Education Policies & Trends
 | Course Description:
Conferencing with your students is a way to empower them to improve their skills by setting goals and then achieving them. Conferencing is also a great way to really get to individually know each one of your students. Educators will work on how plan conferencing times with your students in the classroom. Teachers will explore strategies for effective discussion skills, how to work towards educational goals set by each student, and how to plan your students’ success. Conferencing guidelines, techniques and questions will be shared. This course is a must for all educators grades K-12.
ON-LINE (3 credits/45 hours) in-service credit only
Instructor: Kim Kittredge kkittredgeliips@gmail.com
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 | The state of education continues to change based on new policies, programs, issues, and events. In the past decade, educational terms such as “accountability”, “standards”, “assessments”, “technology integration”, and “professional development” have been used on a much more frequent basis by educators, community members, and even politicians. This course will explore educational policies at the national and state levels, school budget cuts, and other trends that impact education in America. Through this course, teachers will discover ways in which they can change instructional plans and strategies to best meet the needs of their students in these ever-changing times. This course is suitable for all educators, K-12.
ON-LINE (3 credits/45 hours) In-serice credit only | |
 | Course #PDLI9060
(45 HOURS/3 GRADUATE CREDITS)
ON-LINE
Instructor: Kim Kittredge kkittredgeliips@gmail.com
Course Description:
This course will explore how our daily instruction as an educator must constantly be changed and molded to fit our students’ needs. Since many of our students learn differently, it is our job as effective teachers to guide them through the learning process. Participants will discuss what a differentiated classroom really is, and how to differentiate for any grade level and/or subject. Educators will collaborate and work on a multitude of learning techniques and assessments for all learning styles. Applicable all Educators and staff K-12. | |
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Course Description: Reflecting and analyzing our practices as educators is critical. Creating learners that possess both intrinsic and extrinsic motivation is transformative. This course focuses on a plethora of ways that students and teachers alike can cultivate and systematically address their learners. A myriad of ideas and lessons will be shared that challenge and guide students towards success. Lessons include literary studies, critical thinking exercises, poetry snippets, dramatic dialogues, Sample mini-lessons, activities, and strategies will be provided. A must for all K-12 instructors!!!!!!
(3 credits/45 hours) In-service credit only | |
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Course Description:
This course is designed to equip all educators with the knowledge and skills of the ever-changing world of education and teaching. Skills such as classroom and time management, observations and walk-throughs, record keeping, professional development, clubs and volunteer time schedules, are just a few of the aspects that change from year to year. We as educators need to keep up with the changes, challenges and the new policies in our schools.
Learning and keeping up with all these topics will teach us how to rise as educators and adapt ourselves as professionals.
Participants will use the knowledge gained in this course to prove that they are yearly survivors of education and teaching. 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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 | The use of curriculum-based projects in a classroom can motivate students to reach their highest potential. This course will explore student and class projects for all grade levels. The projects address character education, community service, and charitable causes. Through this course, K-12 educators will develop a better understanding of ways to incorporate curriculum-based projects into their classrooms. In addition, participants will learn about various educational grants available to teachers for funding projects. This course is suitable for all educators, K-12.
ON-LINE (3 credits/45 hours) In-service credit only | |
 | It is crucial for teachers to develop educational partnerships with colleagues to lead a successful 21st Century classroom. This course will take an in-depth look at collaboration strategies, interdisciplinary teaching, team teaching, parallel design, and curriculum integration. In addition, the course will look at ways in which educators can make connections with members of the school community and specific organizations (Examples: PTA, SEPTA, Civic Association, Historical Society, Etc.). Finally, the concept of having parents as educational partners will be examined through research and data of what works best on each grade level. This course is suitable for all educators, K-12.
ON-LINE (3 credits/45 hours) In-service credit only | |
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Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
In-Service Course – 3 Credits – 45 Hours
Course Description: Creating a classroom in which collaboration and cooperation is at the forefront is no easy feat. This course will explore all differentiated strategies and enable participants to investigate and fine tune their students’ groupwork. Rigorous assignments will be addressed including critical thinking activities, best practices in one’s discipline, and positive affirmations.
