulation. The course will also provide resources and materials to help participants implement strategies and teaching procedures to create calm. This course is appropriate for all educators K-12, ELA, Social Studies, Math, Science, ESL, Special Education, Art and Music, Physical Education, School Psychologists, Guidance Counselors ,Social Workers Speech/Language teachers and therapists, OT & PT’s. | |
 | (3 credits/45 hours)
Instructor: Randi Miller rmillerliips@gmail.com
Selective Mutism is an anxiety disorder which significantly affects social/pragmatic language skills, social interactions, relationships as well as school performance. This course will focus on the development of SM and co-existing conditions (such as social anxiety). It will provide a review of evidence based practices for those working with students in a school setting students with SM (or those who may display) characteristics of Selective Mutism.
Course objectives;
After completing the coursework, participants will:
Have knowledge of the diagnostic criteria and characteristics of SM and related disorders
Have a foundation of information to support a student with SM in and out of the classroom.
Be able to work with peers to support their classmate with SM
Create/share resources for parents and colleagues
This course is relevant to all who work in schools with children ages 5-21 in both regular and special education settings. This course has been designed for all school administrators, regular and special education teachers (grades K-12 and ages 5 to 21), special area teachers (gym, art, music, technology) school psychologists, school counselors, guidance counselors, social workers, speech and language therapists or speech pathologists and occupational or physical therapists. | |
 | Instructor: Randi Miller
Course Description:
School-wide and Classroom Practices is an integral component of Social-Emotional Learning (SEL) programs. A part of SEL is the process of helping educators build their expertise and skills to lead their schools social and emotional learning initiatives regardless of their role in the building/district. One of the many components of SEL is cultivating adults' own social and emotional competencies.
When educators embody the same practices that they hope to teach their students, the outcomes for learners are maximized. Developing school-wide engagement activities for SEL provides opportunities for staff and students to engage in team building and learning activities that focus on this common goal. The development and implementation of school-wide activities creates teachable moments while reinforcing the core SEL components.
This course is relevant to all who work in schools with children ages 5-21 in both regular and special education settings. This course has been designed for all school administrators, regular and special education teachers (grades K-12 and ages 5 to 21),special area teachers (gym, art, music, technology) school psychologists, school counselors, guidance counselors, social workers, speech and language therapists or speech pathologists and occupational or physical therapists | |
 | (3 credits/45 hours) – In-service credits Instructor: Gayle Meinkes-Lumia- gaylelumia@yahoo.com Course Description: This course will analyze the disparities prevalent in society since the onset of the pandemic and the ways in which educators can assist students via effective teaching strategies. Inequalities include surges in vehicle crashes, learning, racial, and economic divides. Participants will gauge how these disparities hinder students’ growth and learn how to inculcate a wealth of strategies in their repertoire of learning in order to counteract this including narrative writing, non-fiction and fiction analysis, scientific data, historical perspectives. *A must for K-12 educators** | |
 | Course Description:
Did you ever wonder what Apps to use to get your students motivated? Or maybe you wondered what websites would be the best for their research? This course will focus on sharing these apps and websites for teaching and games. This course will examine the features of certain apps and why they might be used over another. We will also discuss what websites might work best for the age level or grade you teach. Teachers will discuss apps with learning activities, games, reading and research components. Educators will work together to share websites they have used that have worked well and ones that have not. So, next time you need a little educational direction, use apps and websites! This course is a must for all educators levels K-12.
ON-LINE (3 credits/45 hours) in-service credit only
Instructor: Kim Kittredge kkittredgeliips@gmail.com
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Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
(3 Credits/ 45 Hours)
Course Description: The skills of presentations serve a multitude of purposes within the confines of our classrooms. The art and science of teaching requires a stress-free environment, one in which individuals are calm and comfortable within themselves and can articulate with ease. This course will enable participants to create this environment of presenting with their students. All content areas will be covered in terms of embracing the mindset of learning and the discipline. Strategies include movement trumping sitting, images trumping words, writing trumping reading, remembering the relevance of things. All techniques will be instructed upon and an atmosphere of phenomenal, active approaches will be tackled. **A must for all K-12 Educators!!! |