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 | Course #L1002
In recent years, there is more and more research being uncovered about Happiness. There are ways that we, as educators can become happier people, regardless of life circumstances. There are also strategies that school professionals can use in their classrooms to increase the happiness of their students. In this course, we will learn about some of those techniques – both for ourselves and our students. 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, school counselors, guidance counselors, social workers, speech and language therapists and pathologists and occupational and physical therapists.
ON-LINE (3 credits/45 hours) In-Service Credit only | |
 | Course #L958
Course Description: In today’s educational climate, health and wellness are the utmost priorities. Teachers and students alike face the challenge of preventing the spread of germs while still maintaining a focus on education. And so, we must not only understand the importance of heeding cautionary information, but also how to practice these measures in a realistic, long-term manner. Teachers enrolled in this course will explore various safety protocols and will learn valuable tools to ensure a safe educational environment.
(3 credits/45 hours) | |
 | Course #L960
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 | |
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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. | |
 | Course #L976
Course Description: By nature, some of us are inherently more organized than others. But even those of us who don’t regularly practice effective organizational habits can appreciate walking into a room of someone who does. You can picture it – everything seems neat and tidy, the spacing of furniture and décor evokes a welcoming feel, a sense of cleanliness permeates the air, and the occupants can enjoy the tranquility and order. The same rules that apply to our homes should apply to our classrooms. Teachers enrolled in this course will explore tangible tools and effective strategies to organizing classrooms that will facilitate learning.
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
As we proceed through a new age of teaching, teachers find themselves facing new challenges and expectations…We must have heightened sensitivity to students’ social and emotional well-being, acknowledgement of gender neutrality and fluidity, recognition of anxiety and depression, as well as remaining mindful of Covid-19 and the impact it has had on so many. Yes, we must teach the academics and yes, school must go on; however, we must always prioritize our students’ safety and comfort. Above all else, students need to feel comfortable in our classrooms. They need to feel safe, they need to feel accepted and welcome. Teachers enrolled in this course will explore proven tactics and strategies aimed at maintaining a positive, encouraging classroom morale so that our students have a fair chance at performing their best and getting the most out of their educational experience.
Applicable to teachers of all subjects/grade levels. | |
 | 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 #L981
Course Description: Application: All subjects/grade levels
In any given week, our schedules can become overwhelming. Pop-up meetings, papers that need grading, parent phone calls to return, lessons that need planning, extra help, broken copy machines, technology that breaks down, etc. We can’t control what lands on our plates during the work day, but we can choose how he prioritize and handle the various challenges we face. Keeping a level head, being pragmatic, and managing our time are vital skills that become second nature. However, we could all use a helping hand and a useful tip every now and again. Teachers enrolled in this course will explore realistic pedagogical methodologies and proven strategies that focus on effective prioritizing and the practical managing of the various issues, concerns, responsibilities, and problems regularly faced in order to ensure that teaching remains at its highest possible quality.
(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 #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 #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 #L1034
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 | |
 | 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 #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 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 | |
 | Course #L1020
Creating a framework of safety is critical in students’ lives during a pandemic. Abrupt change can trigger stress and fear in students that can leave scars for decades to come. A student in stress is unable to learn effectively. As schools across the country remain closed, students with trauma, difficult home situations, and anxiety need support now more than ever. Help students feel safe through the three C’s, communication, consistence, and control.
ON-LINE (3 Credits / 45 hours) in-service credit only
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| You will develop an understanding of how it feels to have a learning disability. By understanding how a learning disabled student feels, you will be able to teach them differently. You will learn strategies and will be expected to understand the psychology of a learning disability, its definition and causes. You will develop an appreciation for the approaches in educational and employment settings which support individuals with learning disorders, the impact that individuals with learning disorders have on their friends and family; and widen your empathy and respect for individuals with learning disorders regarding their strengths and weaknesses. Suitable all educators K-12.
