ASPDP Summer 2017 Course Catalog

ASPDP
After School Professional Development Program
Summer 2017
LEARN IMPACT GROW EARN

ASPDP provides high-
quality, low-cost learning
opportunities for NYCDOE
educators that meet their
professional learning needs,
support their progress
toward career goals,
develop their instructional
practices, and lead to
improved student learning.
Register Online:
http://schools.nyc.gov/teachers/ASPDP
Summer 2017 Courses
Academic Intervention ................................................................................. 4
Arts ............................................................................................................... 9
Data and Assessment ................................................................................... 23
Early Childhood Education ........................................................................... 29

English Language Arts .................................................................................. 31
English Language Learners ........................................................................... 46
Family Engagement ...................................................................................... 52
Gifted and Talented ...................................................................................... 56
Health/Physical Education ........................................................................... 58
Languages Other than English ...................................................................... 60
Mathematics ................................................................................................ 62
Pedagogy ..................................................................................................... 68
Race and Gender Issues ............................................................................... 95
Science ......................................................................................................... 100
Social Studies ............................................................................................... 114
Socioemotional Learning ............................................................................. 126
Special Education ......................................................................................... 132
Technology ................................................................................................... 138
718.935.5753 | ASPDP@schools.nyc.gov
Academic
Intervention
Academic Discourse for All Students (Grades 6-12) [163-
0142.1M17]
Start Date: 7/5/2017 | End Date: 8/18/2017

Education Partner: Teach N' Kids Learn, Inc. | Location: Online
As a result of this course, participants will increase the amount of discourse in the classroom, thereby also deepening students'
reading and writing skills. Research shows that as students increase academic discourse, their reading and writing skills are also
enhanced as they more deeply learn the academic vocabulary and text structures of the content area. Throughout the course,
participants will learn strategies for increasing student interaction, as well as increasing the quality of student interactions to be
sure that they focus on content, utilizing the language of the content areas. Vocabulary instruction as well as other key aspects of
academic language instruction will be integrated into instruction. Participants will build lesson plans that show more formal,
academic language and vocabulary use based on the course of study.
Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $170
Danielson Components: 1c: Setting Instructional Outcomes |

1f: Designing Student Assessments
Registration Deadline: 7/28/2017
Achiever Mindset for Overcoming Barriers to Learning and

Success (PreK-12) [187-0067.1M17]

Education Partner: QuikiTech | Location: Online
This course is addresses a key to achievement: how students think about themselves and about the learning process, both of
which can be greatly influenced by teachers, either detrimentally or beneficially. It is not too much to say that teachers' words,
even words of praise, can promote achievement or failure. The content of this course is based on the work of Dr. Martin Seligman
(UPenn) and Dr. Carol Dweck (Stanford), who have researched how a student's academic performance is directly related to the
type of internal dialogues students have within themselves regarding their ability to succeed in school. Dr. Martin Seligman has
shown how depression and pessimism can be effectively combatted by applying principles of cognitive behavior therapy tailored
for PreK-12, thereby enabling students to identify and overcome root causes for poor performance. Dr. Carol Dweck has shown
how students begin to perform well in academics once they realize the science behind what she calls the "growth mindset," a
mindset that challenges the common assumption (particularly among low income, minority students), that they are "not good at"
a subject in school, and that they can't improve. Combining the work of both of these researchers, this course gives participants
the methods needed to help students make marked improvements in their academic performance as well as in their approach to
life, from effective questioning and discussion techniques to creating lesson plans that teach lifelong strategies to overcome
barriers and to achieve one's potential.
Danielson Components: 1b: Demonstrating Knowledge of Students |

2b: Establishing a Culture for Learning

5
Bringing Out the Best in All Students through Inclusion,
Respect, and Strategic Grouping [187-0068.1M17]

This course introduces principles and practices (as well as their research basis) that promote a school and classroom atmosphere
conducive to learning, including maximized inclusion, mutual respect, and strategic grouping. Participants learn, plan for, and
practice research-based methods to increase student engagement, motivation, and development of life-skills for future readiness,
in addition to improving students' academic performance.
Danielson Components: 2a: Creating an Environment of Respect and Rapport |

3e: Demonstrating Flexibility and Responsiveness
Differentiating Teaching and Instruction: What, How, Why

[217-0178.1M17]

Education Partner: Public Consulting Group (formerly KDS) | Location: Online
As a result of this course, participants will be able to describe and implement the concept of differentiation as a response to the
needs, interests and abilities of learners by modifying curriculum, instruction, and classroom environment. Participants will
explore how to reconstruct an objective so it is responsive to the needs, interests and abilities of diverse learners. Participants will
discover how to use grouping patterns as a differentiation strategy, and they will explore how to effectively implement
Independent Study to help their students meet their own needs within the boundaries of the learning process. Participants will
explore varied models of instruction, including direct instruction and inquiry-based teaching, in order to effectively respond to
diversity amongst their students.
This courses key activities include videos, readings, reflection questions, discussion prompts, and resources that bridge course
learning to classroom practice. The course also utilizes multiple assessments including a Check for Understanding to assess
learning in each unit, pre and post surveys, a Mid-course project, and a Final Capstone Project. The KDS Theory of Action is that by
learning through the combination of Instruction (40%), Coaching (20%), and Practice (40%), educators will have the research-
based learning experiences necessary to change their practice. Three principles support our course design: Professional
development should be intensive, ongoing, and connected to practice; Modeling is highly effective in helping teachers understand
a new practice; and Teachers' initial exposure to a concept should not be passive, but should engage teachers through varied
approaches so they can actively participate in making sense of a new practice.

6
Dyslexia: What It Is and What to Do about It [174-
0023.1M17]

Education Partner: Everyone Reading | Location: Everyone Reading
In Dyslexia: What It Is and What to Do about It, participants will progress from theory to effective practice, beginning with the
understanding of the physical causes and symptoms of dyslexia and tools for diagnosing language based learning disabilities,
through a thorough grounding in the principles and practices in effective multi-sensory language education and ending with
strategies for developing vocabulary, content knowledge and a variety of skills with and without text. The overarching premise of
this course is that all students need a solid instruction in foundational reading skills, that those who start to struggle need timely
and appropriate identification and intervention, and that they must have age and grade appropriate content and vocabulary
development even as they are developing their reading skills. The first three sessions of the course will provide participants with a
theoretical and practical framework for understanding multi-sensory language education and language differences and disorders.
Participants will learn and practice explicit instructional strategies for working with students who are struggling with language and
literacy. The latter three sessions will provide participants with strategies for developing language and content in ways that are
not limited to text.
Danielson Components: 2b: Establishing a Culture for Learning |

3d: Using Assessment in Instruction

Every Educator an Advocate [005-0216.1M17]
Education Partner: CE Credits Online/Riesling Group | Location: Online
This course will provide a foundation in the principles of special needs advocacy, with an emphasis on practical application of the
fundamental legal requirements that drive special needs education. Many educators who work with special needs students are
skilled at implementing classroom strategies and adapting curriculum to help those who are struggling. Teachers and other
professionals are often familiar with an IEP or 504 Plan, but may be relying on the school administration to interpret the why and
how of educational plan development for special needs students. The purpose of this course is to give educators and others
working with special needs students an understanding of why special needs identification and planning works the way it does,
and how to maximize effectiveness by writing S.M.A.R.T. goals and choosing appropriate accommodations and modifications. The
Individuals with Disabilities Education Improvement Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 set the stage for
identifying and programming for students with educational disabilities. Course participants will learn about the IEP process and
about 504 Plans, and using their knowledge of the rights and entitlements granted by the aforementioned special education laws
will become better advocates for the needs of their students. Educators will benefit from this course by developing a deeper
understanding of how to navigate the special needs process and utilize best practices to develop specific and measurable
outcomes for their students.
Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $189.99

1e: Designing Coherent Instruction

7
Helping Struggling Readers Succeed in Grades 4-12 [163-
0164.1M17]

This comprehensive instructional course provides educators and administrators proven methods to teach struggling students to
become more motivated and successful readers. This course provides an understanding of why students struggle with reading,
what barriers prevent students from becoming more fluent and efficient readers and what teachers can do to help struggling
students become more effective readers and writers. The focus of this course is to support teachers by helping teachers identify
what causes readers to struggle and what they can do to help struggling readers be more successful in the classroom. Teachers
will learn how to help struggling readers develop fluent reading patterns, expand their vocabulary and learn to self-monitor their
own reading comprehension. The course will also help teachers understand how to promote effective reading techniques such as
text annotation, mental imagery, synthesis and summarization and peer supported reading practices. Teachers will also explore
how linking reading and writing supports developing and struggling readers to become strategic and focused readers.
Danielson Components: 1a: Demonstrating Knowledge of Content and Pedagogy |

8
Arts
Analyzing Art Online [194-0039.1M17]
Education Partner: Creative Teacher Education Institute | Location: Online
Learn how to use the Internet as your virtual tool to bring this overview Art History into your classroom. Travel the web to
Museums around the world in your quest for Art appreciation. Learn about famous works of Art and notable Artists who have
shaped minds and attitudes of our culture. Art History can be a fun and beautiful way to introduce a wide variety of concepts to
your students. Participants can choose from a variety of motivating projects to create interdisciplinary lessons using Art as a
cornerstone for learning. This course is appropriate for all areas including the Arts, ELA, Social Studies, Math, Science, Foreign
Language, teachers N-12.

3c: Engaging Students in Learning
Arts Education for Early Learning and Emergent Literacy

[175-0084.1M17]

Education Partner: Advancement Courses | Location: Online
The arts surround us in everything we hear, see, and feel, provide emotional context for our experiences, and heighten our
awareness of the world around us. The arts also deepen learning for students. In this course, teachers learn how to navigate arts-
based educational strategies to foster creative thinking skills and nurture the continuing growth of children's literacy skills and
cognitive development. The teacher will learn what the arts are, why they are important, how they contribute to a child's social-
emotional, cognitive, creative, and psychomotor learning, and how they can be a part of every day literacy instruction. With easy-
to-use, pedagogical models, the teacher will discover how to intentionally plan arts activities and lessons to deliver classroom
content, and embrace arts-based strategies as effective and powerful learning tools. They will also learn how to apply arts
education to the Common Core State Standards, integrate arts education in alignment with Bloom's Taxonomy and to support a
variety of exceptional students, including English Language Learners (ELLs), gifted and talented students, and students with a
variety of special educational needs, including students who are physically different, or who have ADHD/ADD or Autism Spectrum
Disorder. Teachers also acquire best practices for differentiating instruction and creating an engaging learning environment for all
students. Finally, participants will receive thoughtful feedback from an instructional coach on their arts-based literacy strategies,
activities, and lessons in order to support their learning in this course and identify additional best practices that can be used to
strengthen their teaching practices.


10
Capturing the City Through the Camera: Documenting New
York's History [140-0228.1M17]

Education Partner: Museum of the City of New York | Location: Museum of the City of New York
In this dynamic six session program, participants will learn how to use the camera to capture their personal relationship to New
York City while learning the history behind some of the city's most iconic structures and places. Capturing the City through
Camera will expose educators to a blend of history, urban observation, and the art and practice of photography. Participants will
learn about a variety of photographic techniques and processes, including point-of-view, cyanotype prints, and portraiture.
Throughout the course, educators will view and discuss photographs both from the Museum's collection and those taken by
course participants. Educators will hone their skills through observation and discussion, enriching and improving their own work
each week. At the end of the course, these educators will curate their best photographs and combine them with photographs
from the Museum's collection to form their final projects. Each participant will have the opportunity to explore the Museum's
collections via exhibitions and behind-the-scenes archive and digital lab tours and will gain experience using digital cameras to
develop their compositional skills considering the lighting, framing, perspective, and tone of the images they produce. In addition
to photographing the major components of the city, such as buildings, parks, landmarks, and people, participants will study
important photographers such as Jacob Riis, Berenice Abbott, and Stanley Kubrick. Each session will focus on one of these
subjects and will incorporate a viewing of important works from the Museum's renowned photography collection, lively
discussions, guest visits from curators, neighborhood field trips with exciting photographic projects, and sharing sessions to
present participant work. Highlights from the Museum's collection will illustrate how photographers use their craft as an outlet
for personal expression and to describe their relationship to the city. Participants will set personal goals for what types of
photographs they hope to take throughout the course.

11
Creative Infusion: Art & Reuse in the Classroom [019-
0181.1M17]

Education Partner: Materials for the Arts | Location: Materials for the Arts
Creative Infusion is an introduction to a wide range of ideas, techniques and methods used for integrating art made with reusable
and recycled materials across the curriculum. This course teaches teachers curriculum integration by giving them an
understanding of art techniques that they can use to teach literacy, math, science, social studies. Participants will learn various
strategies for differentiating instruction providing them with the tools to create and present achievable projects for reaching a
wide scope of learning modalities that make them better educators, leaders, and artists. Sessions include: Art of Reuse-an
introduction to materials and problem solving; Games and Game boards-developing new games and replicating standard games
for all subjects; Bookmaking- the creation of book structures that integrate all fields of study; Mosaics-creating patterns and
design inspired by cultural and historical influences; Wind Chimes and Mobiles-creating kinetic sculptures, using geometry,
problem solving and reasoning and the sound of science to understand how to create desired sound sculpture; Musical
Instruments-designing a variety of percussion instruments out of everyday objects and Theatre Arts-using an historical timeline
and a study of world culture to create hats, masks, puppets and costumes to be used to create a literary response. Emphasis will
be placed on creating sustainable artwork: that which leaves no negative impact on the environment. Participants will develop
two lesson plans for various subject areas, learning styles and ability levels relevant to their own classroom. Participants will
utilize daily rubric self-assessment, journaling, instructor assessment, research and the sharing of best practices to acquire new
knowledge and techniques that they will use in creating lesson plans from course material for reaching the variety of learning
styles and levels that are relevant to their own instructional setting. Participants will receive a course pack of documents outlining
vocabulary and how-to instructions for the arts techniques learned.

12
Directing Plays and Musicals in the School and Classroom
[142-0051.1M17]

Education Partner: Theatre Development Fund | Location: Theatre Development Fund (Pearl Studios)
Directing Plays and Musicals in the school and Classroom is an interactive and intensive teaching and learning experience that will
provide teachers with the tools and experience to be able to direct and choreograph plays and musicals with their students for
production within their school or classroom. The course goals include developing the teachers' abilities to stage and direct school plays
and musicals, develop and articulate a clear and specific directorial concept, style and approach to a performance event demonstrate
strategies and methods for teaching their own students how to direct and assistant direct student productions and scenes and to use the
knowledge and skills involved in directing to enhance their overall knowledge and understanding of theater making. Teachers will create
production plans and directorial concepts, rehearsal schedules and strategies for staging and integrating the production process into
their classroom curriculum. Teachers will choose and analyze a theatrical text that is appropriate for their grade level, create a specific
concept, style and approach to the text and direct a scene or musical number for presentation and assessment at the end of the course.
Teachers will engage in various rehearsal activities including ensemble-building warm-ups, blocking demonstrations and text analysis
designed to expand and enhance their own teaching practice. A panel of professional theatre directors will present a symposium on
directing. Included in the course are two outings to Broadway or Off Broadway plays as inspiration and examples of quality directing. The
course will conclude with staged scenes and musical numbers by the teacher.
Danielson Components: 3b: Using Questioning and Discussion Techniques |

EVC's Youth Powered Video Summer Institute [195-0218.1M17]

Education Partner: Education Video Center | Location: City-As School
Using digital media and technology to effectively engage students in authentic project-based inquiry has become a necessary part of a
rigorous 21st century education today. At EVC's internationally recognized summer institute, participants will be given the hands-on
experience they need to learn the technical tools and the proven pedagogical strategies to do just that. In our five-day professional
development intensive, participants will learn to plan, facilitate and assess Common Core aligned, media project-based units that will
build their students' 21st century literacy, critical thinking and artistic storytelling skills. The workshop is experiential. Each morning as a
learner, participants will collaboratively plan, research, shoot and edit a digital video project with their peers in the institute. Then in the
afternoons, they will be given time, in their role as a teacher, to reflect on those experiences and discuss effective facilitation strategies
and lesson plans for scaffolding the very same critical and creative process for their students. Readings on literacy development and
group facilitation will also be discussed. Grounded in 30 years of experience working with New York City students, teachers and school
leaders, EVC's methodology is designed for PK-12 teachers in all disciplines, librarians, technology and media specialists, teacher
education college faculty and students.

