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 | Course #L989
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 | |
 | Course #L955
Course Description: As educators, it is vital to check some of our personal viewpoints and opinions at the door. We must not only remain objective in our curriculum execution and assessments, but also in the way we deal with students of various backgrounds, races, religions, ethnicities, sexual orientations, and genders. We must recognize that we are role models, that our students look up to us, and that the examples we set can have significant impact on the future. Tolerance and Acceptance are virtues that must be practiced, taught, and expected. Teachers enrolled in this course will explore these concepts in an effort to make their classrooms safe, welcoming environments for all students.
Applicable to teachers of all subjects and grade levels.
(3 credits/45 hours) In-Service Credit only | |
 | Course #L968
Course Description: Application: All subjects/grade levels
When their books are out, their smiles are wide, and their minds are open, all is well in the world of the classroom. Unfortunately, however, this is not always the case. Even in a class of “good” students, there may exist that one, two, or small handful of pupils who try your patience and leave you exhausted and drained. These students can disrupt even the most well-planned lesson and can infect the experience for those who are interested and engaged. Teachers enrolled in this course will explore proven pedagogical strategies for effectively dealing with disruptive, disengaged, and/or disrespectful students.
(3 credits/45 hours) In-Service Credit only | |
 | Course #L970
Course Description: Application: All subjects/grade levels
Points or percentages? Weights? Dropping the lowest mark? Offering a curve? There are many variables when it comes to implementing grades and grading policies, all of which must be considered as we strive to create a fair, dependable, understandable system for our students and their parents, as well as for administration. Teachers enrolled in this course will explore tried and true grading practices that focus on creating such a system while steering clear of pitfalls and common mistakes.
Applicable to teachers of all subjects and grade levels.
(3 credits/45 hours) In-Service Credit only | |
 | Course Description: As educators, we must remain dynamic and flexible as we navigate the unchartered waters of modern education. Our students have changed and so has life around them. Following a pandemic, online/remote and hybrid learning have become new norms. Students, regardless of age/grade/level, are faced with new challenges, both academically and socially. And while we cannot always predict these changes, we must be able to adapt our teaching methods in order to provide our students with the best education possible.
Teachers enrolled in this course will explore proven pedagogical strategies focusing on the modernization of education and the flexibility and adaptability teachers must employ.
Applicable to teachers of all subjects/grade levels.
ON-LINE (3 credits/45 hours) In-Service Credit only | |
 | Course #L979
Course Description: Application: All subjects/grade levels
It can be argued that motivation must come from within. While that may hold a degree of truth, it can never be an excuse for a teacher to not try his/her best to inspire even the most unmotivated students. Teachers enrolled in this course will explore various methods for stimulating and motivating students of all ages, levels, and abilities.
(3 credits/45 hours) In-Service Credit only | |
 | Course Description: The Covid-19 Pandemic changed the world of education. Yes, it brought unprecedented challenges, but it also revealed the importance of quality classroom instruction and illuminated the limitless efforts of teachers. We had to adapt, we had to learn new teaching methods, we had to reconstruct our classrooms while, at the same time, care for our loved ones and fear for our safety and that of our students. Fully remote learning, hybrid instruction, Google’s stamp on academia, heightened sensitivity to germs and coughs and sneezes and unwashed hands were some of the challenges we faced. Through all of this and more, we prevailed because it’s our job. We are educators, we are role models, and we are leaders. And so, as the demands and expectations of education have changed, so have our teaching methods.
Teachers enrolled in this course will explore various post-pandemic educational changes and proven strategies and techniques aimed at providing a safe, productive, enriching classroom experience for the students we teach.
Applicable to teachers of all subjects/grade levels.
ON-LINE (3 credits/45 hours) In-Service Credit only | |
 | Course #L985
Course Description: Application: All subjects/grade levels
While none of us could have predicted the circumstances of the Coronavirus, we, as educators are forced into the unchartered waters of distance learning. With that, comes the challenges of staying connected to our students, not only to continue their education, but to let them know they’re not alone. Our students depend on us. And no matter the situation, we can’t let them down.
Teachers enrolled in this course will explore tactics and strategies for providing optimum educational opportunities and, more importantly, facilitated methods of staying connected with students for as long as distance learning is reality.