*A Must for K-12 Educators* | |
 | *New Course Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com Summer 2025 Dates – August 25th- August 29th Course Credits – 3 credits/45 Hours Course Description: Having the means to successfully maintain a positive classroom environment teeming with intrinsic motivation, enthusiastic students, minimal disruptions, and impactful lessons can be achievable via this new course. Participants will be able to identify the modalities in which students learn most efficiently – differentiated instruction, cooperative learning, guided research. Participants will be equipped perfectly and learn to manage and create optimum learning environments. *A Must for K-12 Educators* | |
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Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
In-Service Course – 3 Credits – 45 Hours
Course Description: Oftentimes as educators, we find ourselves searching for innovative modalities of learning for our students, ones that fully suit our learners’ needs, ones that promote comprehensive improvements and drive our students toward success. This course speaks to educators who desire these interventions, using practical approaches and ways to engage all types of individuals in our sphere. Evidence based methods that promote phonics, fluency, vocabulary, and comprehension in all subjects will be discussed as well as a myriad of tools that command student achievement, all of which have immediate classroom implementation.
*A must for K-12 educators* | |
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Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
(3 Credits/45 Hours)
Course Description: Becoming a highly engaging teacher, teeming with innovative ideas and enthralling techniques is what this course is aimed to elaborate. In today’s world of highly engaging technology, kids tend to prioritize the wrong things. This course will instruct educators on the ways in which the adolescent brain functions and the strategies that are required to pave the path for the green light energy. Participants will learn ideas as tapping into students’ emotions, building blocks for effective instruction, making content relevant for students, creating new memory pathways. **A must for K-12 educators!!! | |
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Do our students understand our lessons? All the time and effort and we put into them? There are so days when as educators we look out at our student's faces and are unable to truly gauge how much they understand.
Then, we also have those classes in which participation; the mere raising of a hand, seems like a chore. We seem only have those same few students providing answers every day while the others remain silent. While it is nice to know that these students are learning, we also want to be sure we are reaching each student in our classroom. This course offers ideas on how to model your daily instruction with learning opportunities for all students to actively participate and share. Students will find themselves wanting to get up and get involved and respond. Educators will learn a variety of strategies that will not only activate engagement, but also improve student learning overall. These same strategies will also offer you many opportunities to assess what students really know, and adjust your lessons and daily plans accordingly. This course is for educators levels K-12 of all subjects.
Instructor: Kim Kittredge kkittredgelips@gmail.com
3 Credits - In service Course (45 Hours)
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 | Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
In-Service Course – 3 Credits – 45 Hours
Course Description: Facilitating the means for students to become leaders and succeed significantly in any classroom must be the role of all teachers. Acknowledging student strengths, providing ownership, encouraging their potentialities, all falls within the confines of the course. Participants will learn to create a vision for their students, empower them through effective coaching and feedback, and guide them with training, tools, and time. A wealth of strategies will be rendered and the means for implementing them full addressed.
*A must for K-12 educators* | |
 | This course focuses on the use of digital methods to analyze and archive literary texts, emphasizing issues of diversity and inclusion. Covers three main areas: text encoding, textual analysis, and archive construction. Considers literary texts, including works by well-known authors such as Shakespeare, together with collections by marginalized writers, including slave narratives and writings by early modern women. Offers students an opportunity to explore what counts as literature and how computers, databases, and analytical tools give substance to concepts of aesthetic, cultural, and intellectual value as inflected by race and gender.