13
Integrating Music in Classroom Management and Instruction
[187-0071.1M17]

Integrating Music in Classroom Management and Instruction provides participants with a better understanding of music and
how it can enhance classroom teaching and learning. The course makes a case for arts integration in general and music
integration in particular, and how engagement with music cultivates 21st-century learning and readiness. Participants will learn
about the benefits of music to brain development and socioemotional learning, listening skills and learning culture, and student
behavior and classroom management. They will also consider musics potential for communication and collaboration across
diverse cultures as well as practical ways in which music can enrich core academic subjects.
Deliverables include formative assessments; short quizzes; written summative responses to lessons; opportunities for the
application of theory, including but not limited to creating lesson plans that integrate music; reflections on teaching and learning
practices; a persuasive letter or essay making the case for music integration in the classroom; and the creation of a presentation
of content learned, including how the participant plans to incorporate content into teaching practices.
Information in the course is presented in multiple modalities to meet the needs and preferences of various teachers. Lessons
include content reading, narrated PowerPoints, videos, scholarly articles and additional reading material, and online resources.
Through forum-based discussions teachers are able to collaborate with colleagues to share driving questions, ideas, experiences,
and lesson plans. Pedagogical practices include Universal Design for Learning, constructivism, inquiry-based learning, case-based
learning, collaborative learning, integrated content instruction, and direct and guided instruction. Key texts include Arts with the
Brain in Mind by Eric Jensen, The Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and
Young People by Susan Hallam, Music and Learning by Chris Boyd Brewer, and the California Department of Education website
Social-Emotional Development Domain (http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp).

14
Music, the Sounds of Math, Science, and Social Studies
[019-0209.1M17]
This course is designed for teachers to integrate music into the classroom through fun and simple techniques, learning basic concepts
found in music while designing a series of hands-on indigenous inspired instruments made from reusable materials to experiment on
and compose rhythms with. Through guided art instruction, participants create their multicultural instruments integrating differentiated
instruction into various learning modalities and multiple subject areas. The sessions highlight cultures around the world, musical
influences, exploration of sound and theory, and musical writing and presentation. Sessions include:
1). Multicultural Introduction to Music
2). Asian and Middle Eastern Music
3). African and Latin Music
4). Group Studio Art and Composition
5).Group Studio Art and Composition
6). Group Presentations and Peer Assessment
There will be guided instruction for art making and equal time for writing presentation pieces in response to created instruments,
individual and peer assessment, linking each art workshop to literacy, math, science and social studies.. Participants will utilize their prior
knowledge, journaling, research and the sharing of best practices to work out ideas, first individually and then in groups, creating
compositions designed for a wide scope of learners relevant to their own instructional setting. Participants will receive a course pack of
documents outlining pertinent how-to instructions for the arts techniques learned.

Opera Learning Institute [168-0058.1M17]

Education Partner: The Metropolitan Opera Guild | Location: Lincoln Center Education (Rose Building)
Through this week-long intensive, teachers will engage in opera creation and apply those strategies to the classroom environment. Using
the Metropolitan Opera Guild's three strands of opera-based learning (create, present, attend), participants will develop methods for
using opera creation, opera performance, and opera attendance/viewing to build literacy skills and explore text across subject areas.
Participants will explore a non-fiction text through an opera creation process. This process will demonstrate teaching strategies that use
opera to explore text and build students' comprehension, analysis, and writing skills. Participants will also have the opportunity to
engage in guided lesson planning and curriculum development to integrate opera into their work and create opera-based lessons. These
opera-based teaching activities will use the Metropolitan Opera Guild's Comprehensive Arts Learning and Teaching standards (https://
sites.google.com/site/cobaltstandards/) which have key Common Core connections including an emphasis on building teaching
strategies through opera to help students make inferences, cite evidence, and analyze text. Opera-based teaching and learning also
connects to the Danielson Framework for Teaching emphasizing classroom environment, reflection, inquiry and engagement.


15
Props, Costumes and Set Design for Oral Presentations
[019-0204.1M17]

This studio course provides art skills and techniques needed to infuse project based learning into all classroom settings.
Participants create a series of prototypes including props, costumes and sets made from reusable materials specifically designed
to enhance oral presentations in the classroom. Through guided art instruction, participants create hands-on art projects that
integrate differentiated instruction into various learning modalities and multiple subject areas, providing critical thinking skills to
enhancing rigor in the classroom. Participants are challenged to create and improve lesson plans for their own classroom
curriculum with the goal of improving student learning by more deeply engaging their students in the content they are
researching. The sessions are broken down into five days of hands-on art making, problem solving, inquiry, observation,
documentation and oral presentation. Sessions include: 1). Retelling Stories, Using Hats and Masks as Props 2). Music-The Sound
of Science; Literacy & Math in Music; 3). Shadow Puppetry Using Informational Text-People, Places and Things; 4). Costuming/
Props/Set Design for Reenactment of Events Fiction/Non Fiction; 5).Studio Art Day/Group Project Work; 6). Group Presentations
and Peer Assessment. This course provides both independent and group study. Participants are guided in improving their craft
through continued emphasis on the course rubric. Participants learn to better meet Danielson Components for more deeply
engaging students in learning by offering students techniques in how to demonstrate their knowledge through oral presentations
as well as work in a group setting. In group sessions participants rigorously peer review and edit each other's lesson plans and
share their own best practices. Common Core ELA standards involving Speaking and Listening are emphasized and their
application to interdisciplinary learning are modeled and practiced.
Each morning, participants work individually on project based learning techniques highlighting research into a specific curriculum
topic by making a hands-on art piece. The created pieces are then used for teaching their students how to make these props for
improving learning across the curriculum. There will be guided instruction for art making and equal time for writing presentation
pieces in response to created art piece. This course includes time for individual and peer assessment, linking each art workshop to
improving student learning in ELA, math, science and social studies, modeling how to infuse project based learning into your daily
curriculum. Each afternoon participants bring their prior knowledge, journaling, research and the sharing of best practices to work
in groups, challenging each other, identifying strengths and weaknesses as well as likes and dislikes, and dividing up the tasks at
hand that leads to the creation of a group oral presentation designed to be differentiated for a wide scope of learners, in order to
deepen student learning of the subject they are researching, relevant to their own instructional setting. Emphasis will be placed
on creating sustainable artwork: that which leaves no negative impact on the environment. Participants will receive a course pack
of documents outlining pertinent pedagogical approaches, vocabulary and how-to instructions for the arts techniques learned.
Danielson Components: 1e: Designing Coherent Instruction |

16
Puppetry in the Classroom [014-0175.1M17]
Education Partner: New Victory Theater | Location: New Victory Theater/New 42nd Street Studios
Puppetry has the power to open up worlds of meaning and possibilities for students. The New Victory Theater will work with
classroom teachers (Pre-K-12) to build artistic and teaching techniques for using the art form of puppetry as a tool in their core
curriculum. Participants will participate in a series of hands-on activities intended to provide them with practical strategies to
learn a variety of puppetry techniques and to incorporate this art form into any academic unit. Teachers will be engaged as both
artist and educator to build knowledge and skills in puppet-making (making choices to build puppets based on given text or
original text); manipulating puppets (gross and fine motor skills, making connections between character emotions and puppet
movements); creating character (conveying meaning through a puppet), verbal presentation (language skills), interpreting and
demonstrating an understanding of text. As a result of this course, teachers will be able to develop interdisciplinary lesson plans
that build student engagement in their own learning, collaboration skills and problem-solving skills, as well as deepen specific
skills students need to acquire in English Language Arts, such as demonstrating levels of meaning in text. They will also build and
utilize art form-based formative and summative assessment tools. Teachers will work in alignment with the NYCDOE's Blueprint
for Teaching and Learning in the Arts: Theater, New York State Learning Standards in Art and English Language Arts, and make
connections to New York State Pre-K-12 Common Core State Standards for English Language Arts & Literacy.

Raw Fibers: The Art of Fabric [019-0213.1M17]

This studio class will take a single product, fabric, and work out the historical, economic, scientific, social and mathematical
properties that are inherent in its use and production through hands-on art making. Each session will focus on methods for
curriculum integration including: math, science, social studies and literacy. There will be four themes of hands-on practice:
spinning, weaving, printing, and batik. Throughout the course participants will learn about the environmental impact of fabric and
investigate ways to creatively reuse their own materials. Participants will learn various strategies for differentiating instruction in
order to create and present achievable projects for a wide scope of learners. Participants will utilize journaling, research and the
sharing of best practices to develop lesson plans from course material for a variety of learning styles and levels that are relevant
to their instructional setting and relate to student interest, heritage and language proficiency.


17
Surrealism: Exploring the Marvelous in the Classroom [194
-0040.1M17]

The marvelous art movement in Paris from 1924 to 1941 is known as Surrealism. This movement is highlighted by a group avant-garde
writers, artists, and filmmakers. Surrealism was started by artist and poet Andre Breton with his Surrealism Manifesto to amazing illusion
artist Salvador Dali (1904-1989), and film-maker Luis Bunuel (1900-1983) along with many other creative and notable artists, authors
and film-makers. The movement used dream-like imagery and Freudian dream symbolism to challenge the traditional function of art and
reality. This course will explore famous works from this time period and challenge teachers to integrate surreal topics into their
classroom curriculum planning. Can topics in writing, art and film be a mirror into our psyche? Are our dreams a pathway to our
subconscious thoughts? Educators will learn how to use topics in the Surrealism movement to integrate into unique curriculum
experiences. Teach your students how to look for symbolism and draw conclusions form analyzing art, film and text from this symbolic
period of time. This course is appropriate for all educators including Guidance Counselors, Psychologists, Social Workers, ELA, Math,
Social Studies, Foreign Language, Science, The Arts, Physical and Special Education, N-12. Educators will create appropriate classroom
resources according to their specific area of expertise. No one is too young or old to learn to dream.

Teacher Institute, 2017: Feminist Freedom School [022-

0230.1M17]
Education Partner: Brooklyn Museum | Location: Brooklyn Museum
Teacher Institute, 2017, has been re-imagined as a Feminist Freedom School focusing on the exhibitions in A Year of Yes: Re-imagining
Feminism at the Brooklyn Museum. Participants will spend time with the exhibitions Georgia O'Keefe: Living Modern, We Wanted A
Revolution: Radical Black Women, 1960-1985, and A Woman's Afterlife: Gender Transformation in Ancient Egypt. In collaboration with
the Brooklyn Public Library and Brooklyn Botanic Garden, we are calling on the legacy of activism in education-- committing ourselves to
the innovation and collaboration of the past in order to professionally develop the radical imagination of the teachers of the future.
Participants will attend lectures and workshops presenting the best practices in museum education. Participants will learn questioning
and facilitation techniques that encourage student critical thinking and logic and develop student argumentation skills. Further,
participants will attend mini-workshops at both the Brooklyn Botanic Garden and Brooklyn Public Library which will introduce
interdisciplinary techniques for lesson planning and archival research. Participants will leave having modified a previously created unit
plan so that it integrates art and has points of entry for collaboration with another Social Studies, Mathematics, Science, Language Arts
or Visual Arts teacher. Educators from all disciplines are strongly encouraged to register. Only through collaboration can educators
ensure classrooms and galleries are spaces of freedom for centuries to come.

3b: Using Questioning and Discussion Techniques

18
The Art of Science [034-0099.1M17]
Education Partner: New York Botanical Garden | Location: New York Botanical Garden
Discover how to help your students experience the wonder of the outdoors through both art and science. Participants will hone
observation skills and ask questions using the backdrop of the garden grounds and a temporary exhibition focused on the work of
Dale Chihuly. Through research, experimentation, and inquiry we will explore how the physical beauty of nature can enhance
students' natural curiosity. We will use constructivism as a backbone, calling on participants to use a variety of skills to both
interpret and analyze the world around them because, "Constructivist teachers understand that learning occurs within the
environment, including the ideas of people and teachers" (Branscombe, Castle, Dorsey, Surbeck, & Taylor, 2003). The project and
our environment in this case will be based on the New York Botanical Garden, though this concept can be translated into each
teacher's personal school and community environment. Sessions provide cross-curriculum connections, which emphasize the
relationship between science and art while incorporating relevant links to literacy and the Common Core Standards for ELA. We
will emphasize literacy along with science and art because in any project, reading and writing always become a focal point (The
Forum on Public Policy, 2006).
Danielson Components: 1d: Demonstrating Knowledge of Resources |

19
The Morgan Book Project Summer Institute for Teachers:
Illuminate Your Curriculum Through Interdisciplinary
Collaboration - Session 1 [184-0167.1M17]

Education Partner: The Morgan Library & Museum | Location: The Morgan Library & Museum
During the Morgan Book Project-Summer Institute for Teachers, participants will examine exceptional primary sources from the
Morgan's renowned collection of medieval and Renaissance illuminated manuscripts, explore strategies for teaching book art
techniques in the classroom using professional grade and historical art materials, and develop a collaborative, cross-disciplinary,
and multimodal unit of study to be implemented in their classroom the upcoming school year. The Summer Institute for Teachers
interweaves social studies, language arts, and visual arts. Over the course of this four day intensive professional learning
opportunity, pairs of visuals arts and classroom teachers will produce manuscript books, which will serve as an inspiration for the
books their students create during the upcoming school year. The Morgan Book Project-Summer Institute has an experiential and
inquiry-based pedagogical approach. There will be formative and summative evaluations of the teachers' books. The Summer
Institute serves as an impetus for teachers participating in the Morgan Book Project, equipping them with the tools they need to
successfully carry out the program in the classroom. Developed in 2009 in collaboration with Dr. Eva Pataki, former Arts
Supervisor, Cluster 2, Office of Arts and Special Projects, New York City Department of Education, the Morgan Book Project offers
a model for the integration of book arts into the Common Core State Standards, the Blueprint for Teaching and Learning in the
Arts, and the National Visual Arts Standards, while addressing Charlotte Danielson's Framework for Teaching. The Morgan Book
Project reflects the Morgan Library & Museum's commitment to offer its superb collection of medieval and Renaissance
illuminated manuscripts as an inspiring resource for students and teachers. The program fosters collaboration amongst visual arts
and classroom teachers, as they co-design a curriculum unit in partnership with the museum. The Morgan Book Project serves as
a model of effective school-museum collaboration, inspiring attendees to cultivate a greater rapport with museums and cultural
institutions.

20
The Morgan Book Project Summer Institute for Teachers:
Illuminate Your Curriculum Through Interdisciplinary
Collaboration - Session 2 [184-0167.2M17]

Education Partner: The Morgan Library & Museum | Location: The Morgan Library & Museum
During the Morgan Book Project-Summer Institute for Teachers, participants will examine exceptional primary sources from the
Morgan's renowned collection of medieval and Renaissance illuminated manuscripts, explore strategies for teaching book art
techniques in the classroom using professional grade and historical art materials, and develop a collaborative, cross-disciplinary,
and multimodal unit of study to be implemented in their classroom the upcoming school year. The Summer Institute for Teachers
interweaves social studies, language arts, and visual arts. Over the course of this four day intensive professional learning
opportunity, pairs of visuals arts and classroom teachers will produce manuscript books, which will serve as an inspiration for the
books their students create during the upcoming school year. The Morgan Book Project-Summer Institute has an experiential and
inquiry-based pedagogical approach. There will be formative and summative evaluations of the teachers' books. The Summer
Institute serves as an impetus for teachers participating in the Morgan Book Project, equipping them with the tools they need to
successfully carry out the program in the classroom. Developed in 2009 in collaboration with Dr. Eva Pataki, former Arts
Supervisor, Cluster 2, Office of Arts and Special Projects, New York City Department of Education, the Morgan Book Project offers
a model for the integration of book arts into the Common Core State Standards, the Blueprint for Teaching and Learning in the
Arts, and the National Visual Arts Standards, while addressing Charlotte Danielson's Framework for Teaching. The Morgan Book
Project reflects the Morgan Library & Museum's commitment to offer its superb collection of medieval and Renaissance
illuminated manuscripts as an inspiring resource for students and teachers. The program fosters collaboration amongst visual arts
and classroom teachers, as they co-design a curriculum unit in partnership with the museum. The Morgan Book Project serves as
a model of effective school-museum collaboration, inspiring attendees to cultivate a greater rapport with museums and cultural
institutions.