(3 credits/45 hours) In-Service Credit only | |
 | Course #L991
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 | |
 | Course #L992
Course Description: Adapt and Overcome. It’s the mantra of the Marines, and the life of teachers. In this new day and age, educators must be flexible, willing to change and modify their instruction to meet the needs of their students. The hybrid teaching model presents new challenges we must rise to meet. Teachers enrolled in this course will explore various methods and practices aimed at making the most of a hybrid schedule and providing the best possible instruction for students.
Applicable to teachers of all subjects/grade levels.
ON-LINE (3 credits/45 hours) In-Service Credit only | |
 | Course #L996
Course Description: Acceptance and Commitment Therapy is a research based intervention that has been proven to improve the mental health of individuals. Mental health is increasingly becoming a crucial component of school systems, as children who are suffering emotionally are not available to learn. Additionally, teachers who are overly stressed, anxious and unhappy will not be effective educators. It is therefore extremely important for educators, therapists, administrators, and all school employees to become better advocates of mental health and to learn some basic techniques. In this course, we will learn about some of those techniques. These important concepts will prove not only relevant for your work with your students but also your general mindset and functioning as an educator. This course is relevant to all who work in schools and with children of all ages in all settings.
This course was developed for school administrators, regular and special education teachers (grades K-12 and ages 5 to 21), special area teachers, school psychologists, school counselors, guidance counselors, social workers, speech and language therapists and occupational and physical therapists.
Course Objectives
Participants will learn about and research various concepts in Acceptance and Commitment therapy and how they can be applied to the school setting.
ON-LINE (3 credits/45 hours) In-Service Credit only | |
| Course #L997
Course Description: Cognitive Behavioral Therapy is a research based intervention that has been proven to improve the mental health of children, adolescents and adults. Mental health is increasingly becoming a crucial component of school systems, as children who are suffering emotionally are not available to learn. Additionally, teachers who are overly stressed, anxious and unhappy will not be effective educators. It is therefore extremely important for educators, therapists, administrators, and all school employees to become better advocates of mental health and to learn some basic techniques. In this course, we will learn about some of those techniques. These important concepts will prove not only relevant for your work with your students but also your general mindset and functioning as an educator. This course is relevant to all who work in schools and with children of all ages in all settings.
This course was developed for school administrators, regular and special education teachers (grades K-12 and ages 5 to 21),special area teachers, school psychologists, school counselors, guidance counselors, social workers, speech and language therapists and pathologists and occupational and physical therapists.
Course Objectives
Participants will learn about and research various concepts in cognitive behavioral therapy and how they can be applied to the school setting.
ON-LINE (3 credits/45 hours) In-Service Credit only | |
 | Course #L998
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 fulfils 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 | |
 | Course #L1000
As any educator would agree, effective planning and preparation leads to effective lessons. We all learned about lesson construction way back when in our college years, but times have changed and district/administrative goals and expectations can and will vary. What does not and has not changed is the key concept that planning is one of a teacher’s paramount responsibilities. Teachers enrolled in this course will explore seven essential elements that comprise purposeful lesson planning. This course is applicable to all subjects/grade levels.
ON-LINE (3 credits/45 hours) In-Service Credit only | |
 | Course #L1005
From the very moment that we enter the classroom, we create an image of ourselves. First impressions are everything in September. Our body language, behavior, and diction can be the be all, end all of our reputation. Educators really are actors in disguise, putting on five shows a day; 900 shows a year. What is a weary pedagogue to do?
Within this course, teachers will:
• Examine the various roles that they play in the classroom
• Learn how to develop material for every day class discussion and performance
• Learn about power, politics, and methodology in the classroom
• Reflect upon their teaching styles and learning execution
• Challenge themselves in their daily repertoires
• Create lessons that challenge their learners
Overall, the participants’ classroom will definitely be enhanced through this course.