ON-LINE (3 credits/45 hours) In-service credit only | |
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Course Description:
This course will examine the role that homework plays in our school culture. Homework is extremely important to all students in one aspect or another. How do we assign effective and appropriate homework? Ensure students complete it so that coursework can continue in class. Educators will explore what different research and educators’ tell us about homework and its impact on the overall learning process. This course is a must for all educators levels K-12. (updated course to include Post-Covid thinking and concepts)
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) – In-Service Credit
Course Description: It is much more difficult for our brains to unlearn something than to learn something new. Having the capacity to train our brains to make deep connections to learning is the purpose of this course. Participants will understand the factors that shape myelination in children and comprehend how it provides the foundation for brain connectivity and support of emergent cognitive and behavioral functioning. Studying the reasoning behind this neurodevelopment will enable teachers to create comprehensive lessons that support and engage learners from all walks of life. *A must for all K-12 educators and disciplines!! | |
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Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
3 Credits (45 hours) In-Service Credit Only
Course Description: In a world of constant change, a unified vision of learning is essential, in order to ensure that our students are successful and prepared for the world ahead. Defining and Illustrating the depth of 21st century learning is the crux of this course which deeply delves into 21st century student outcomes and successes. Participants will learn to build on this critical foundation of learning via standards, assessments, curriculum, and instruction, and learn to engage their students more critically and profoundly. A wealth of literacies will be focused on including informational, global, civic, and problem solving, all of which guides our learners and fully prepares them for their future. *A must for all K-12 educators in all disciplines!!! | |
 | *New Course* Fall 2024
Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
In-Service Class – 3 Credits – 45 Hours
Course Description: Since the onset of the pandemic, so many students and families have become disconnected from school and absenteeism has skyrocketed. Re-engaging our students is essential for their success. Teachers have tremendous power to influence student attendance. In this course teachers will learn about the importance of using supportive rather than punitive language surrounding absenteeism, building meaningful relationships with families to support student attendance, engaging learners utilizing curiosity and wonder, and working strategically to bridge the gap between home and school.
*A must for K-12 Educators* | |
 | Giving Students More Authority – Facilitating Meaningful Classroom Discussions in the K-12 Classroom PDLI 9130 (45 HOURS/3 GRADUATE CREDITS) Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.comCourse Description: Providing students with high quality discussions that promote learning and engagement is tantamount to teaching. High quality discussions include content-specific ideas that spark students to express different points of view, reflect on their own opinions, varying perspectives, and engage in democratic dialogues. Education that develops deep reasoning, critical thinking, and conceptual and practical tools for inculcating knowledge is tantamount for students today. Teaching in this modality empowers our learners and enables them to recognize that proactive engagement is the key to their success. In this course, participants will be instructed on the pedagogical principles that promote student learning and democratic engagement. They will learn the ways in which students themselves facilitate learning and streamline their own thinking. Teachers will be instructed on ways in which to act as mediators and not sages, including the ins and outs of effective questioning. Rich discussion tactics will be integrated as fishbowl techniques, Socratic Seminars, Jigsaws, formative assessments, graphic organizers, gallery walks – all of which engage the learner and provide for optimum efficacy. Goals and Objectives: Upon completion of the course, participants will be better prepared to: • Understand the impact of effective classroom discussions
• Comprehend the respective ways in which teachers can transform their classrooms via classroom dialogues
• Generate meaningful strategies that challenge students
• Develop deep learning outcomes for their classrooms
• Integrate a myriad of learning activities that challenge their learners
• Engage their learners with 21st century tools of instruction | |
| *New Course Instructor: Gayle Meinkes-Lumia- gaylelumia@yahoo.com Summer 2025 Dates – July 14th-July 18th Course Credits- 3 Credits/45 Hours Course Description: The hallmark of high achieving students is the power of grit. Possessing this ability to persevere despite any adversity is something that needs to be instructed to our learners. Participants will learn how to recharge their students through commitment, long-term goal reaching, cultivation of ideas, passion for the disciplines they study, and inner dedication to themselves. A myriad of strategies will be discussed to unlock the mindset of their students, including small passages from historical freedom fighters, analysis of the grit characteristics, and remedies for facing challenges and obstacles. *A Must for K-12 Educators* | |
| Course #PDLI9040
(45 HOURS/3 GRADUATE CREDITS)
ON-LINE
Instructor: Rose Marino Foster rosemarino5@gmail.com
Course Description:
“Guided reading is a teaching approach used with all readers, struggling or independent, that has three fundamental purposes: to meet the varying instructional needs of all the students in the classroom, enabling them to greatly expand their reading powers; to teach students to read increasingly difficult texts with understanding and fluency; to construct meaning while using problem solving strategies to figure out unfamiliar words that deal with complex sentence structures, and understand concepts or ideas not previously encountered. Guided reading is the place where every child, every day, has the opportunity to learn by reading a book that is just right.”