21
Theatrical Play in the Classroom [014-0177.1M17]
Education Partner: New Victory Theater | Location: New Victory Theater/New 42nd Street Studios
Increasingly more studies are proving that play is not only necessary for children of all ages, but for adults in their learning, as well. The
New Victory Theater specializes in arts-based play, and through this course, will focus on combining theater and structured play to
inspire the development and the reimagining of lesson plans in the classroom teachers (PreK-12). The benefits of arts-based play are
vast: they support the development of a child's creativity, problem-solving skills, self-confidence, communication skills and more.
Participants in this course will be engaged as both artist and educator to build knowledge and skills in the following theatrical styles:
ensemble-based theater; physical theater; clowning; playwriting; and devised theater. As a result of this course, teachers will be able to
develop interdisciplinary lesson plans that build student engagement in their learning, collaboration skills, and problem-solving skills, as
well as deepen specific skills students need to acquire in English Language Arts, such as demonstrating levels of meaning in text, all
through play-based theater. They will also build and utilize art-form based formative and summative assessment tools.
In this course, Participants will work in alignment with the NYCDOE's Blueprint for Teaching and Learning in the Arts: Theater, New York
State Learning Standards in Art and English Language Arts, and make connections to New York State PreK-12 Common Core State
Standards for English Language Arts & Literacy.

What do you see? Teaching Visual Literacy Through

Photography, Grades 6 - 12 [212-0212.1M17]

Education Partner: Aperture Foundation | Location: Aperture Foundation
Aperture On Sight visual literacy trainer Alice Proujansky -- a professional photographer and trained arts educator -- will lead educators
through adapting Aperture's twenty-session visual literacy and photography curriculum to their students' needs. Participants will decode
and encode images, learning how to interpret photographs using flexible, engaging inquiry techniques that make material accessible to
students. The curriculum has been successfully tested with a wide range of students, including English Language Learners, college-bound
art students, and sixth graders with no previous experience.
Using readings from Visual Thinking Strategies, Responsive Classroom, Paulo Freire, and Paul Berger, we will understand the ways that
images communicate, how students can infuse their own photographs with meaning, and ways to move beyond art history lectures
toward truly thoughtful interpretative conversations that encourage students to make personal connections with visual imagery.
Participants will do several of Aperture's hands-on photography and photobook-making lessons, using cameras and visual games to
understand the student experience.
Educators will practice leading image interpretation conversations with students, overcoming technical concerns, and photobook-
making. The trainer will also observe and give feedback on visual literacy teaching. Topics include Collaborative Portraiture, Different
Kinds of Truth, Metaphor, Context Case Study, and Mind Mapping.


22
Data and
Assessment
Assessment and the Common Core State Standards [217-
0169.1M17]

In this practical course, Dr. Kay Burke shows how to create and use assessment tools that improve instruction (formative assessments) as
well as gauge its success (summative assessments), and how to arrive at an effective balance of the two. Dr. Burke demonstrates how to
plan instruction as part of a collaborative team, packing/repacking the Common Core standards and sharing meaningful instructional
objectives with students. She provides examples of performance tasks that will motivate students in every grade. Teachers taking this
course will get a first-hand look at checklists, rubrics, and informal assessments in use in actual classrooms -- from second-graders
studying shapes to high-school juniors investigating global human rights abuses. Educators will come away with tools and strategies that
they can use immediately, making balanced assessment an integral part of their own instruction.
This course's key activities include videos, readings, reflection questions, discussion prompts, and resources that bridge course learning
to classroom practice. The course also utilizes multiple assessments including a Check for Understanding to assess learning in each unit,
pre and post surveys, a Mid-course project, and a Final Capstone Project. The KDS Theory of Action is that by learning through the
combination of Instruction (40%), Coaching (20%), and Practice (40%), educators will have the research-based learning experiences
necessary to change their practice. Three principles support our course design: Professional development should be intensive, ongoing,
and connected to practice; Modeling is highly effective in helping teachers understand a new practice; and Teachers' initial exposure to a
concept should not be passive, but should engage teachers through varied approaches so they can actively participate in making sense
of a new practice.
Danielson Components: 1f: Designing Student Assessments | 3d: Using Assessment in Instruction
Beat Test Anxiety [194-0036.1M17]

Test anxiety is a very real problem for students and teachers. This course will help participants prepare materials and lessons that will
help classroom students become better test takers. Participants will learn how to create activities that target specific test-taking skills for
their respective grade levels and for any test. A wide variety of strategies and resources will be shared in this course for teachers of any
grade level. Participants will learn from research and discussions with other participants in the forum section how to incorporate sound
test-taking practices into their daily lessons. This will allow a shift to take place in the classroom- from practicing for the test to teaching
students how to be successful in any testing situation. Participants will design informational handouts for students and parents that
share text anxiety facts and statistics as well as tips for reducing stress. Participants will also design resources using multimedia tools to
share overviews of test formats and strategies. The course will also require participants to create tasks and activities that give classroom
students authentic practice to help them best prepare for content area and/or standardized tests. These assignments and others will
ensure that participants are well-prepared with a wide array of resources, lessons, and activities that will reduce text anxiety and
improve test scores.
Danielson Components: 1f: Designing Student Assessments |


24
Data Driven Instruction [209-0020.1M17]
Education Partner: Customizable Professional Development | Location: Online
Data driven instruction is a precise and calculated approach to improve student comprehension throughout the school year.
Implementing and utilizing data to drive instruction is perceived to be an overwhelming task. This course will help educator use
data analysis to improve student learning. The use of data and student learning objectives (SLOs) are at the heart of data driven
instruction. Participants will analyze data, focus on increasing rigor in the classroom, types of assessment, and the building blocks
to successful data driven instruction implementation. This course is appropriate for all K-12 educators.

Differentiated Instruction Driven by Assessments

(Foundations) [163-0147.1M17]

Assessments and differentiation of instruction are inseparable. The goals and priorities for this course are intended to provide
opportunities for teachers to proficiently master implementation of the foundations for using assessments effectively to
differentiate instruction.
This course provides participants a structured means for addressing the diverse individual needs of students using effective
assessment methods in setting differentiated instructional learning paths. Connections between the standards and the
Danielson's Framework will be integrated throughout the course with real-life, hands-on application of how to use assessment
tools and data effectively (i.e. pre-assessments, diagnostic, formative assessments), within the classroom to address diverse
student needs and to design respectful tasks by product, process and/or by content.


25
Fact Checking- Teaching Students How to Analyze
Information and Question Sources of Information in the 21st
Century [194-0033.1M17]
We live in an age of information overload. With new technology being invented every day, people obtain news and information
from a wide variety of sources. However, as most adults know and understand, the information that is printed or shared in the
media isn't always true or accurate. In this course, participants will learn creative and authentic ways to teach students how to
obtain, analyze, and question information sources. This course will allow participants to develop meaningful lessons, activities,
and resources to teach students more about information sources. Participants will research and learn how to use different
analysis tools in their classrooms to make students more analytical readers and more critical consumers of information. The
activities, lessons, and resources gathered in this course will help improve reading, writing, and listening skills in the classroom.

26
Formative Assessment and Standards-Based Grading [217-
0210.1M17]

For educators to design instruction that advances all their students' achievement, they must be able to design assessments that
fully illuminate what their students are learning. To grade their students fairly and productively, educators also need to know how
to track student progress through detailed descriptors of the essential skills and knowledge their students must learn. Most
educators struggle with these issues, however; grades can be inconsistent from teacher to teacher, department to department, or
student to student and teachers cannot always adequately communicate to parents how their children's grades are determined.
Marzano Research Lab's expert presenters cofounder and CEO Dr. Robert J. Marzano and Vice President Dr. Tammy Heflebower
walk course participants through the research and theories that support what kind of feedback, assessment, and grading students
need to help them learn; how to construct those assessments; how to create rubric-based scales to inform both formative and
summative assessments; and how to monitor and affect their students' progress. Interviews with teachers and students,
classroom footage, workshop activities, presentation, and the accompanying text bring to life this critical subject for educators
who aspire to provide the kind of responses and guidance to their students that keep them highly engaged in their learning and
making steady progress toward meaningful and purposeful achievement.
This course's key activities include videos, readings, reflection questions, discussion prompts, and resources that bridge course
Danielson Components: 3c: Engaging Students in Learning |

27
What's For Homework: Making Homework and Assessment
Policies That Make Sense [194-0038.1M17]

Is homework a sensitive subject at your school? Are you uncertain of how to assess your students in a time-efficient and
appropriate way? This course will address the great homework debate and challenge you to design activities and assignments
that have real value. You will learn ways to create meaningful homework assignments and how to design appropriate assessment
techniques that suit the needs of your students. Upon completion of this course, you will have developed a system for homework
and assessment that suits your students' needs and yours. You will also have a vast array of exciting and innovative new ways to
use homework in an appropriate manner. Challenge yourself to find a homework/assessment system that's right for you!
Danielson Components: 1f: Designing Student Assessments
28
Early
Childhood
Education
Zoo Play: Integrating Nature and Science into Early
Childhood Education [009-0182.1M17]

Education Partner: Wildlife Conservation Society | Location: Bronx Zoo
Where better to spend your summer vacation than the Bronx Zoo! With time outdoors and in, this course takes a hands-on
approach to support early childhood educators in weaving more science and nature into their classrooms and learning centers.
We will break down research and best practices about engaging children with the scientific process and the natural world.
Teachers will be provided with knowledge, strategies, concrete examples, and collaborative workshopping to create practical,
realizable plans for bringing nature and science to their pre-k and early childhood students. The environment is in desperate need
of assistance, kids spend the vast majority of their time indoors, and now more than ever, the role of early childhood educators to
engage and excite young children about the natural world is critical for the future of our planet.

30
English
Language Arts
ABCs of the Common Core for Elementary English
Language Arts (Gr K-5) [163-0125.1M17]

This comprehensive instructional course provides elementary educators and administrators proven methods for working with the
Common Core easily and efficiently. This course provides a complete understanding of how to use Common Core guidelines for
dramatic improvement of instructional effectiveness and greater student performance. Teachers will be supported throughout
the course using illustrations, lesson examples, videos, and job-embedded activities. Educators will incorporate Danielson's
Framework for Teaching and the Common Core Learning Standards into their teaching practice.
This course has been designed with the goal of providing a comprehensive framework which operationally defines and
demonstrates how to effectively engage students through the use of the common core standards. The Course provides research-
based instructional principals in which teachers can anchor their practices and determine improvements in practice which will
leverage the efforts of both teacher-students.
This course was developed by literacy expert, Karen Tankersley. Author of:
- The Threads of Reading: Strategies for Literacy Development (Published 2003)
- Literacy Strategies for Grades 4-12: Reinforcing the Threads of Reading (Published 2005)
- Tests That Teach: Using Standardized Tests to Improve Instruction (Published 2007)
- Coaching the Threads of Reading: Helping Teachers Build Reading Success (Published 2012)

Addressing Higher Expectations for Secondary English

Language Arts (Grades 6-12) [163-0126.1M17]

This comprehensive instructional course provides secondary educators and administrators proven methods for working with the
Common Core easily and efficiently. This course provides a complete understanding of how to use Common Core guidelines for
dramatic improvement of instructional effectiveness and greater student performance. Teachers will be supported throughout
the course using illustrations, lesson examples, videos, and job-embedded activities. Educators will incorporate Danielson's
Framework for Teaching and the Common Core Learning Standards into their teaching practice. This course has been designed
with the goal of providing a comprehensive framework which operationally defines and demonstrates how to effectively engage
students through the use of the common core standards. Provide research-based principals in which teachers can anchor their
practices and determine effective practice which will leverage the efforts of both teacher-students.


32
Building Academic Language, Grades 7-12 [217-
0201.1M17]

With the adoption of college and career standards, all students need support developing their understanding and use of language
within an academic context. As students progress through school, subject matter becomes more complex and students must use
language in more sophisticated ways to argue, to evaluate evidence, to analyze complex texts, to develop their own complex
texts, and to engage academic discussions. This course is designed to equip K-12 teachers with the knowledge, skills, and
strategies required to help their students grasp language principles and develop the academic language skills they need to reach
their highest levels of academic achievement across all grade bands and content areas. Building Academic Language introduces
teachers to the features and functions of academic language, strategies and activities for supporting the use of academic
language, techniques for modeling academic language, and ideas for lesson planning and assessment that support academic
language development.

33
Building Academic Language, Grades K-6 [217-
0186.1M17]

With the adoption of college and career standards, all students need support developing their understanding and use of language
within an academic context. As students progress through school, subject matter becomes more complex and students must use
language in more sophisticated ways to argue, to evaluate evidence, to analyze complex texts, to develop their own complex
texts, and to engage academic discussions. This course is designed to equip K-12 teachers with the knowledge, skills, and
strategies required to help their students grasp language principles and develop the academic language skills they need to reach
their highest levels of academic achievement across all grade bands and content areas. Building Academic Language introduces
teachers to the features and functions of academic language, strategies and activities for supporting the use of academic
language, techniques for modeling academic language, and ideas for lesson planning and assessment that support academic
language development.

34
Building Academic Vocabulary and Deep Comprehension
(Grades K-5) CCSS [163-0127.1M17]

This comprehensive instructional course provides educators and administrators proven methods to implement Academic
Vocabulary instruction into daily classroom practices, easily and efficiently. This course also provides an understanding of how to
use Academic Vocabulary instructional practices for dramatic improvement of teacher effectiveness and achievement of greater
student performance. The focus of this course is to support teachers by helping teachers identify ways to expand student
vocabulary knowledge and usage within the content area classroom in grades K-5. This interactive course is designed for job-
embedded learning and practical classroom application using our virtual lesson study process. This virtual lesson study
environment will help facilitate the process for teachers to better incorporate the instructional practices outlined within the new
Common Core State Standards, embed vocabulary instruction in ongoing instruction and expand student vocabulary knowledge.
This course has been designed with the goal of providing a comprehensive framework which operationally defines and
demonstrates how to effectively engage students through the use of the common core standards. Provide research-based
principals in which teachers can anchor their practices and determine effective practice which will leverage the efforts of both
teacher-students.

Building Academic Vocabulary and Deep Comprehension

(Grades 6-12) CCSS [163-0161.1M17]

This comprehensive instructional course provides educators and administrators proven methods to implement Academic
Vocabulary instruction into daily classroom practices, easily and efficiently. This course also provides an understanding of how to
use Academic Vocabulary instructional practices for dramatic improvement of teacher effectiveness and achievement of greater
student performance. The focus of this course is to support teachers by helping teachers identify ways to expand student
vocabulary knowledge and usage within the content area classroom in grades 6-12. This interactive course is designed for job-
embedded learning and practical classroom application using our virtual lesson study process. This virtual lesson study
environment will help facilitate the process for teachers to better incorporate the instructional practices outlined within the new
Common Core State Standards, embed vocabulary instruction in ongoing instruction and expand student vocabulary knowledge.


35
Close Reading Made Easy for English Language Arts (Gr 2-
5) [163-0129.1M17]

Selecting appropriate reading material for students is hard. For decades, teachers have known that quality instruction requires a careful
matching of reading materials to students. The goal of selecting materials that is neither too difficult nor too easy for students is a task
which needs constant attention and adjustments on the part of the teacher. To ensure that students learn to read increasingly complex
texts, teachers have to understand not only what makes a text hard but also fun and engaging. The introduction of the Common Core
State Standards has placed a spotlight on text complexity and the art of close reading. This course focuses on the quantitative and
qualitative factors of identifying texts that are neither too difficult nor too easy for students but rather, helps them stretch and grow as
readers. We also examine how close reading of complex texts scaffolds student understanding of what they are reading at deeper levels
and allows them to develop the skills necessary to read informational text like a detective. This interactive course is designed for job-
embedded learning and practical classroom application using our virtual lesson study process. This virtual lesson study environment will
help facilitate the process for teachers to better incorporate the instructional practices outlined within the English Language Arts
Common Core State Standards.