ON-LINE (3 credits/45 hours) In-Service Credit only | |
 | Course #L1052
The population in our classrooms is always evolving. Ten percent of the population is gay, bisexual, or transgender. These students come to school with needs like any other student. They have a right to feel safe and accepted in order to learn. When a child feels that they are not accepted by their peers they often seek the advice of someone they can talk to in a confidential setting, and teachers need to be prepared to help a student in this situation. This course will help any educator to be a reliable source for their students who feel marginalized due to their sexual orientation or gender identity/expression. This course is suitable for K-12 educators, related service providers, and special area teachers.
ON-LINE (3 credits/45 hours) in-service only | |
 | Course #L1033
Augmentative and Alternative Communication, or AAC, is a term that’s used to describe various methods of communication that can help people who are unable to use verbal speech to communicate. AAC methods vary and must be personalized to meet each individual’s needs. AAC gives our students with communication difficulties a voice, allowing them to be active participants within all environments. In this course, common AAC devices and applications will be discussed, including TOUCHChat, Proloquo2Go, NOVAChat and LAMP Words for Life. Participants will develop an understanding of Core and Fringe vocabulary. In addition, Partner Augmented Input (PAI) will outlined. At the conclusion of this course, participants will have an understanding by which to utilize their students’ AAC devices into daily classroom and therapeutic practices.
ON-LINE (3 credits/45 hours) in-service only | |
 | Course #L1008
This course is designed to explore & dissect the Individualized Education Plan, the 504 Plan, their laws, and the process of special education. An IEP is a written document that individualizes the disabled students’ program to ensure that a child who has a disability is receiving individualized instruction or related services. This course will discuss at length the differences between an IEP and a 504 Plan, how to develop an IEP/504 Plan, the 13 categories of special education, the differences between modifications and accommodations, federally mandated measurable goals, the IEP process, special education timelines, descriptions and definitions of related service providers, & much more.
ON-LINE (3 Credits / 45 hours) in-service credit only
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 | Course #L1011
A safe and supportive school climate can help prevent bullying. Safety starts in the classroom. Students should also feel and be safe everywhere—in the cafeteria, in the library, in the restrooms, on the bus, and on the playground. Everyone at school can work together to create a climate where bullying is not acceptable. By the close of this course, teachers will have a keen understanding on what bullying is. They’ll be able to recognize the different types of bullying, adopt certain techniques so bullying is absent in their classroom. They will analyze a case study on bullying. They will examine different personalities and risk factors of the bully and the victim, identify warning signs that bullying is happening with your students, prevent cyberbullying, and also understanding DASA. This course is geared for all K-12 educators and special area teachers.
ON-LINE (3 Credits / 45 hours) in-service credit only | |
| Course #L1016
An increasing number of special education students are receiving instruction in the general education classroom, k-12th grades. This course offers definitions, information on diagnoses, observable traits and instructional/behavioral strategies to support each learner. You’ll be
better prepared to handle the most frustrating aspects of teaching a child with a learning difference, more prepared to maximize each student’s strengths, better equipped to meet the multitude of challenges ahead and manage change in education. Suitable all eductors K – 12.
ON-LINE (3 Credits / 45 hours) in-service credit only
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| Course #L1017
The natural genetic make-up of the body interacts with environment from the moment of conception. While extreme genetic or environmental conditions can predominate behavior in some cases, these two factors usually work together to produce individual intelligence. During this class, you will learn topics which include the understanding between genetic and environmental influences of cognition, environmental causes, nutrition and cognitive functioning, birth order and how it relates to intelligence, other important factors that influence intelligence, sociocultural influences on learning and behavior, and addressing behaviors within our classroom.
ON-LINE (3 Credits / 45 hours) in-service credit only
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 | Course #L1022
This online course will allow professionals working with children the opportunity to create resilient environments that meets the social, emotional, ethical, and academic needs of students. You will be provided with necessary tools that will enable them to foster compassion, a workable set of values, the skills of cooperation, appropriate decision-making, goal setting, and high academic expectations in their school setting. You will explore some research-based skills and competencies that have a positive impact on the organizational structure of school and the delivery of instruction. Student performance build bridges by acknowledging past accomplishments, validating what is presently working well, and designing future goals to bring the existing classrooms. Mindfulness is about learning to train your attention to the present moment without dwelling on what has happened in the past or worrying about the future. Mindfulness provides many physical and psychological benefits which will be discussed throughout this course.
