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! | |
 | 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. | |
 | 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. | |
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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. | |
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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. | |
 | 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. | |
 | 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 | |
 | 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. | |
 | 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!!! | |
 | (Online, In-Service, 3 credits) Instructor: Kimberly Wind Course Description This course explores Canva for Education. Canva makes it easy to create in the classroom. Teachers and students can use Canva to design presentations, videos, posters, newsletters, worksheets, lesson plans, book reports, infographics, and so much more. Canva is crammed full of features including integration with Google Classroom. You can even import your existing presentations and PDFs. Come join us as we explore MANY ways to engage your students. Participants completing this course will:
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 | *New Course
Instructor: Kim Kittredge kkittredgeliips@gmail.com 3 Credits In Service Course (45 Hours) Dates: Summer 2025 – July 14th-18th Cousre Description:What are some of the best practices educators can use in their classrooms? This course will work towards providing teachers the tools for teaching using some of the best practices that have been used for years. Educators will discuss proper communication and management skills, classroom creativity and motivation, as well as how to deal with our daily teaching challenges. Strategies will be shared for at risk students as well as how to mainstream your English language learners. Educators will also receive tips on how to deal with parents, work on managing grades and maintaining attendance policies. Educators will leave this course feeling that they can successfully teach using their new toolbox of best practices. This course is a must for educators K-12. | |
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Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
3 Credits (45 Hours) In-Service Credit Only
Course Description: On a daily basis, teachers must deal with issues surrounding poverty and pedagogy. Many of our students confront a wide array of issues and arrive at school unprepared for the day ahead. A wealth of misconceptions arises as well, some of which tend to stifle our learners and disallow for success. In this course, teachers will learn how to recognize the root of these misconceptions, produce experiential and critical thinking activities for their learners, as well as develop lessons on equity and justice, all of which promote changes in attitude and empathy for all learners. A must for all K-12 educators in all disciplines!!!! | |
| Course Description:
This course is designed to equip all educators with the knowledge and skills to foster an emotionally engaging classroom. Skills such as leadership, communication and listening, positive thinking, student support, and team building all will be examined. Educators will share how to communicate not only with the students in their classrooms, but with administrators and colleagues. Communication is a complete building-wide plan. Discussions on how to build communication, leadership and positivity, in every classroom no matter the subject area or grade you teach will be shared. Participants will engage in overall positive communication strategies and teamwork skills. This course is a must for educators K-12.
ON-LINE (3 credits/45 hours) in-service credit only
Instructor: Kim Kittredge kkittredgeliips@gmail.com
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| *New Course Instructor: Kim Kittredge kkittredgeliips@gmail.com 3 Credits In Service Course (45 Hours) Dates: Spring 2025 – June 2, 3, 4, 9, 10, 11, 12, 16, 17, 18. Course Description:This course is designed to discuss empathy and how we can build it together. Empathy will be defined and explored. Teachers will be given a multitude of tools to build empathy in the classroom and in the culture within the school. Educators will work towards sympathizing and building stronger relationships through empathy and empathetic strategies. Strategies such as “imagine self” and “imagine others” will be discussed. Educators will work on skills to deeply understand their students’ personal and social situations, and feel care and concern for them. Positive and negative emotions will be explored as well as proper communication, understanding and how to demonstrate empathy in the classroom and in your school. This course is a must for educators K-12. | |
 | *New Course Instructor: Kim Kittredge kkittredgeliips@gmail.com 3 Credits In Service Course (45 Hours) Dates: Summer 2025 - July 21st-25th Course Description: To use or not to use, that is the question!? This course will discuss the use of cell phones in the classroom and in schools. Educators will examine how cell phones can get in the way of learning and can be a daily distraction. We will also talk about how phones can help our students on a day-to-day basis. Teachers will discuss how phones can help our students with research or other areas of study if their laptops are not charged. Topics such as what it was like before cell phones were around will be discussed. This course is a must for all educators grades K-12. | |
 | *New Course* Fall 2024
Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
In-Service Class – 3 Credits – 45 Hours
Course Description: Creating passionate and vocal learners, individuals who desire change and engage in civility is tantamount for students today. Instructing individuals on ways to take collective action for their causes, engage in community and national service, and learn about promoting the quality of life in a community equals success. This course will guide teachers on the ways to establish inquiry-based learning, exchanges of ideas, and ways in which all perspectives are heard. They will learn to make a difference in the civic lives of their communities via knowledge, skills, and values.
*A must for K-12 Educators!! | |
 | *New Course*
Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
In-Service Class – 3 Credits – 45 Hours
Dates: March 3,4,5,6,7,10,11,12,13,14 th (2025)
East Meadow Location - 4:15 - 8:15 pm
Course Description:
Learning to work closely with our colleagues is tantamount to effective teaching. Learning the ins and outs of collaborative instruction not only assists teachers but students significantly. This class will instruct teachers as to how to nurture the co-teaching relationship and find a rhythm that works for everyone. Co-teaching structures of learning will be discussed, making the most of co-teaching partnerships, flexibility, rich expertise and experiences, communication, and best research practices will be discussed. Teachers will emerge with a wealth of strategies and websites for effective planning techniques.
**A must for K-12 educators!!! |