– Fountas & Pinnell.
This course will provide a detailed explanation of the philosophy of guided reading. Various components of guided reading will be explored including: management, teacher and student roles, assessment, flexible grouping, strategy and skill lessons, etc. Participants in the course will research the history of small group instruction and compare/contrast guided reading with more traditional instructional approaches. In addition, participants will learn the benefits of guided reading and be given the resources and information to implement guided reading within his/her own classroom. Applicable all Educators and staff K-12. | |
 | *New Course Instructor: Gayle Meinkes-Lumia- gaylelumia@yahoo.com Summer 2025 Dates – August 4th-August 8th Course Credits- 3 Credits/45 Hours Course Description: High academic achievement can create more opportunities for students indefinitely. The study skills, social skills, knowledge, and problem-solving abilities that students learn at school will support them throughout their entire lives. This course will cover the practical and effective ways to boost students’ academic achievement, as well as the ways in which to develop students’ missions, goals, and core strategies of learning. Participants will delve into the most efficacious ways to instruct their students, including problem-based instruction, differentiated modalities, technological sources, as well as many other creative modalities. *A Must for K-12 Educators* | |
| Homework plays a major role in the learning process. Often enough, if homework is not complete, classroom objectives cannot be met. What is the role of homework in the learning process? How do economic diversity and parenting style affect homework? What does the research on homework reveal? Let’s explore these questions and get specific strategies for customizing homework tasks, enhancing student ownership, and providing feedback about homework. Effects of social class differences and school-family relationships. Suitable for all educators K – 12.
ON-LINE (3 Credits / 45 hours) in-service credit only
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 | PDLI 9140 Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com(45 HOURS/3 GRADUATE CREDITS) Course Description: Education that incorporates a multiethnic perspective recognizes children’s own frames of reference, ones that utilize ideas formed through the traditions of the students’ families and communities. It is a way of teaching that addresses issues of equity and commitment to social action. Teaching in a multiculturalism fashion promotes academic excellence and social justice for all children. Helping children become critical thinkers and make connections in their learning is the essence of multicultural instruction, one that promotes democracy and recognizes that proactive engagement in students of all ages is the key to their success. In this course, participants will be instructed on the ways in which to infuse multiethnic strategies into students’ repertoires. Teachers will be able to create a successful classroom environment where culture is at the forefront, developing and maximizing responsibility, diversity, and cognitive growth in students throughout this course. They will explore various resources such as articles, interviews, readings, differentiated learning sites, lesson plans, and links to literary sites. Additionally, they will research a variety of sources and decide which ones are engaging and fit into their curriculum. 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! Goals and Objectives: Upon completion of the course, participants will be better prepared to: • Understand the impact of culture in students’ learning
• Comprehend the respective ways in which teachers can transform their classrooms
• Design multicultural learning activities that challenge students
• Create assessments and lessons for their classrooms
• Utilize character education within their classrooms
• Create instructional goals with the multicultural learner in mind | |
 | 3 Credits – In service Course (45 Hours)
Instructor: Kim Kittredge kkittredgeliips@gmail.com
Course Description: As educators, joy is something we strive to have in our classrooms daily. When we feel happiness, we must embrace it and welcome it. When we lose that feeling we yearn to have it back. This course will help educators grasp on to those joyful moments with students and continue to keep our classroom positive all year long. Teachers will delve into joyful lessons, fun-filled activities and hands-on experiences that will keep that feeling of comfort in our classroom positive and satisfying. This course will delve deep into how to rebuild relationships with students, brush off unhelpful criticism, and how to recharge for health and wellness. Educators will build lessons on how to get your students outside more in nature and for daily exercise boosts. Participants will also learn techniques for incorporating art, music, and journaling in creative and positive ways. All with the common goal of resetting and reigniting joy and happiness and bringing it back to your classroom. This course is a must for all educators of all grade levels and subjects K-12. | |