ON-LINE (3 Credits / 45 hours) in-service credit only
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 | Course #L1023
In this course teachers will learn how to create a POSITIVE BEHAVIOR INTERVENTION PLAN for specific students as well as the classroom as a whole, ensuring success for their students.
There are many ways to define or explain the concept of POSITIVE BEHAVIOR INTERVENTION. Some of the most common ways include:
The application of behavior analysis and systems change perspectives within the context of person-centered values to the intensely social problems created by behaviors such as self-injury, aggression, property destruction, pica, defiance, and disruption A dynamic, problem-solving process involving goal identification, information gathering, hypothesis development, support plan design, implementation, and monitoring An approach that blends values about the rights of people with disabilities with a practical science about how learning and behavior change occur
A comprehensive Positive Behavior Support Plan includes a range of intervention strategies that are designed to prevent the problem behavior while teaching socially appropriate alternative behaviors. The goal is an enhanced quality of life for individuals involved and their support providers in a variety of settings.
In this course teachers will learn how to create a POSITIVE BEHAVIOR INTERVENTION PLAN for specific students as well as the classroom as a whole, ensuring success for their students.
ON-LINE (3 Credits / 45 hours) in-service credit only
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| √1029
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
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| The demands and challenges of the 21st century require innovations on the part of teachers, administrators, schools, and communities to fully prepare students for college, career, and beyond. Educators who take on the whole child approach, which aims to ensure that each student is healthy, safe, engaged, supported, and challenged, set the standard for comprehensive, sustainable school improvement and provide students with the opportunity for long-term success. In this course we will discuss the basics of blended learning, strategies for student engagement, various blended learning models, blended assessment, and classroom management strategies for settings. Participants will have the opportunity to review characteristics of Blended Learning while comparing and contrasting their current professional practices. This class is created for any educator or service provider. K-12.
ON-LINE (3 Credits / 45 hours) in-service credit only | |
 | There are so many amazing places of historical significance, so much to experience, and so much to explore, right in our own backyard. Too often, people overlook the rich history of our beloved Empire State. The Big Apple, New York has much to offer students of any grade level as they embark upon a journey of discovery. Teachers in this course will explore engaging project ideas and assignments aimed at connecting their students to the environment in which they live. ON-LINE (3 Credits / 45 hours) in-service credit only | |
| Course #L1036
Course Description: Educators must be resourceful when teaching students; providing just the right amount of support to encourage learning without creating dependence. This course will explore and define instructional strategies, supports, cues and prompting. Scaffolding skills and differentiated instruction will be discussed. At the conclusion of this course, participants will have an understanding of instructional prompts and techniques to use within the classroom to maximize their students’ learning.
ON-LINE (3 credits/45 hours) in-service only | |
 | Course #L1042
The NYSESLAT is a yearly state assessment that all ELLs will take regardless of their disability, functioning level, grade, or native language. The NYSESALT is designed to assess ELLs in the areas of Listening, Speaking, Reading, and Writing in English. This course is intended to prepare not only English as a New Language teachers, but teachers in all areas, to support ELLs for the NYSESLAT. In this course you will analyze the Blueprint for ELL success, observe ways ESOL teachers differentiate for ELLs, examine co-teaching models, view and critique samples of the NYSESLAT, observe the “7 Step Vocabulary Strategy,” practice Bloom’s “hot questioning,” and create mini-lessons that touch upon the modalities; listening, speaking, reading, and writing.
ON-LINE (3 credits/45 hours) in-service only | |
| Course #L1040
All teachers are teachers of English learners. It is essential for educators to understand second language acquisition and how they can support ELLs in the classroom. This course will provide a brief overview of second language acquisition including language stages, theories, factors affecting acquisition, lesson models, and language objectives.
ON-LINE (3 credits/45 hours) in-service only | |
 | Course #L1041
All educators have the essential responsibility of incorporating culturally responsive teaching to their everyday instruction. Culturally responsive teaching makes meaningful connections between the academic curriculum and students’ cultures, languages, and life experiences. This course will provide strategies and tips to create and maintain a culturally responsive classroom. This course is intended for all Educators.
ON-LINE (3 credits/45 hours) in-service only |