Common Core: Implementing the Writing Standards 6-8

[217-0206.1M17]

In this course, participants will learn how to implement the Common Core State Standards for 6-8 writing instruction in their own
classroom, whether they teach English language arts or high school science. Participants will examine the organization of the standards to
see how the demand for more sophisticated writing increases over time. Participants will also explore in detail the 10 anchor standards,
including text types and purposes, production and distribution of writing, research to build and present knowledge, and range of writing.
This course will immerse participants in learning all of the Common Core Writing Standards for grades 6-8. This courses key activities
include videos, readings, reflection questions, discussion prompts, and resources that bridge course learning to classroom practice. The
course also utilizes multiple assessments including a Check for Understanding to assess learning in each unit, pre and post surveys, a Mid-
course project, and a Final Capstone Project. The KDS Theory of Action is that by learning through the combination of Instruction (40%),
Coaching (20%), and Practice (40%), educators will have the research-based learning experiences necessary to change their practice.
Three principles support our course design: Professional development should be intensive, ongoing, and connected to practice; Modeling
is highly effective in helping teachers understand a new practice; and Teachers' initial exposure to a concept should not be passive, but
should engage teachers through varied approaches so they can actively participate in making sense of a new practice.


36
Common Core: Implementing the Writing Standards 9-12
[217-0208.1M17]

In this course, participants will learn how to implement the Common Core State Standards for 9-12 writing instruction in their
own classroom, whether they teach English language arts or high school science. Participants will examine the organization of the
standards to see how the demand for more sophisticated writing increases over time. Participants will also explore in detail the
10 anchor standards , including text types and purposes, production and distribution of writing, research to build and present
knowledge, and range of writing. This course will immerse participants in learning all of the Common Core Writing Standards for
grades 9-12.

37
Common Core: Implementing the Writing Standards K-5
[217-0205.1M17]

In this course, participants will learn how to implement the Common Core State Standards for K-5 writing instruction in their own
classroom, whether they teach English language arts or high school science. Participants will examine the organization of the
standards to see how the demand for more sophisticated writing increases over time. Participants will also explore in detail the
10 anchor standards that run through the two grade bands of K-5 and 6-12, including text types and purposes, production and
distribution of writing, research to build and present knowledge, and range of writing. This course will immerse participants in
learning all of the Common Core Writing Standards for grades K-5.

38
Complex Textual Reading Made Easy (Gr 6-12) [163-
0130.1M17]

Selecting appropriate reading material for students is hard. For decades, teachers have known that quality instruction requires a
careful matching of reading materials to students. The goal of selecting materials that is neither too difficult nor too easy for
students is a task which needs constant attention and adjustments on the part of the teacher. To ensure that students learn to
read increasingly complex texts, teachers have to understand what makes a text hard but also engaging. The introduction of the
Common Core State Standards has placed a spotlight on text complexity. This course focuses on the quantitative and qualitative
factors of text complexity as well as the ways to engage students in this process. We also examine how close readings of complex
texts scaffold students understanding and allow them to develop the skills necessary to read like a detective.

Creating Enthusiastic Student Writers (Grades 3-5) [163-

0144.1M17]

The goals and priorities for this course are intended to provide opportunities for teachers to create a learning environment which
allows students to thrive as writers. Teachers will master the foundations for student authentic writing using the model and
framework of "Writer's Workshop". These strategies can be adapted and modified into each teacher's classroom using these best
writing practices. Participants will work through the process of teaching students how to communicate clearly to an external,
sometimes unfamiliar audience, and must learn how to adapt the form and content of their writing to accomplish a particular task
and purpose. Participants will review practical methods for developing their student's capacity to build knowledge on a subject
through research projects and to respond analytically to literary and informational sources. Connections between the standards
for English Language Arts and the Danielson's Framework with real-life, hands-on application of literacy instruction within the
classroom will be provided for teachers in a variety of ways that will result in specific application of instructional strategies,
student choice, building confidence as writers and through frequent, ongoing collaboration and dialogue. Writer's Workshop is
based upon the premise of three components to encourage such dialogue and building confidence with student writing, through
short, concise mini-lessons, leading into independent writing/conferencing and concluding with share time.


39
Creating Enthusiastic Student Writers (Grades 6-8) [163-
0145.1M17]

The goals and priorities for this course are intended to provide opportunities for teachers to create a learning environment which
allows students to thrive as writers. Teachers will master the foundations for student authentic writing using the model and
framework of "Writer's Workshop". These strategies can be adapted and modified into each teacher's classroom using these best
writing practices. Participants will work through the process of teaching students how to communicate clearly to an external,
sometimes unfamiliar audience, and must learn how to adapt the form and content of their writing to accomplish a particular task
and purpose. Participants will review practical methods for developing their student's capacity to build knowledge on a subject
through research projects and to respond analytically to literary and informational sources. Connections between the standards
for English Language Arts and the Danielson's Framework with real-life, hands-on application of literacy instruction within the
classroom will be provided for teachers in a variety of ways that will result in specific application of instructional strategies,
student choice, building confidence as writers and through frequent, ongoing collaboration and dialogue. Writer's Workshop is
based upon the premise of three components to encourage such dialogue and building confidence with student writing, through
short, concise mini-lessons, leading into independent writing/conferencing and concluding with share time.

Elevating K-1 Reading Instruction [211-0096.1M17]

Education Partner: Literacy Trust, Inc. (Reading Rescue) | Location: WeWork Penn Station
Literacy Trust, Inc. currently provides professional development to over 600 staff members in 92 public schools across all five
boroughs in New York City. This course focuses on key strategies essential to supporting kindergarten and first grade teachers in
elevating reading instruction in their classes. Throughout the course, K-1 teachers will be exposed to research-based strategies
that can be used during whole-class instruction, guided reading, and/or small group response to intervention (e.g., a multi-
sensory approach to phonemic awareness, sound boxes, question-answer relationships, etc.). We will review various ways to
assess students' phonological awareness and oral reading/comprehension abilities and how to use those assessments effectively.
Teachers will create tools that will assist them in cultivating a robust data-driven classroom in which student progress is
monitored in a systematic way that leads to all students' needs being recorded and addressed in subsequent lessons. Teachers
will be able to use any assignments written for this course to support them in their future classrooms.


40
Highly Effective Writing Instruction for Secondary ELA
Classrooms [163-0132.1M17]

The course is for ELA teachers who wish to help students become more effective and efficient writers, listeners, speakers and
deep thinkers by exploring the types of writing genres found in typical state ELA standards. Teachers will learn more about writing
genres such as narrative, informational, citing textual evidence, argumentative writing and synthesizing research from multiple
sources. Teachers will reflect on their own understandings of these genres as well their abilities to develop these writing skills
within their students. Teachers will also explore ways to engage their students in productive listening and speaking activities that
deepen student understanding and develop more proficient written work.

Integrating Common Core Literacy Standards Across

Subjects [175-0104.1M17]

New York City was one of the first major districts to adopt the Common Core State Standards (CCSS) in 2012. Many teachers
associate the CCSS with standards for teaching English Language Arts (ELA) and mathematics. However, the CCSS also strongly
emphasizes and provides standards for discipline literacy: the idea that all content areas have specific literacy needs, and that
teachers of subjects other than ELA are responsible for teaching multiple literacies. Discipline literacy in science, history, math,
and other subjects provides necessary skills for college and career readiness. This course focuses on the Common Core State
Standards for Literacy in History/Social Studies, Science, and Technical Subjects (Grades 6-12) and provides the skills teachers
need to implement these new standards in the classroom. This course provides resources and best practices for integrating
literacy into instruction, along with a thorough exploration of how teachers can incorporate technological literacy, argument
writing, and explanatory writing across subjects. This course provides practical insights for implementing literacy-teaching
practices and also focuses on how discipline literacy supports all content learning.


41
Introduction to Writing Workshop [191-0082.1M17]
Education Partner: Heinemann | Location: Online
How can we teach writing in a way that helps students meet our highest expectations? Stephanie Parsons' course Introduction to
Writing Workshop shows you how.Teaching writing more effectively isn't magic. In this online, self-paced course at Heinemann's
Digital Campus, Stephanie Parsons shows that great teaching is about learning what works best with writers and how to map
instruction to the writing process. Stephanie leads participants to understand what they need to know to get going with Writing
Workshop; the highly effective, flexible framework pioneered by Don Graves.
Participants will:
- Learn the guiding principles of writing workshop

- Understand the writing process
- Experience the writing process firsthand by writing your own narrative
- Build a writing curriculum
- Learn and experiment with the structures of writing workshop
- Practice assessing writers and their writing
- Consider how to create the optimal social and physical environment for writing

4e: Growing and Developing Professionally
Me? Teach Reading and Writing? Teaching Literacy Across

Content Areas (Gr 6-12) [163-0165.1M17]

This course is for Content teachers in grades 6-12 who wish to deepen their own understanding of how to help their students
become more effective and efficient readers, writers, listeners, speakers and deep thinkers. This course will explore how content
teachers can help students master the ELA content literacy standards for History and Social Studies or Science and Technical
Subjects. Teachers will learn strategies for helping students read content materials with deeper levels of understanding. This
course will help content teachers meet Disciplinary Literacy standards for reading, writing, listening and speaking. This interactive
course is designed for job-embedded learning and practical classroom application using our virtual lesson study process. This
virtual lesson study environment will help facilitate the process for teachers to better incorporate the instructional practices
outlined within State Standards, embed writing instruction in ongoing teaching and classroom units and lesson plans.


42
Reading & Writing: You Can't Have One without the Other
[163-0121.1M17]

With the recent implementation of more rigorous state standards, teachers are expected to combine reading and writing in the ELA
block. Over the past decade reading and writing were taught in isolation in many classrooms. Writing was taught through Writer's
Workshop, and instruction was often prompt-based, while reading was taught separately through Reader's Workshop. Although the
Workshop model was often used to provide instruction in both reading and writing, the two were seldom connected to one another.
Research has shown that comprehension is improved when students write about what they read. Shanahan (2006) says, reading and
writing are connected, as they draw upon common knowledge and cognitive processes. Students should be provided the opportunity to
respond to text they are reading, write summaries about texts and learn the process of writing. Additionally, students need ample
opportunity to read and discuss text of their choice across multiple genres. Just as writing about one's reading increases comprehension,
reading extensively improves writing skills.
This course is intended to provide opportunities for teachers to master implementation of their more rigorous state standards for
English Language Arts, using various components of Reader's and Writer's Workshop in conjunction with writing in response to reading
and one-on-one student conferences. Reader's and Writer's Workshop consist of a mini-lesson, guided practice, independent practice
and a time for reflection. Participants will engage in activities designed to provide an understanding of the key components of the
Writer's Workshop model, as well as designing a 5-day lesson plan for use within their ELA block. This activity will require participants to
incorporate reading and writing, utilize conferencing and provide a description of how they will determine what the focus of their
Writer's Workshop lessons will be the lesson unit plans.

1c: Setting Instructional Outcomes
Teacher Lab: 21st Century Library and Research Skills

[188-0184.1M17]

Education Partner: Brooklyn Public Library | Location: Brooklyn Public Library Central
This course is designed to increase educator knowledge of locating texts and resources that assist in meeting specific instructional
goals in the classroom. Course attendees will receive an in-depth orientation to the modern public library, a special collection in
an archive, and general internet tools such as Google and Wikipedia. Educators will leave the course with a thorough
understanding of how to locate a variety of texts and media to enrich the student learning process. Additionally, educators will
learn how to handle primary sources, interpret historical information presented visually, orally or quantitatively, and apply core
research skills across all disciplines.


43
Teacher Lab: 21st Century Library and Research Skills
(Online) [188-0187.1M17]

Education Partner: Brooklyn Public Library | Location: Online
This course is designed to support educator knowledge of finding and locating texts and resources that assist in meeting specific
instructional goals in the classroom. Attendees will receive a comprehensive orientation to the modern public library, using a
special collection in an archive, and digital literacy techniques to navigate the online world of information. Additionally, educators
will learn how to handle primary sources, interpret historical information presented visually, orally or quantitatively, and apply
core research skills across all disciplines. At its close, course attendees will feel more confident locating a variety of resources
(fiction and non-fiction texts, photographs, websites, articles, digital media etc.); citing resources; writing annotations; the
research and inquiry cycle; and more.

Teaching Reading in Small Groups [191-0081.1M17]

Education Partner: Heinemann | Location: Online
In this 6 session, facilitator led self-paced course based upon the professional title Teaching Reading in Small Groups by Jennifer
Serravallo, teachers will become well versed in using formative assessment lenses and tools to target reading instruction where
students need it most. Using a reading workshop model informed by the Teachers College Reading and Writing Project, teachers
will also learn aspects and elements of strong reading conferences, understand how to form groups flexibly based on what
students need, understand a variety of small-group structures to support a variety of purposes, including engagement, fluency,
comprehension, print work, and conversation skills, learn how to make purposeful instructional choices during independent
reading, and create a manageable schedule based on those choices. Teachers will also learn to make choices about note-taking
systems to help organize and manage their classroom. Teaching Reading in Small Groups is designed to address many of
Danielson's Framework components, with a specific focus on Domain # 3, the Instruction Domain. Through the use of small group
teaching video examples, examples of student work and professional reading, the author, Jennifer Serravallo, first models and
then leads teachers through activities to try in their own classrooms, and finally, teachers reflect upon their learning in a course
discussion forum, facilitated by the instructor.
Danielson Components: 3a: Communicating with Students |


44
The Common Core State Standards for English Language Arts:
Theory and Practice in the 6-12 Classroom [175-0093.1M17]

In 2012, New York City adopted the Common Core State Standards (CCSS), which made NYC one of the earliest districts to do so.
While the Grade 6-12 CCSS in English Language Arts (ELA) provide a basis for what students must know to prepare for college and
career, they do not capture the art and science of teaching nor the knowledge of students and community that a teacher brings
to the classroom. This course will help teachers bridge that gap, harnessing their experience and teaching approach to
successfully incorporate the CCSS into their existing practice. This course is designed to give the teacher a deep familiarity with
the Core's content and philosophy, including the three major shifts toward using informational texts, complex texts, and evidence
-based thinking. The course provides opportunities to use specific anchor standards and standard sub-strands to connect the
Common Core in ELA to classroom practice in reading, writing, language, and speaking and listening skills. Finally, the course
offers actionable resources and ideas for connecting with teachers and topics in other disciplines.

1d: Demonstrating Knowledge of Resources
The Common Core State Standards for English Language Arts:

Theory and Practice in the K-5 Classroom [175-0094.1M17]

In 2012, the New York City Department of Education adopted the Common Core State Standards (CCSS), making NYC one of the
earliest districts to do so. While the Grade K-5 CCSS in English Language Arts (ELA) provide a basis for what students must know to
prepare for middle and high school, they do not capture the art and science of teaching nor the knowledge of students and
community that a teacher brings to the classroom. This course will help teachers bridge this gap, harnessing their experience and
teaching practices to successfully implement the CCSS in their classroom. This course provides the teacher with a deep
understanding of the Common Core's K-5 content and philosophy, focusing on the shifts toward informational text, complex text,
and evidence-based thinking. The course provides the teacher with opportunities to connect the CCSS in ELA to classroom
instruction in reading, writing, language, and speaking and listening skills. All of our courses combine research-based best
practices and a variety of instructional formats including interactive presentations, readings, annotated classroom videos,
interactive activities, application activities, and discussion boards, which are designed to be directly applicable to the participant's
teaching practice and support student achievement.


45
English
Language
Learners
Academic Achievement For English Language Learners
(ELLs) [163-0155.1M17]

The focus of this course is to support educators in identifying the needs of their English Language Learners and learning how to
plan and facilitate a classroom where all learners can engage in structured interactions to develop and practice Academic English
tied to content concepts. Participants will be introduced to a seven-step process including; organizing a classroom where all
children are involved in the learning process, how to plan focused learning objectives tied to standards, strategies for developing
academic vocabulary and structures that students can use to practice and apply content and language in meaningful ways.
Participants will have access to downloadable course textbook (a $29.95 value), participant workbooks; an expert in the area of
ELLs will be available for regular communications, targeted classroom video lesson segments, observational protocols, research
documents, extended educational materials, and instructional resources. Participants will explore real instructional challenges
that many teachers face in their classroom and identify strategies to address such complex issues. This professional development
is teacher-directed and student-centered.