 | Course Description: Implicit bias refers to unconscious attitudes, reactions, stereotypes, and categories that affect behavior and understanding. In education, implicit bias often refers to unconscious racial and socioeconomic bias toward students. This course will explore what implicit bias is, and how we as educators can reduce the effects of it in our schools. We will discuss the consequences of implicit bias and how it affects individuals in different ways. Educators will discover the roots of implicit bias and participants will discuss how to move away from theses attitudes and stereotypes. Teachers will also discuss that with understanding and attitude change comes improved behaviors. Implicit bias scenarios will be posed for deep discussion. This course is a must for all educators levels K-12. Instructor: Kim Kittredge kkittredgeliips@gmail.com 3 credits – In service Course (45 Hours); online or in-person | |
| This course equips educators with practical strategies to deepen student thinking and foster a classroom culture of inquiry and problem-solving. Participants will explore research-based approaches to increase students’ critical thinking time during math instruction, including the use of open-ended questions, rich tasks, error analysis, and collaborative learning structures. Teachers will leave with ready-to-implement tools and techniques to transform their math classrooms into spaces where critical thinking thrives. | |
| The course is designed to enhance the knowledge base for professionals in an era of school restructuring, technological innovation, and social change. Teachers and administrators will learn first-hand about innovative practices and recent research in the field. Topics include: student self-assessment, teacher reflection, cooperative learning, mentoring, the use of technology in schools, home-school communication, inclusion to support learning diversity, and the challenge of school restructuring. Areas covered are: Learning Theory, Curriculum Design, Classroom Atmosphere, and Instructional Strategies among others. This course also covers the dilemma children face who are experiencing difficulty in learning situations because of ethnic group frustrations in the community, problems of social adjustment, socio-economic inequities, and learning gaps. The role of the school in facilitating the program for children of various cultures to become valued members of the community is discussed. Activities, content, and materials are related to current and relevant frameworks and standards. Recommended for all instructors K – 12.
Course Purpose:
The direct aim of this course is to add to personal professionalism as an educator by becoming more attentive to current issues in schools today and by being informed of some of the choices available to empower teachers in their own classrooms, including theories, methods, strategies, techniques, and ways to differentiate instruction to further aid student achievement.
ON-LINE (3 Credits – 45 Hours) In-service Credit only | |
 | This course is designed to provide educators with instructional strategies and apply it to meet the needs of all students grades K-12. Emphasis will be placed on how to effectively design your lessons, how to evaluate your curriculum, distinguish between learning styles, and how to provide instruction that enhances and improves academic performance for all students. This course examines how all these concepts combined serve as the basic design of curriculum and instruction overall. Educators will discuss proper planning of the core concepts, essential questions, how to use metacognitive reading strategies, background knowledge, and scaffolding, in order to lead to a successful classroom environment. Additional applications introduced in this course include rubrics, graphic organizers, vocabulary strategies, peer tutoring, note-taking, paraphrasing, summarizing (with the use of 10% summary), reciprocal teaching, and questioning. Educators will learn practices in this course that relate to district-wide teacher evaluations, the New York State Teaching Standards, and the Common Core Standards. Participants will also discover how to engage students, deepen their understanding of context, and prepare them for success beyond the classroom.
ON-LINE (3 credits/45 hours) in-service credit only | |
| Taken from www.responsiveclassroom.org, “Interactive Modeling is a straightforward, quickly paced process that’s effective for teaching children any academic or social skill, routine, or procedure that you want them to do in a specific way (whether for safety, efficiency, or other reasons). One of the essential practices of the Responsive Classroom approach to teaching elementary school children, Interactive Modeling can be used by any adult anywhere in school at any time of year.” Teachers will learn the steps for Interactive Modeling, strategies for success, ideas for where to use in your lessons and routines. Applicable for teachers K-12.
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