NOTE: This instructor also offers an additional course on this subject Learning Disabilities/Strategies to Help Guide the Learning Disabled Student to Success. This course was designed to provide additonal information and direction beyond the ABC’s course.
ON-LINE (3 Credits / 45 hours) In-service Credit only
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 | Course #L1021
Most students feel stressed at times in class, but some might be more vulnerable to stress than others. When stress builds up to severe levels for a child, they may be at risk to develop toxic stress—which can have lasting effects on their social-emotional, behavioral, and physical health. If you can recognize signs of stress in your students, you can provide them with support to help them manage it before it overwhelms them. It will cover an array of topics such as recognizing symptoms of stress, possible reasons for school related stress, stress management techniques, meditation, truancy/suspensions, trauma, and also distinguishing between good vs. bad stress. This class is created for any educator or service provider. Suggested for all Educators K-12.
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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 | 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 | |
 | ON-LINE (3 CREDITS/45 HOURS) In-Service credit only
Instructor: Alison Incarnato Incarnato.liips@gmail.com
Course Description: Different types of physical activity trends come in and out of popularity throughout time. Keeping student engagement high is important to student participation in physical education classes. In order to keep engagement high physical education teachers must be on top of the latest fitness and physical activity trends that are popular with our students. Backyard, Lawn and Beach Games are growing quickly in popularity with school age children so how as teachers can we incorporate these popular activities into our physical education curriculum? | |
 | 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 #L1038
All teachers are teachers of English learners. An obstacle teachers commonly face is how to effectively communicate with families of ELLs. This course will provide strategies for communication, tips to strengthen relationships, and ways to increase involvement from families of English Language Learners.
ON-LINE (3 credits/45 hours) in-service only | |
| Course #L1051
Childhood tics are quite common and are reported as occurring in approximately 4 to 18% of school aged children. The purpose of this course is to provide information about Tourette Syndrome (TS) and how school aged children can be supported in school. The course will cover both information about the disorder as well as strategies for supporting and instructing students with TS. 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. Common Core Learning Standards are addressed.
Course Objectives:
1. Participants will research the essential features of Tourette’s and related disorders
2. Participants will consider the implication and effects of TS on classroom performance and school attendance
3. Participants will identify strategies and supports for students with TS and related symptoms
4. Participants will learn how to create a plan to support their students
ON-LINE (3 Credits / 45 hours) in-service credit only | |
| Course #L1043
This course will provide participants with an overview of various anxiety disorders with a focus on: definitions, prevalence, diagnosis, and treatment. Emphasis will be placed on recognition of the behaviors, signs and symptoms that may be observed in the classroom and what accommodations and strategies teachers may use to support their students. 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. Common Core Learning Standards are addressed. This course is important for ALL educators!
ON-LINE (3 Credits / 45 hours) in-service credit only | |
 | Course #L1045
Obsessive Compulsive Disorder (OCD) affects approximately one in 200 children. That means that approximately two million children in the U.S. currently have this illness and throughout the course of your career you are likely to have children struggling with this disorder in your classroom. This course will provide participants with the opportunity to learn the difference between obsessions and compulsions, the diagnostic criteria, the tell tale signs of the disorder that may be observed in the classroom, and how to support and accommodate students who may have OCD or OCD tendencies. 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. Common Core Learning Standards are addressed.
ON-LINE (3 Credits / 45 hours) in-service credit only | |
| Course #L1049
The mental health of students in schools is an often overlooked, yet extremely relevant issue for today’s educator. Educators are often the first to notice mental health problems and are in a unique position to make a difference when it comes to promoting and addressing student mental health concerns in and out of the classroom. Mental disorders: affect a student’s emotional well-being, affect a student’s ability to learn and may be a factor in why some students drop out of school. This course will cover: common mental health disorders, the role of educators to identify warning signs, communicating with parents and supporting students in the classroom.
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 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.
ON-LINE (3 Credits / 45 hours) in-service credit only |