Advancing ELL Family-School Relationships [209-

0059.1M17]

English Language Learners are the fastest growing group of students that today's schools services.
This course will assist teachers in developing strategies and skills to understand ELL students' backgrounds and how to establish
and grow strong family relationships. Teachers will develop classroom skills to use in their classrooms and improve instructional
outcomes. Teachers will examine belief systems and research based practices for serving diverse cultures and languages in the
classroom. Teachers taking this course will analyze and implement methods for ensuring a positive classroom culture and climate.

4c: Communicating with Families

47
English Language Learners in Your Classroom [005-0118.1M17]

As the school population of English Language Learners continues increasing rapidly across the United States, classroom teachers
from K-12 are confronted with the great challenge of helping them acquire skills in English in addition to teaching them in the
content areas. Many teachers do not have the training or knowledge to confront the task, and schools may not have the
resources to assist them. This course provides them with the background necessary for meeting the needs of students from
different countries and cultures including encouraging intercultural exchanges, information about assessment and the language
learning process, cultural awareness, and a wide range of techniques and suggestions for offering a high-quality learning
experience for ELLs. As teachers gain expertise in the theory and methods of second language learning in general, they will learn
to recognize the real level of ELLs, both in Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language
Proficiency (CALP). In addition, becoming familiar with the way English is taught around the world and ways to access their
students' schemas, educators will gain insights into how their ELLs have been exposed to the language previously and how they
are accustomed to learning. One of the main points in the course is that good instructional practices for ELLs will benefit all
learners. Recommendations for an eclectic approach include assigning buddies, cooperative learning, reading strategies, and
incorporating the arts to create a learning environment that will motivate all students to reach their full potential as human
beings as well as academically.

48
Instructional Routines and Strategies for English Language
Learners [079-0202.1M17]

Education Partner: New Visions for Public Schools | Location: New Visions for Public Schools
This course provides middle and high school teachers with practical knowledge and skills to serve the fastest growing subgroup of
students in the United States: English Language Learners. In particular, this course is grounded in what Professor Carol Booth of
the University of California-Irvine refers to as a cognitive strategies approach to literacy instruction. These strategies--activating
prior knowledge, asking questions, making predictions, evaluating quality, etc.--can be thought of as tools. By the end of the
course, teachers will have gained an understanding of a number of these tools to add to their "instructional toolbox." While
focusing primarily on practical approaches to teaching literacy, we will also examine social and cultural forces that influence the
acquisition of second-language literacy for students in grades 6-12. The course will be taught primarily with English Language
Learners in mind, but the strategies explored in this mini-course can be used effectively with all students.

Meeting ELL Students' Needs in Today's Classroom, Grades

K-12 [163-0151.1M17]

This course is designed to provide teachers with a practical understanding of comprehensible instructional practices for the
linguistic and literacy needs of minority/heritage language students. Participants will become informed in methods of ESOL
education for English Language Learners in mainstream classrooms. Participants will learn how to access resources to learn about
students' cultural and linguistic backgrounds. Lesson planning template(s) will be suggested to ensure effective planning for ELLs.
Participants will be able to differentiate between effective and ineffective teaching methods and understand and implement
research-based instructional approaches to language and content area instruction.


49
Supporting Mastery of ENL Standards with Technology
Usage [187-0069.1M17]

Participants will develop an increased awareness of the need both nationally and locally to meet the need of ESL students, based
on data and research. They will examine ESL standards in their particular state, as well as instructional shifts from traditional
approaches to alternative approaches, particularly through the use of technology. They will learn to foster academic interactions,
specifically academic conversation skills. They will practice technology usage and create definite plans to incorporate specific
tools into ESL lessons to create and increase authentic opportunities for students to interact in meaningful ways.
Key deliverables include: written responses reflecting participants analysis of ESL demographic data, current ESL state standards,
and instructional practices; practice of, and reflection about, constructive academic conversations and technology tools in the
classroom, specifically to promote ESL mastery; creating a lesson plan that incorporates learning into classroom practices; course
summary with practical application and reflection.

Teaching English Language Learners (ELL): An Introduction

[005-0117.1M17]

This course focuses on effective strategies for English language instruction. Participants will go beyond a one-size-fits-all approach
to explore and implement innovative ways of teaching vocabulary and grammar, listening and speaking, reading and writing, and
designing fair and accurate assessments. Learn more about ELL (English language learner) students and their needs and how to
choose the most appropriate materials and activities for the classroom. Explore how teachers can choose and fine-tune the
principles that exactly fit their teaching situation. Participants will rethink the traditional native vs. non-native distinction, see why
teaching English is so different from teaching other subjects, and explore innovative approaches like Communicative Language
Teaching and the lexical approach. Participants will reference the Common Core Standards when creating lesson plans,
specifically taking into account their ELL learners.


50
Using Theater Strategies with English Language Learners
[053-0140.1M17]

Education Partner: Lincoln Center Theater | Location: Lincoln Center Theater
This course draws on Lincoln Center Theater's Learning English and Drama Project (LEAD), a successful language and literacy
program specifically designed for English language learners (ELLs). Course participants will experience and learn to implement
theater strategies that support and enrich their content-based curricula. These strategies actively engage ELL students with
classroom texts, while developing their skill and confidence in speaking English.
Co-taught by a K-12 New York State certified TESOL instructor, and a veteran theater educator and manager of Lincoln Center
Theater's LEAD Project, coursework will include demonstrations, as well as a critical analysis of a variety of theater-based
activities that address the CCSS for ELA and ENL with a focus on speaking and listening. Activities include: bringing literature to life
through scene study, role-play, and creative ways to analyze story content and character. Course instructors will also
demonstrate best practices in facilitating active learning and maintaining a dynamic feel to classroom work while meeting set
student learning objectives.
All course handouts, activities, lessons and notes will be provided in a course binder.
Danielson Components: 3c: Engaging Students in Learning
51
Family
Engagement
Building Meaningful Partnerships: Connecting Parents,
Schools, and Communities [175-0086.1M17]

The academic success of students no longer rests solely in the hands of their teachers. Parents, communities, and school districts all play
an essential role in educating America's youth; thus it is imperative that each of these governing bodies work collaboratively to ensure
students' academic success. This course is designed to offer key strategies for successfully integrating families and community partners
into our schools and districts. From meaningful examples to practical applications, this course prepares the administrator and the
educator to seek out, connect with, and facilitate meaningful partnerships with parents, community organizations, local, state, and
federal institutions, and businesses, to name a few. By the end of the course, the learner will be able to plan effective family and
community partnerships aimed at school improvement and enhancing students' academic achievement, from identifying key
stakeholders and developing a shared vision to implementing programs and evaluating partnership success.

Building Parent Engagement with the Common Core State

Standards [175-0106.1M17]

Parents play an integral role in their child's education, and one of the biggest challenges, and opportunities, for teachers is reaching and
building positive relationships with all parents. These relationships are especially important for implementing the Common Core State
Standards (CCSS), which are the largest educational shift in the past decade and impact every aspect of a student's school experience.
This course helps participants learn the skills for establishing positive rapport and communicating successfully with parents, as well as
addressing parental barriers to engagement. These barriers include parents with negative attitudes toward the CCSS, including confusion
about the Partnership for Assessment of Readiness for College and Careers (PARCC) and shifting assessment requirements in New York;
parents who are overworked or have limited time; those with special needs children; and those with limited English language
proficiency. After finishing the course, participants will be equipped with a comprehensive set of tools for engaging and empowering all
students' parents to become active partners in their child's academic success and in the implementation of the CCSS. Participants will
gain practical strategies and concrete, actionable tools to foster parental involvement, including planning Parent Information Nights and
engaging and supporting parents to understand CCSS-aligned activities and PARCC practice assessments, empowering students as school
-to-home liaisons, using technology to maintain regular contact with parents, and working with students and parents to combat bullying
and create strong home-to-school connections. Finally, the course prepares participants to successfully reach parents from varied
cultural backgrounds as well as those of special needs students, gifted and talented students, and English Language Learners, all of
whom may need extra support in the classroom.


53
Engaging Parents Effectively to Remove Barriers to
Learning [005-0119.1M17]

Fifty years of research continues to indicate the enormous effect that parental engagement with schools (in general) and in their
child's education (in particular), is an essential component of any quality educational process that greatly affects student
outcomes in school and in life. Educators must be prepared to engage parents effectively, regardless of the topic, to remove all
barriers to learning. This courses focuses on collaborating and communicating with parents to gain parental support. Participants
learn research- and evidence-based communication skills, methodologies, and techniques to create effective 7-Step Plans based
on the underlying principles of Safety, Order and Rights. Participants will learn about topics that matter the most to parents and
the issues that most affect student outcomes, which are the likely reasons for engaging with parents. "Hot button" topics and
how to have "crucial conversations" are covered. Participants will learn how to successfully set goals for all communications and
will measure the outcomes of parental communications against subsequent student outcomes. Participants will learn how to
keep communications respectful and goal-oriented, including how to overcome resistance and, if necessary, respectfully
terminate communications that are not productive in that moment.
Research base, among others: Glasser, Marzano, Tomlinson, McTighe, Wiggins, Wormeli.

54
Engaging Parents in Support of Student Learning [163-
0141.1M17]

Without parents, schools would not exist. Parents send their children to school so for a variety of reasons, and all parents want
what is best for their children. They want their children to learn and to thrive, to grow and develop, to become independent and
productive people in society.
This course will provide participants with a variety of strategies and resources designed to increase parent engagement at the
school and classroom level. The course provides an opportunity for participants to analyze how the school environment
welcomes parents, including considering the current effectiveness of activities designed to bring parents into the school
environment, potential barriers to parent involvement, and ways to strengthen the current opportunities and minimize or
eliminate the barriers that keep parents from being involved in the educational process.
Participants will be provided methods which will greatly enhance what may already exist at the classroom level, and determine
ways to actively communicate with parents and encourage parents to participate in the educational process in a variety of ways.
Participant will also learn effective communication and organizational skills for working with parents to solve academic and
behavioral challenges to ensure positive student outcomes. Parental communication, classroom assistance, and helping parents
get involved at home will be explored. Participants will consider how to engage culturally and linguistically diverse families, and
will develop action plans throughout the course to increase parental involvement in a variety of ways.
Danielson Components: 4a: Reflecting on Teaching |

4b: Maintaining Accurate Records
Google Classrooms for Parents: Using Google Classrooms

to Empower and Help Parents [194-0034.1M17]

Many teachers use Google Classroom to teach and interact with their students in classrooms today. Why not use it to teach and
support parents? This course will teach you how to set up and use Google Classroom with parents to share academic objectives,
classroom learning, subject area content, and school resources. In this course, you will learn how to use Google Classroom to
provide your parents with educational materials, classroom information, and other tools to help them support their children in
more effective ways. Participants will design a Google Classroom; create surveys; research academic and educational materials for
parents on a variety of relevant parenting topics; write lesson plans; and design resources to help communicate and interact with
parents in a positive way to empower them to support their children more effectively.


55
Gifted and
Talented
Challenging Gifted Students in the Regular Classroom (Gr K
-12) [163-0128.1M17]

This comprehensive instructional course provides educators proven ways to help classroom teachers challenge and enrich the
education of academically talented or "gifted" students in the regular classroom. The course will help educators answer such
questions as: What is the difference between a truly gifted student and a hard-working, highly-motivated student? How can I best
help my gifted students stretch and grow in a heterogeneous or clustered classroom? What are disabled gifted students and how
can I help these students experience the success they deserve? How do I differentiate my lessons so that I challenge my gifted
students yet do not overwhelm my struggling students? How can I answer parent questions and help them best support the
needs of their gifted children at home and at school? The focus of this course is to help educators: understand how giftedness is
defined and identified, understand the characteristics of various categories of giftedness; learn effective ways of supporting gifted
academic learners in the regular classroom; support and encourage the talents of non-academically gifted students, understand
and meet the needs of twice-exceptional gifted students; and finally, understand how to help parents support the needs of their
gifted child at home and at school.

57
Health and
Physical
Education
Let's Move! Authentic PE Instruction for the 21st Century
[175-0107.1M17]

The health and wellness of our students does not rest solely in the hands of healthcare providers or families. Effective Physical
Education instruction plays an essential role in educating America's youth about the benefits of engaging in regular physical
activity, which research shows leads to longer life-expectancies, lowers risk of certain diseases, and improves mental health.
Therefore, it is imperative that physical education teachers develop teaching strategies that provide students with the knowledge
and skills they need to engage in a lifetime of fitness. A high-quality physical education program offers students more than just
skill development and physical activity; it emphasizes student learning in these three domains: cognitive, affective, and
psychomotor. This course provides teachers with the resources to develop students' skills in these three domains, as well as the
knowledge, strategies, and skills necessary to advocate for, design, and implement instruction that addresses the needs of
students of all learning and physical abilities. By the end of the course, teachers will be able to develop authentic physical
education activities that are aligned to the SHAPE America National Standards, engage students in authentic activities that
intrinsically motivate them to participate in PE, and help students understand the value of physical activity in their lives. Teachers
will also learn strategies for assessing students in PE and fostering an environment in which learning time is maximized and
students spend the majority of their time in motion.

59
Languages
Other than
English
Extending the Foreign Language Classroom with
Technology [197-0029.1M17]

Education Partner: Educational Technology Integration Training | Location: Online
Teachers will learn how to make full use of a wide variety of tools and websites to extend the reach of the foreign language
classroom so that students can get meaningful content and practice at home. Teachers will create an activity and assignment in
each section using the tools covered. Research clearly indicates that students engaged in blended learning, where part of the
learning takes place using online tools and websites, leads to better learning outcomes compared to both in-class only and online
only courses.

61
Mathematics
Developing Mathematical Expertise in a Problem Centered
Classroom (Gr K-12) [163-0157.1M17]

The Common Core State Standards for Mathematical Practice require teachers to help their students to develop the
mathematical expertise or habits of mind that will allow them to work with challenging tasks across mathematics domains. One
way of developing this mathematical expertise is through the use of cognitively demanding tasks as a central lesson focus.
Cognitively demanding tasks require students to think deeply, make sense of problems, productively struggle to create a solution,
and then communicate their thinking and understanding in a public way.
Developing Mathematical Expertise in a Problem Centered Classroom brings together the expertise of mathematics education
leaders such as John Van de Walle, Mary K. Stein, and Phil Daro to discover and examine the teaching and learning benefits of
focusing on a central challenging problem or set of problems within a classroom lesson. Problem based lessons must be taught in
a risk-taking supportive environment which challenges students to apply their mathematical understandings in a variety of
situations. By participating in the course, teachers will learn how to plan these types of lessons and examine the instructional
strategies that need to be implemented in order for maximum benefits to be gained.

Grocery Store Math [194-0037.1M17]

Teachers will learn ways to teach a variety of math skills in a fun, exciting way through this unit on the many ways math is used in
grocery stores. Various activities, ideas, and lesson plans will be addressed in this course that will help teachers use their local
grocery store and students' prior shopping experiences to teach and reinforce math skills. The ideas presented in this course can
be easily adapted to any age group. From completing this course, teachers will have a full cart of ideas to choose from when
teaching math topics in the classroom.

63
The Art of Origami in Your Mathematics and ELA
Classroom [004-0233.1M17]

Education Partner: Japan Society | Location: Japan Society
Educators are invited to participate in a two (2) session interactive and collaborative workshop designed to equip them with tools
to bring the "real world" into the math classroom, hone their lesson design, and infuse their lessons with cultural connections to
Japan. Through the art of ORIGAMI (paper-folding), participants will learn to fold animals, boxes, and geometric figures that can
also be used to explore and explain a wide variety of mathematical ideas, foster conversations about deep mathematical
concepts, and provide motivation for developing common mathematical language.
Additionally, participants will engage with the ideas used in an increasingly large number of applications including: unfolding
solar panel arrays in space, packing airbags into cars, emergency housing, medical robotics, and more.
Goals of the course:
- Construct and reproduce authentic Japanese origami figures and demonstrate how these are integrated into the social studies
and history classroom.
- Use the learning of origami models as an opportunity to discuss best practices for teaching folding in a group setting, learn
important folding techniques, and familiarize participants with mathematical and origami vocabulary related to paper-folding;
- Explore connections between algebraic thinking and geometric thinking by looking at problems that lend themselves to both;
- Explain and reinforce the amazing variety of mathematical activities one can do, and mathematical questions one can pose, once
students have paper in their hands; and
- Point out and decide strategies for carving out time for paper-folding activities in existing course calendars.
- Distinguish and describe how origami has been used in student literature relating to modern Japan-U.S. history (WW II).
- Discuss and predict how Japanese models of empathy as demonstrated in literature and its connection to Peace Education.

64
Speak up! Orchestrating Discussion in the Mathematics

The focus of the course will be on supporting teachers in understanding and enacting an instructional routine called Contemplate,
then Calculate, which supports students with the Common Core Standard of Mathematical Practice SMP 7: Look for and make use
of structure (http://www.corestandards.org/Math/Practice/).
Participants will also learn a planning protocol called the 5 Practices for Orchestrating a Productive Mathematics Discussions
(NCTM, 2011). During the initial session participants will be introduced to an instructional routine. In the subsequent classes,
participants will use the 5 practices to plan their enactments of the routine. In each session, participants will reflect on the impact
of the focus practice on their classroom practice.
Participating teachers will have the opportunity to rehearse this instructional activity within the context of the equations strand
across grades 6 through 12.

Teaching Mathematics with Rigor and Results (Gr 3-10)

[163-0136.1M17]

This comprehensive instructional course provides educators and administrators proven methods to implement a rigorous
mathematics culture which will help students to achieve better results and mastery. This course takes a deeper look into how the
current more rigorous mathematics state standards can easily be integrated into today's classroom lessons. Through the use of a
lesson study process, teachers will address the question of what should instruction look like with rigor in mind? This course is fully
aligned with the principals of the Danielson's Framework for Teaching the Domains 1, 2, 3 and 4 as well as incorporating our
proprietary TKL Ci2 Math Protocols. Participants will explore real instructional challenges that many teachers face when teaching
mathematics in their classroom. Through a combination of lesson activities, online discussions, and instructional reflection
processes, participants will gain insight of a wide range of strategies and resources to incorporate into their own instructional
practices.


65
The Common Core State Standards in Math: Connecting
Content and Practice (6-8) [175-0088.1M17]

In 2012, the New York City Department of Education adopted the Common Core State Standards (CCSS), making NYC one of the earliest
districts to do so. The Common Core State Standards in Math (CCSSM) for grades 6-8 outline what middle school students need to know,
understand, and be able to do in order to prepare for high school, college, and careers; this course provides participants with the
knowledge and skills for how to effectively meet these goals. This course deeply familiarizes participants with both the CCSSM content
standards and the Standards for Mathematical Practice (SMP) and how to interweave the two sets of standards across instruction to
increase the focus, coherence, and rigor of math instruction. This course provides both experienced and new teachers with a deep
understanding of the content, philosophy, shifts in focus, and classroom applications of the CCSSM. As the participant moves through
the course, he or she redesigns non-CCSSM aligned activities and plans new ones that incorporate the new content and practice
standards. Participants also gain a comprehensive set of best practices for developing higher-order questioning and discussion
techniques, building learning progressions into math activities, and designing formative assessments to gauge student learning and allow
for instructional modifications as needed. Finally, bearing in mind the cross-curricular aims of the CCSS, the course equips participants
with strategies for incorporating language and literacy skills into math instruction and techniques to create real-world math application
through interactive, hands-on, and technology-based math activities.


Content and Practice (K-5) [175-0090.1M17]

In 2012, the New York City Department of Education adopted the Common Core State Standards (CCSS), making NYC one of the earliest
districts to do so. The Grade K-5 Common Core State Standards in Math for grades K-5 (CCSSM) outline what students need to know,
understand, and be able to do in order to prepare for middle and high school. The focus of this course is on deeply familiarizing the
participant with both the content standards and the Standards of Mathematical Practice (SMP), and how to interweave these two
throughout current and future classroom activities to increase the rigor, coherence, and fluency of math instruction and practice. This
course provides both experienced and new teachers with a deep understanding of the content, philosophy, shifts in focus, and
classroom applications of the CCSSM. As the participant moves through the course, he or she will redesign non-CCSSM aligned activities
and plan new ones that incorporate the new standards. He or she will also gain a comprehensive set of best practices for lesson
planning, using higher-order questioning and discussion techniques, and building progressive learning into math activities. Finally,
bearing in mind the cross-curricular nature of many elementary school classrooms, the course equips teachers with strategies for
incorporating English Language Arts skills into math instruction.


66
Content to Practice (9-12) [175-0089.1M17]

This course focuses on the Common Core State Standards in Math for Grades 9-12 (CCSSM), the instructional shifts outlined by
the standards, and best practices and strategies for implementing CCSSM aligned instruction. This course deeply familiarizes
participants with both the content standards and the Standards of Mathematical Practice (SMP), which promote mathematical
thinking and prepare students for college and careers. Participants learn best practices and strategies to interweave the content
and practice standards throughout current and future classroom activities to increase the rigor, coherence, and fluency of math
instruction. The participant will design targeted, grade-specific math activities and lessons, practice utilizing rigorous learning
target progressions, and develop cognitively demanding questioning and discussion techniques that help integrate the CCSSM
practice and content standards into their teaching practice. Participants also gain best practices to engage students in learning
through hands-on and technology-based activities, develop activities that improve mathematical language and vocabulary skills,
and learn to differentiate instruction to meet the diverse learning needs of their students. By the end of the course, participants
will be prepared to align instruction to the CCSSM and meet the needs of all learners.

67
Pedagogy
21st Century Learning and the 4Cs (Gr K-12) [163-
0166.1M17]

In this course, participants will gain insight into the 21st Century skills and their relevance to education today. Shifts in the world
including the proliferation of technological resources and information will be highlighted, as well as the skills students today will
be expected to have in the workforce will be explored. While there are some unknowns about what tomorrow's work will require,
we know that significant shifts from past educational practices will be critical. This course will explore practical teaching strategies
to integrate 21st Century skills, and more specifically Critical Thinking & Problem Solving, Collaboration, Communication, and
Creativity & Innovation into classroom units and lessons. Participants will learn of the research base and innovations in each area,
including, but not limited to, Bloom's Revised Taxonomy, Webb's Depth of Knowledge and Costa's Levels of Questioning, using
sentence starters, frames, and signal words in communication, explicitly teaching speaking and listening skills in addition to
reading and writing, incorporating technology in the classroom, project based learning, and more. Connections to Danielson's
Framework for Teaching will be emphasized throughout the course.

Amazing Anchor Chart Ideas [194-0042.1M17]

Would you like to learn fun, creative, and meaningful ways to create a student centered classroom full of "go to" strategies and
resources? If you answered yes, this is the perfect class for you! This class will define the purpose of anchor charts in the
classroom and a multitude of ways that educators can utilize these excellent teaching and learning tools. Educators will have the
opportunity to research, create, and view a variety of anchor charts. In addition, participants will learn how students can utilize
anchor charts as interactive classroom activities, as strategy guides, during Common Core protocol activities, for classroom
procedures, and as a digital resource. By the completion of this class, each participant will have learned and implemented dozens
of new resources to immediately use in their classroom.


69
An Educator's Guide to the Common Core [175-0077.1M17]

This course provides the teacher with an introductory overview of the Common Core State Standards (CCSS), the implementation
of which the NYCDOE has been a leader in since 2012. These standards were developed with the aim of ensuring that students in
every state be held to the same level of expectations, as they gain the knowledge and skills to prepare them for college and
careers. In the course, the teacher will learn how and why the CCSS were developed, and come away with a practical
understanding of what CCSS implementation and assessment look like in math and English Language Arts (ELA) instruction. The
teacher will also learn how to infuse the CCSS into other subject areas, such as science and social studies. Finally, the course
contains strategies for teachers to help parents understand and support the implementation of the CCSS in their child's
classroom. All of the information and practices shared in this course are designed to equip teachers to foster student
achievement with the CCSS.

Applying Research Based Strategies to Build Study Skills

[209-0030.1M17]

The 21st Century classroom presents us with all types of learners, needs and skill levels. Developing research based strategies
that can help all students improve the essentials - reading comprehension, writing, and study skills - helps all educators. This
course will allow educators to build skills and instructional strategies for improving students ability to listen, note-taking, textbook
reading, test taking strategies, and paper/essay writing. This course will also introduce strategies for teaching students anxiety
and stress reduction techniques. This class is appropriate for all K-12 general and special education teachers.


70
Blended Learning: Teaching in the Digital Age [175-
0085.1M17]

The world is changing rapidly. Students are now digital natives: tech-savvy individuals whose regular interaction with technology
influences how they learn, think, and communicate. From the time they are born, digital natives have technology at their
fingertips. With this major change to the way that students understand and interact with the world, it is essential that teachers
integrate technology in their instruction to build students' technological literacy, engagement, and career and college readiness.
Blended learning instruction that combines online and in classroom resources and practices is a research-based approach that
leverages technology to build a collaborative, efficient, and effective learning environment. Blended learning takes many forms:
teachers can blend a single lesson or activity or use blended learning as a framework for an entire school year. This course is
designed as a guide for teachers who are interested in implementing blended instruction across subject areas to increase student
engagement and achievement, differentiate instruction, and connect students in community-driven learning. Participants will
learn how to develop blended instruction in alignment with the Common Core State Standards (CCSS) to meet the specific needs
of their students. By the end of the course, participants will be able to design and implement meaningful blended learning
experiences with goal- and objective-aligned assessments and activities that address students' unique characteristics as digital
natives and enhance participants' teaching practice in the 21st century classroom.

71
Classroom Management: Keeping it Positive (Elementary)
[163-0122.1M17]

In this course, participants will gain insight into classroom management and ways to keep a positive focus in the classroom. Shifts in
common classroom practices will be highlighted, including setting up a positive classroom culture, explicitly teaching expectations and
reinforcing positive behaviors in the classroom, and building positive relationships with students. Research shows that teachers' actions,
including classroom management, have a high impact on student achievement. Numerous studies conducted over the past few decades
have outlined the importance of having a classroom where students and teachers are clear on behavioral expectations as well as
consequences for inappropriate behavior. This course will explore practical teaching strategies to integrate positive classroom
management into the classroom. Various areas of classroom management will be explored, including classroom set-up and
arrangement, teaching social skills, teaching cooperative learning strategies, power dynamics and struggles, rewards and punishments,
rules and expectations, student buy-in, consistency, and other topics. Participants will learn about the "public praise/private
conversations" philosophy and how it can change the dynamic of the classroom.

2a: Creating an Environment of Respect and Rapport
Classroom Management: Keeping it Positive (Secondary)

[163-0123.1M17]

In this course, participants will gain insight into classroom management and ways to keep a positive focus in the classroom. Shifts in
common classroom practices will be highlighted, including setting up a positive classroom culture, explicitly teaching expectations and
reinforcing positive behaviors in the classroom, and building positive relationships with students. Research shows that teacher's actions,
including classroom management, have a high impact on student achievement. Numerous studies conducted over the past few decades
have outlined the importance of having a classroom where students and teachers are clear on behavioral expectations as well as
consequences for inappropriate behavior. This course will explore practical teaching strategies to integrate positive classroom
management into the classroom. Various areas of classroom management will be explored, including classroom set-up and arrangement,
teaching social skills, teaching cooperative learning strategies, power dynamics and struggles, rewards and punishments, rules and
expectations, student buy-in, consistency, and other topics. Participants will learn about the "public praise/private conversations"
philosophy and how it can change the dynamic of the classroom. Because secondary teachers often deliver content to numerous groups
of students over the course of a day or days, specific strategies will be highlighted on how to differentiate for particular classes that have
differing classroom management needs. Short mini-lessons on classroom management as well as more extensive lessons and practice
will be highlighted so that teachers can see a variety of ways to incorporate positive classroom management techniques in differing
contexts, depending on the needs of individual groups of students.


72
Coaching to Improve Teaching and Learning for ASPDP
[005-0108.1M17]

The purpose of effective coaching is to draw upon an individual's talents, skills and abilities and to move them to *intentional best
practice. (*Intentional best practice refers to instructional decisions and actions that the teacher purposely makes in the lesson
planning and delivery that are supported by research and contribute to student achievement). It is a respectful and effective way
to assist each person in recognizing and in doing what he/she does best every day in light of identified standards. The standards
that will be referenced in this course are the New York P-12 Common Core Standards. A link to these standards will be provided
whenever needed. Increasing demands on education as a performance-based system where all students will succeed also
increases our need to work together to help each other in a professional community. In this course, you will learn how coaching
practices and strategies to assist the coach, the person being coached, and the learning community as a whole. Creating an
effective coaching relationship will greatly assist you in planning your lessons, evaluating your effectiveness, assessing your
student outcomes and then devising how you may have improved your instructional strategies that would have had better
student outcomes. It is extremely rewarding to have a colleague who will work with you to examine and consider the many
aspects that result in being "highly effective" in your classroom. This exploration and articulation is how your practices become
"intentional." In order to reproduce excellence, it is important to know how to define it, recognize its components and deeply
understand how to achieve it. It is the critical thinking part of teaching. The coaching relationship allows you to ask the important
questions and get feedback in a safe and supportive environment.

73
Collaborative Learning: Students Working Together [194-
0047.1M17]

Working with others is a skill that every student needs to practice. This is not only beneficial to them during their school years but
will also help them later in life to be successful in their jobs. Too many times teachers avoid collaborative work in their classroom
because group work may become disastrous if not planned correctly. Well, fear no more! This course will help you to become
more familiar with all aspects of students working in groups. We will practice different strategies for organizing groups, try
different types of collaborative learning and will gain confidence in our teaching while allowing students to work together. This
course is appropriate for all areas of instruction including the Arts, ELA, Social Studies, Math, Science and Foreign Language, K -12.
Educators will create appropriate classroom resources according to their specific area of study.

Common Core State Standards for English Language

Learners [175-0087.1M17]

Of the nearly one million students enrolled in the NYCDOE, 42% speak a language other than English at home, and almost 15% are
identified as English Language Learners (ELLs). ELLs attend schools in all five boroughs, and while Spanish and Chinese speakers
make up the majority of New York City's ELL population, 164 other languages are also represented. The implications of these
statistics are clear, all New York City public school teachers would benefit from greater knowledge and proficiency in teaching and
supporting ELLs in their classroom. In this course, participants will learn the skills, strategies, and instructional best practices
essential for ensuring that ELLs meet the rigorous academic demands of the Common Core State Standards (CCSS) for English
Language Arts in every grade level and across content areas. Using the Eight Shifts for Academic English Language (AEL)
Development as a framework, educators will learn how to implement effective classroom protocols, develop formative
assessment strategies, work as part of a collaborative professional learning community, and utilize data to make decisions to
support ELL families and their students on the path to academic achievement and college and career readiness.


74
Conscious Classroom Management: Succeeding with
Difficult Students [112-0031.1M17]

Education Partner: Conscious Teaching, LLC | Location: Online
Conscious Classroom Management: Succeeding with Difficult Students is an online learning course designed to help new and
veteran teachers improve their relationships with troubled students, structure safe and engaging learning environments that will
help prevent misbehaviors, and appropriately intervene when students resist or become defiant. The goal of the course is to help
empower teachers to create the classroom environment they have always wanted. This is done by making visible some invisible
elements of effective classroom management, by reinforcing positive assumptions about students that will positively impact the
way students respond in the classroom, and by using concrete, easily implementable strategies to teach personal responsibility,
hold ground in difficult interactions, de-escalate confrontations, reduce off-task behaviors, and structure instruction for maximum
engagement and impact.
Danielson Components: 2c: Managing Classroom Procedures |

2d: Managing Student Behavior
Creating a Culture for Learning: Classroom and Behavior

Management Plans That Work [005-0115.1M17]

This course is designed to teach how to create classroom and behavior management plans that create orderly classrooms where
students can and want to do the hard work that is required to succeed. The Safety, Order and Rights value set is used as the
framework for clarifying and communicating the classroom expectations, and it is compatible with other value sets that simply
and easily communicate the rationale for expectations and procedures. This course discusses what motivates students to ensure
what is communicated to them is relevant and meaningful. In addition to designing a classroom management plan that will work
in their classroom, participants will learn verbal techniques that help keep behaviors optimal and in line with the expectations in
the classroom. The techniques are constructed to teach students about making choices, consequences and likely outcomes that
result from their choices. Successfully implementing a classroom management plan that works to create clarity of expectations,
order (not regimentation), respect and the rewards of hard work and learning is essential to your students' academic
achievement and psychosocial development. It is also essential in creating a work environment for yourself that results in
tremendous job satisfaction.


75
Creating Learning Classrooms for Today's Students K-12
[163-0146.1M17]

One of the challenges facing today's teachers is the fact that today's students need to acquire skills habits of mind that were not
the focus of classrooms in the past when the focus was on learning content. Today's students need to now learn not only the
content, but how to work with that content in a manner that requires them to work collaboratively with others to analyze
information and solve problems, communicate using academic language, take risks and try ideas, make judgments, and be
innovative and creative. Unlike some aspects of the academic content, these skills and habits of mind are not something that can
be learned through direct instruction. Students need to experience the content through lessons in classrooms that encourage the
development of these 21st Century skills and habits of mind. Participants will re-imagine their classroom learning space by
creating rituals, routines, and communication plans for uninterrupted learning time, develop assignments for collaborative
learning, and engage students in rich learning discourse through the use of effective questioning strategies.

Designing and Implementing Quality STEM Instruction,

Grades K-8 [175-0112.1M17]

The term STEM (Science, Technology, Engineering, and Mathematics) has become more and more popular in education and
careers, but what does this look like in the classroom? Science and math are traditionally taught separately, technology is its own
class or is used to support projects, and engineering projects are rare. While STEM is a major shift in how these disciplines are
taught and understood, it mirrors how they work in the real world. Engineering, scientific experimentation, and applied
mathematics integrate science, math, and technology concepts, processes, and skills. In this course, elementary and middle
school teachers (grades K-8) learn how to successfully plan and implement authentic, integrated STEM instruction that engages
students in the processes and work of scientists, mathematicians, and engineers. After taking this course, teachers will have an
understanding of what STEM is; the benefits of integrating STEM project-based learning; and how to plan effective STEM
instruction. Additionally, the course provides readily available STEM unit, project, and lesson ideas; exemplars to modify projects
and lessons based on individual student needs; and practice designing integrative STEM instruction. By the end of the course,
teachers will be able to engage their students to think and act like real scientists and engineers.


76
Education for All: A Teacher's Guide to Differentiation [208
-0148.1M17]

Education Partner: Aquila Education (formerly Educator Help) | Location: Online
This course is suitable for all teachers. The aim of this course is to better equip teachers in the most up to date strategies in order
to support all students, particularly students who struggle in school. The course is divided into five modules:
1- Introduction to Multiple Intelligences and Special Education
2- Humanities
3- STEM
4- Executive Functioning
5- Formal Plans
Module 1 provides for an overview of the course along with introductory information about special education, including the 13
categories that make up special education. This module is intended to lay the groundwork for the rest of the course by exploring
the categories of special education, the purpose of response to intervention and the idea of multiple intelligences. In module 2
we will discuss three skills that students struggle with in regards to reading and writing; reading comprehension, identifying
information and analyzing information. We will also discuss a variety of strategies that can be used to in order to target and
support students that struggle with each skill, and use those strategies to create a sample lesson. This module also incorporates
outside articles and a video example of a lesson in action so participants can think of ways they can modify a lesson to support all
learners. Module 3 also identifies specific struggles a student might have, however, this module focuses on the STEM classes. The
skills that most students struggle with in STEM are conceptualizing and retaining information. In this module we provide specific
examples for both science and math classes in order to target those skills and support students. We will also create a lesson using
the strategies covered in order to understand how they can be used and implemented in the classroom. Although the strategies
in the 2nd and 3rd modules are demonstrated with a humanities/STEM focus, they can be used in all classes. Module 4 focuses on
executive functioning. Executive functioning is a set of cognitive processes including the working memory, cognitive functioning
and self-regulating skills. In this module we will discuss struggles students have with each skill along with strategies to support
them. Several students struggle with executive functioning skills, regardless of whether or not they have a disability. Therefore,
teachers can use the strategies learned to support all of their students, not just those who have an IEP or 504. In the fifth and final
module, we will discuss the individualized education plan (IEP), Response to Intervention (RTI) and the 504 process. The IEP is a
legal document that all students with a disability are required to have. In this module we will discuss the legal aspects of the IEP,
the main components and create a sample IEP. We will also discuss the process of RTI and when it should be used, along with the
504 process and why some students might have a 504 verse an IEP.

77
Enhancing Professional Practice: Charlotte Danielson's A
Framework for Teaching [217-0158.1M17]

Charlotte Danielson's Enhancing Professional Practice: A Framework for Teaching (required reading, available at Amazon.com and
other venues), defines teachers' responsibilities, which for education consultant and expert presenter, Danielson, fall into four
domains: planning and preparation, classroom environment, instruction, and professional responsibilities. Through lectures,
classroom observations, and vigorous panel discussions, educators work through how to use the Framework to scrutinize and
strengthen classroom teaching practices to improve student learning. Danielson and her panel assess classroom footage for
strengths and weaknesses in each domain. At various intervals, participants pause to consider their experiences before and after
they hear the panel members describe theirs. Educators then begin to assess their practice through Danielson's detailed levels of
performance and through the ongoing task of self-reflection. Punctuated by worksheets, reflection questions, the book, and
reflection questions, the course prepares educators to use the Framework to become their best professional selves. Charlotte
Danielson's Framework provides a tool for educators to use to evaluate their own and others' practices so that they can meet the
needs of all their students with careful attention to their practice in the realms of planning and preparation, classroom
environment, instruction, and professional responsibilities. A teacher who strives to make her practice exemplary in these realms
is a teacher who will contribute to a culture of achievement and the closing of the achievement gap. This course prepares
participants to evaluate and improve their practice in all the domains of A Framework for Teaching, thereby helping to establish a
culture for learning throughout their schools and districts. This course includes multiple assessments including pre and post
surveys, reflection questions at the end of each unit, a Mid-course project, and a Final Capstone Project.

3a: Communicating with Students
78
Essential Questioning in Classroom Practices [164-
0015.1M17]

Education Partner: Long Island Learning Institute for Educators | Location: Online
Participants will be able to understand the origins and components of Essential Questioning. They will be able to apply Essential
Questioning to the planning of curricula and specific units of study. Participants will be able to evaluate the efficacy of Essential
Questioning in developing critical thinking skills, increasing student engagement and sophisticated integration of course curricula
and content while applying this to his/ her own world. Participants will be able to identify examples s of Essential Questions and
become adept at creating a variety of their own Essential Questions for use in their classroom practice, as well as understand the
role of over-arching questions and probing questions. Participants will create unit and lesson plans that utilize Essential
Questions as a means to meet Common Core Standards and 21st Century Skills.
Participants will engage in key activities that will further develop and display their understanding of Essential Questioning in the
classroom. Activities may include, but are not limited to, how teachers will better relate to students, manage classrooms, and
modify lesson delivery. Participants will be expected to develop, present, and defend a detailed unit plan that incorporates
Essential Questioning. Participants will be expected to develop formative and summative forms of assessments to use with their
unit plans that align with their EQ approach to teaching. Participants will be expected to reflect about the process of creating and
implementing an Essential Questioning unit plan.

79
Essential Teaching Practices for the 21st Century Teacher
[175-0076.1M17]

21st century teaching requires a new approach that actively meets the needs of digital natives (students that have always had
personal technology in their lives) and the evolving workforce. In this course, teachers will learn what it takes to inspire 21st
century students to think critically about the world, engage appropriately with digital and social media, and build the
collaboration and communication skills necessary for success in college and career. Throughout the course, teachers will review
best practices and strategies for engaging students and improving achievement, including aligning lessons to the Common Core
State Standards (CCSS) and objectives, connecting content to real-life experiences, improving classroom management, providing
targeted feedback on formative and summative assessments, and activating prior knowledge to enhance learning experiences.
Participants will also learn how to support diverse learners in the classroom using technology, differentiation, and student-
centered instruction. By the end of the course, teachers will be able to develop their students' critical and higher-order thinking
skills through authentic learning tasks, engage students in solving complex real-word problems, integrate technology into their
instruction and assessments, and foster cooperative learning in the classroom to ensure success in the 21st century.

Everyone Has a Story to Tell: Narratives in the Classroom

[175-0105.1M17]
In New York, there is a wealth of unique voices with complex and interesting stories to tell. Stories connect us to others, our
world, and ourselves. By infusing personal stories, or narrative, into the curriculum, a teacher can inspire students to be creative
and expressive, while supporting the development of their literacy skills and connection to those around them. This course is
designed to engage 5th-12th grade English Language Arts teachers in teaching narrative in the classroom. The teacher will learn
what narrative writing is and how it supports students' reading, writing, and comprehension as well as critical-thinking, problem-
solving, and analytical skills. The teacher will understand and develop the components of effective narrative essays and build
richly crafted personal narratives to serve as models in his or her own classroom. In addition, the teacher will learn about the
writing process, group work, peer review, formative and summative assessment, and lesson planning. This course provides the
teacher with the tools to engage all students, including English Language Learners and exceptional students. Finally, this course
will demonstrate how narrative writing is a gateway to academic writing and research projects. Students and teachers alike will


80
Flipping Your Classroom: Redefining Homework and
Instruction [175-0101.1M17]

Would you be willing to turn your traditional classroom on its head if you thought it would increase student engagement and
achievement? Flipped learning, a new framework for instruction, does just that. In a flipped classroom, the instructor inverts
traditional teaching methods by delivering instruction online and through videos outside of the classroom and moving homework
into the classroom, thereby providing students with ample opportunities to engage in authentic, application-based learning with
timely and consistent feedback from the teacher. In this course, you will answer the question, "What is the best use of face-to-
face time with my students?" Should you spend your time lecturing students, or should you engage them in collaborative work
that cultivates their higher-order thinking skills? By the end of the course, you will be able to identify a flipped learning model
that works for your diverse classroom of students, set up a learning management system to help you streamline your course
content, and plan differentiated learning activities and assessments that help your students master the knowledge and skills they
need to succeed.

Getting Started with STEM [163-0154.1M17]

Science, Technology, Engineering, and Math (STEM) education is believed by many to be the conduit between the learning of the
past and learning of the future. How will our students succeed in the future workforce when it is dominated by highly skilled
positions which will focus on math, science, engineering, and technology?
The Department of Commerce estimates that STEM occupations will grow 1.7 times faster than non-STEM occupations over the
period from 2008 - 2018. In order to meet these workforce needs, the United States will need approximately 1 million more STEM
professionals than are projected to graduate over the next decade. We need to prepare our students, but first we must prepare
ourselves. As educators, we are the linchpin in the growing movement to update our teaching practices to reflect the 21st century
we live in. We need to discover so that we can prepare the next generation of success stories.
The goal of this course is to empower educators with everything they need to gain a foundational understanding of STEM
principles and pedagogy. The course will also provide information, guidance and direction on how to introduce students to the
21st century skills that are inherent in STEM teaching and learning. Participants will be provided with skills to implement STEM
learning, including; techniques to foster innovation, engineering design, data-driven design, critical-thinking, and problem-solving.
This training also enables teachers to incorporate the STEM elements into any science lesson in their classroom with minor
adjustments.


81
Grading and Reporting for All Students [217-0162.1M17]
While educational objectives and strategies have changed dramatically over the last century, grading practices have not kept up.
Many experts in the field and practitioners find that current systems result in grades that are inaccurate, unfair, and often
meaningless in what they communicate to their audiences. This course will help educators assess their grading practices and
make modifications based on standards-based grading that provide students, their parents, and their teachers with precise
information about where the student is succeeding and where he or she is struggling and what the teacher and student need to
do differently to facilitate that students continued achievement. Expert presenters Thomas Guskey and Lee Ann Jung look closely
at traditional systems like percentages and letter grades, averaging, and assigning zeros that they argue if you should fail
students. They detail an Inclusive Grading Model that will enable educators to assess all their studentsincluding such
exceptional students as students with learning disabilities, English language learners, and gifted studentsin a manner that
serves those whom they should serve most: the students themselves.
a new practice; and Teachers initial exposure to a concept should not be passive, but should engage teachers through varied

Improving Student Outcomes Through Effective Homework

[209-0004.1M17]

Homework: the mention of the word makes the student in us tremble! As educators we know that we need to assign homework
for various reasons from accountability to curriculum pacing demands. We can leverage our HW policies to improve student
learning outcomes. Participants will assess their current HW practices and evaluate the components of an effective HW
assignment. Teachers will also develop paperless assignments as well as flipped lessons and HW assignments. This class is
appropriate for all K-12 educators.


82
Increasing Student Engagement: Planning Outside the Box
[163-0159.1M17]

Many of today's classrooms are designed and practiced as teaching classrooms, where the actions and learning are focused on
and driven by the teacher. Teaching classrooms however, do not match the needs and expectations for 21st Century learning. To
be successful in the 21st Century students need to be engaged in learning classrooms, where the actions and learning are focused
on student outcomes and classroom practices that strengthen and deepen not only students' content knowledge but their overall
ability to think deeply, communicate, analyze, problem solve, and take responsibility for their learning. Throughout their learning
course participants will engage in critical self-assessment and reflection, goal setting, and planning and implementation in their
classroom.

Making Student Thinking Visible [217-0170.1M17]

In this course participants will learn skills used to Make Students Thinking Visible (MSTV). Participants will hear from Jon Saphier,
founder and president of Research for Better Teaching, Inc., and Lucy West, Founder of Metamorphosis TLC, on the concepts,
embedded values, and operating principles of MSTV. Participants will explore in depth these principles and practice building a
robust talk environment that builds student confidence and extends their capacity to manage discussions. Along the way
participants will learn about teaching habits that have to change and about the preparation and planning needed to fully
integrate MSTV into their classroom.


83
Maximizing Engagement of All Learners [005-0214.1M17]

As teachers continue teaching within the Common Core State Standards (CCSS) framework they will quickly recognize an even greater
emphasis needs to be placed on student engagement. There is widespread recognition that teachers are tasked with creating favorable
learning conditions for a diverse population of learners. Teaching within the CCSS framework requires teachers to create equity of
outcomes as well as equity of access to learning. In order for teachers move deeper into teaching within the CCSS it is important that
they develop a solid understanding of the underlying principles of the CCSS and how maximizing student engagement is an essential part
of teaching effectively within the Common Core State Standards. To maximize engagement of all learners, teachers will learn the
importance of recognizing the "achievement gap" is widened by an "engagement gap" at the individual student level. Course
participants will learn that teachers and learners may view engagement through the lens of different enduring questions. When
answering the enduring questions of learners, teachers will learn how to avoid various engagement traps. An important aspect of
maximization will be to assess students with regard to their own orientation toward growth as learners. The negative implications of
students holding a fixed view of their own potential as learners will be juxtaposed against a learning mindset that helps increase student
willingness to take risks. The connection between students embracing an expandable view of their ability followed by teacher use of
prescriptive teacher feedback will be made. Throughout the course teachers will have opportunities to reflect on their own cycle of
inquiry and demonstrate an impact on the achievement of students through engagement. In doing this, a number of factors will be
considered including how universal design for learning principles can help address barriers within the learning conditions. The rationale
for personalization through a continuous cycle of re-engagement for teachers and students will be provided. Teacher reflection
strategies to guide interpretation of both overt and covert student disengagement will provide teachers an opportunity to implement
what they are learning.

Proactive Discipline Classroom Culture: Ensuring High Achievement

Through Proactive Discipline Structures [164-0019.1M17]

New and experienced teachers can benefit from learning how to implement the proactive discipline philosophy and strategies to
cultivate learning centered, harmonious environment. Teachers will explore the various theories and techniques used by teachers
in orchestrating the optimal learning environment through proactive discipline exploring the respectful discipline styles to
promote ways in which they can incorporate effective rules and consequences that foster a high achievement environment.
Ultimately teachers will discover which modes of discipline are useful in creating a positive learning environment for all students
and in turn, improved student success both personally and academically through evaluating and synthesizing successful teacher
traits, including reflection, skill in problem solving, skill in managing student behavior, and the ability to provide engaging
instruction into their teaching repertoire.
Danielson Components: 2d: Managing Student Behavior |


84
Project-Based Learning: Connecting Classrooms to the Real
World! [187-0072.1M17]

Project-Based Learning: Connecting Classrooms to the Real World provides convincing research behind this instructional
approach, as it relates to student engagement/motivation, Common Core Standards, standards for the teaching profession,
multiple models of education, rigor, Blooms taxonomy, and meeting the needs of diverse learners. It presents the essential
elements of project-based learning (PBL), including why these elements are essential and how to include them in high standard
PBL. It equips teachers with the knowledge and tools to practically carry out PBL, from designing assignments in and across core
content areas, to managing the process, to celebrating the results. Common hurdles are discussed, as well as tips and solutions
for overcoming these barriers.
Key course outcomes/deliverables include forum-based discussions and collaboration with other teachers about driving questions
and project plans; written responses that provide opportunity of critical thinking, application of theory, and reflection on teaching
practices; and a final project that requires implantation of the learning, including the essential elements of PBL, developing
rubrics, planning for public participation, use of technology, and celebrating student achievement. Key texts include Buck Institute
for Education publications and resources including Setting the Standard for Project-Based Learning by John Larmer et.al. (BIE
material used by permission); Learning for Keeps: Teaching the Strategies Essential for Creating Independent Learners by R.
Koenig, Authentic Learning in the Digital Age: Engaging Students through Inquiry by Larissa Pahomov; and Problems as
Possibilities by Linda Torp. Pedagogical practices addressed include inquiry-based learning, case-based learning, reflective
learning, constructivism, Universal Design for Learning, integrated content instruction, collaborative learning, and, naturally,
project-based learning (which includes the afore-mentioned pedagogical approaches).

85
Raising Rigor in Your Classroom [163-0139.1M17]
We know about the three Rs of reading, 'riting, and 'rithmetic but now we have a fourth R: rigor.
We hear this buzzword everywhere in education but what does it really mean for teachers and their students? Not only do we
have trouble identifying what this word actually means but educators also have trouble knowing how to put rigor into the
classroom without overwhelming their students.
In this course, you will review what the word "rigor" really means and how it looks in the classroom. You will learn how to plan
lessons with deeper levels of rigor and will reflect on how to stretch student's thinking and metacognitive processes through
questioning and by designing high cognitive engagement activities.
Participants will examine issues to increase active student engagement in learning, enhance motivation and learn how to provide
scaffolded support so that all students can engage in deeper levels of cognition. Participants will also learn how to provide
feedback and formative assessment that really help learners self-reflect and grow in their understanding of content curriculum.

Strategies for Assessment-Driven Differentiated Instruction

[163-0153.1M17]
The goals and priorities for this course are intended to provide additional opportunities for teachers to proficiently master
implementation of using assessments effectively to differentiate instruction, in partnership with the key concepts from the
Differentiated Instruction Driven by Assessments course, by focusing specifically on the strategies and techniques used to
differentiate instruction.
*** NOTE: It is strongly recommended to take the Differentiated Instruction by Assessments course prior to taking this course because
there are foundational concepts about using assessments to drive differentiation that are applied when using specific instructional
strategies.
Connections between the standards and the Danielsons Framework will be integrated throughout the course with real-life, hands-on
application by using assessment tools and data effectively to design differentiated tasks using a variety of techniques, such as tiered
instruction, flexible grouping practices, R.A.F.T., questioning techniques, cubing, entry-point activities and jigsaw strategies to mention
just a few. Course content will be presented and delivered for teachers in a variety of ways that will result in their specific application of
these strategies, based upon the use of data-driven assessments and which will result in the design of individual teacher units designed
to effectively differentiate instruction based upon a variety of student assessment data.


86
Strategies for Struggling Students [164-0021.1M17]
- To identify struggling students within the classroom

- To identify specific areas of academic struggle and the reason for that difficulty
- To foster and create a learning environment that supports students having academic difficulty
- To learn and implement upon best teaching practices i.e. differentiated instruction to support struggling students
- To reflect upon methods used and how it may have helped the student (midterm project) via a case study
- To learn strategies for more effective parent communication
- To define the role of the parent within a students' learning experience and effective parental involvement that supports student
achievement and learning
- To enhance and maintain parental involvement within the classroom
- Participants will conduct and formal case study (final assessment) in which they will keep a log of a specific struggling student, methods
and strategies they utilized to help this student, the extent of the parent involvement and finally how the student was able to overcome
their academic obstacles. A complete log and detailed reflection will be submitted.

Student Learning Objectives: Implementing SLOs to Improve

Instruction and Advance Student Growth [217-0176.1M17]
In this course, you will gain the knowledge and skills to plan and deliver content more effectively by using Student Learning Objectives
(SLOs). SLOs are carefully planned goals for what students will learn over a given time period. You will learn a process for planning and
implementing SLOs in order to strengthen your practice and improve student learning. This course complements CTAC's face-to-face
training and serves as training for K-12 teachers in districts implementing SLOs.
This courses key activities include videos, readings, reflection questions, discussion prompts, and resources that bridge course learning
to classroom practice. The course also utilizes multiple assessments including a Check for Understanding to assess learning in each unit,
pre and post surveys, a Mid-course project, and a Final Capstone Project. The KDS Theory of Action is that by learning through the
combination of Instruction (40%), Coaching (20%), and Practice (40%), educators will have the research-based learning experiences
necessary to change their practice. Three principles support our course design: Professional development should be intensive, ongoing,
and connected to practice; Modeling is highly effective in helping teachers understand a new practice; and Teachers' initial exposure to a
concept should not be passive, but should engage teachers through varied approaches so they can actively participate in making sense
of a new practice.


87
Supporting the Next Generation: Effective Mentoring and
Coaching of Novice Teachers [079-0196.1M17]

This course prepares teachers to serve as mentors and instructional coaches for pre-service or novice teachers and is designed to
support both teachers who are currently working as mentors/coaches and those who hope to take on mentoring/coaching work
in the future. Grounded in research by Richard Ingersoll and others on effective teacher mentoring and induction, the course
emphasizes the importance of a strong mentor-novice relationship, providing actionable feedback to mentees, using data to
frame mentoring conversations and 3 central stances one can take while mentoring (consultation, collaboration, and cognitive
coaching). Teachers enrolled in this course will develop as instructional leaders and engage in reflection about their own practice,
especially in using collaborative inquiry techniques to help novices improve their ability to use assessment to drive instruction.
Successful course completers will earn a New Visions Micro Certification and thereby become certified to mentor in any NYC
Department of Education School.
Danielson Components: 3d: Using Assessment in Instruction |

4a: Reflecting on Teaching
88
Survival Strategies for New Teachers, 6-8 [217-
0220.1M17]

This course provides new teachers with strategies and tools that enable them to develop confidence, skill, and practice. You will
learn to identify your professional responsibilities and develop strategies to help you navigate the school environment. You will
explore the importance of relationships with your students, as well as with colleagues, supervisors, and parents/guardians. You
will explore ways to motivate students, build relationships among the students in your class, and establish a culture of high
achievement in which all students can succeed. You will explore effective strategies for designing and delivering instruction and
proactively managing your classroom. As a final focus, you will identify ways to continue to grow throughout your career as an
educator. This course is appropriate for all educational practitioners, including administrators, instructional coaches and teachers
who do not currently have a classroom. Feedback on reflections, assignments and discussions will be differentiated for
participants not currently practicing in a classroom setting.
Additionally, this course includes three grade bands (K-5, 6-8, 9-12) in order to provide a more targeted and specific learning
experience for educators. The videos of classroom footage are aligned according to the specific grade bands which provides a
very realistic and helpful observation of how to implement this course's suggested strategies and resources in selected classroom
environments.
This course's key activities includes videos, readings, reflection questions, discussion prompts, and resources that bridge course
learning in each unit, pre and post surveys, a Mid-course project, and a Final Capstone Project. Participants will be required to not
only post to a discussion board, they will be required to respond to at least 2 of their peers in order to deepen the conversation
and apply their learning. The KDS Theory of Action is that by learning through the combination of Instruction (40%), Coaching
(20%), and Practice (40%), educators will have the research-based learning experiences necessary to change their practice. Three
principles support our course design: Professional development should be intensive, ongoing, and connected to practice;
Modeling is highly effective in helping teachers understand a new practice; and Teachers' initial exposure to a concept should not
be passive, but should engage teachers through varied approaches so they can actively participate in making sense of a new
practice.

89
Survival Strategies for New Teachers, 9-12 [217-
0221.1M17]

environments.
practice.

90
Survival Strategies for New Teachers, K-5 [217-
0219.1M17]

environments.
practice.

91
Theatrical Teaching Institute [052-0232.1M17]
Education Partner: Roundabout Theatre Company | Location: American Airlines Theatre
The Theatrical Teaching Institute is a six-day workshop which introduces educators to the Theatrical Teaching Framework, a tool
developed by Roundabout Theatre Company inspired by elements of Aristotle's Poetics as a means to support inquiry-based
learning in classroom practice. During the six-day session educators will engage in hands on, interactive investigations of how to
use basic elements of theatre as a resource to create active, inquiry based classroom experiences for their students. The
Theatrical Teaching Framework uses the premise that the same elements that constitute an engaging, thought provoking play are
applicable in a classroom to create an engaging, effective learning experience for students. The focus of the institute will address
how to actively align your classroom teaching with the Common Core Standards. The course will also address the NYC DOE
Priority Competencies found in Charlotte Danielson's Framework for Teaching and principles of Children First. Working in a
collaborative environment, participants will discover how to apply these concepts and practices to a variety of subject area
content. Participants will have an opportunity to engage in workshops and art making with theatre professionals, exploring
authentic theatre practice and how to transfer those processes to their classroom practice.
Today's Classroom: Foundations of and Current Trends in

Education [005-0120.1M17]
This entire course addresses how to create a highly effective classroom culture that is a cognitively vibrant place, characterized by a
shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work;
students assume responsibility for high quality by initiating improvements, making revisions, adding detail and/or helping peers as
described in Domain 2. Participants will:
- Learn classroom management entails: the physical setting, the way students move about and engage in the process of learning, and the
way they set up the emotional environment of the classroom impacts student outcomes.
- Participants will also learn that instructional methods and the way they present the subject matter will impact their classroom
environment. They learn ways to meet their students' physical, social and emotional needs which help the student to perform
cognitively.
- Participants learn skills to take a diverse student population and create a safe and secure environment where learning can take place.
- Learn the instructional process can be improved through the development of a systematic approach to storing and retrieving materials.
The specific organization is dependent on the arrangement and space in the room and on the style and preferences of the teacher or
teachers who use the room. The purpose of organizing materials is so that both students and teachers can have access to the correct
materials with a minimum of disruption.
- Learn how to create and introduce rules and procedures to their class to create an orderly and safe environment for students. Students
need to know the rules and procedures of their classroom, they need to follow these rules and procedures, and they need to accept the
consequences for choosing not to follow them.


92
Using Project Based Learning to Meet the CCS [209-
0006.1M17]

As we prepare the 21st Century Students for the 21st Century workforce, we need to arm them with the ability to problem solve
and think critically. Project Based Learning is one method for improving critical thinking skills in our students. PBL prepares
students for the problem solving activities the 21st Century workplace will demand. Teachers will focus on best practices related
to PBL and how to increase critical thinking skills and performance. This course is appropriate for all K-12 teachers.

Wake them up! - Motivating Lessons [209-0008.1M17]

We have all been there - we've prepared a great lesson, developed a "hook" to keep students engaged and ready to learn, only to
see student interest fizzle out as the lesson progresses. Keeping students engaged and active participants in the learning process
is the most important aspect of lesson planning. This course will discuss strategies for "hooking" students and keeping them as
active participants in the learning process. This class is appropriate for all K-12 teachers.

93
Why Argue: Teaching the Art of Oral and Written Argument
[175-0083.1M17]

How many times have you heard a student say "Just because," or use faulty reasoning when asked to support a position they've
expressed? The Common Core State Standards in English Language Arts require students to move beyond superficial explanations
and descriptions. They must be able to comprehend and critique complex ideas and use and evaluate evidence in order to be
college and career ready. Developing arguments requires students to engage multiple critical-thinking skills as they generate
extended definitions of concepts, articulate warrants, establish criteria, and, ultimately, defend a conclusion or judgment.
Argument also involves scrutiny of one's own values and beliefs as well as the capacity to engage in productive dialogue with
others whose values and beliefs differ from their own. The many important skills of argument apply across disciplines and can be
addressed at any stage in a middle- or high-school student's educational career as he or she engages in increasingly demanding
cognitive tasks. In this course, the teacher will learn best practices for engaging students in rich processes and procedures for oral
and written argument development, from class-wide inquiries to small-group data analysis to individual writing tasks. By the end
of the course, the teacher will be able to support all students, including those from special populations, as they learn to argue
relevant concerns with increasing complexity and express their arguments elegantly and logically making "Just because" a thing of
the past. All of our courses combine research-based best practices and a variety of instructional formats including interactive
presentations, readings, annotated classroom videos, interactive activities, application activities, and discussion boards, which are
designed to be directly applicable to the learner's teaching practice and support student achievement.

94
Race and
Gender Issues
95
Anti - Bullying: Guiding Girls through Relational Aggression
(Gr K-12) [163-0124.1M17]

This course provides proven classroom strategies for working with students dealing with relational aggression, female bullying,
and the dynamics that lead to the causes and effects of this phenomenon. Educators will become empowered with knowledge,
skills, and principles that help them be more aware and confident in identifying, managing and responding to relational
aggression issues within their classrooms. Participants will also be better equipped to teach students and inform parents of
effective methods for working with their own children through the use of the tools provided within this course. The strategies
presented in this course will help students develop coping skills, self-control, and confidence to work through challenges as well
as metacognitive skills. Each succeeding module enriches and leads to in-depth knowledge of the types of relational aggression,
what feeds and diminishes the bullying, and how to help girls learn to make positive choices to solve their own friendship
problems.Relational aggression is the predominant method of bullying used by females. Starting as early as 2.5 years, this
dynamic can interfere with relationships and academic progress in grade school girls, tweens, and teens. Without understanding
the dynamics of relational aggression, many girls don't realize their ways of relating might actually be bullying. Some girls know
exactly what they're doing. Without intervention, relational aggression can persist. Beyond the years of formal education, girls
and women may continue to be affected by relational aggression, whether the bully, bullied, or bystander. This type of bullying
can negatively affect a female in her work world, personal relationships, and leadership potential throughout the rest of her life.

96
Becoming a Culturally Responsive Teacher [217-
0217.1M17]

This course provides thought-provoking background and practical suggestions for teachers seeking the answer to the question,
how do you reach students who are culturally and racially different from you? Participants explore their own assumptions about
race, class, and culture; and learn strategies for creating classrooms that are culturally inviting to all. Classroom footage illustrates
principles of Culturally Responsive Teaching, including affirming students' cultural connections, stressing collectivity as well as
individuality, and managing the classroom with firm, consistent, caring control. The course makes a compelling case for knowing
who your students really are, advocating an approach that celebrates culture and history, rather than requiring students to give
up parts of their identities in order to survive in school. This course also includes personal accounts from teachers at various
grade levels who are trying a new approach to cultural difference, and an in-depth visit into their classrooms to see the results.

97
Courageous Conversations About Race [217-0211.1M17]

In this course, participants will gain the knowledge and skills to understand and examine the impact of race on student
achievement and the role that racism plays in institutionalized racial disparities. Participants will learn a practical and accessible
protocol that supports them in challenging their personal beliefs around race. By the end of this course participants will have the
knowledge, skills, and practical strategies to engage in courageous conversations about race on a daily basis in both personal and
professional contexts. This course immerses participants in many Common Core State Standards for English Language Arts
Standards: Speaking & Listening. This course includes multiple assessments including pre and post surveys, reflection questions at
the end of each unit, a Mid-course project, and a Final Capstone Project.
Danielson Components: 4d: Participating in a Professional Community |

98
Promoting Academic Achievement Among African American
and Latino American Boys and Girls Through Research
Based Strategies [187-0066.1M17]
This class equips teachers with practical, in classroom methodologies that have shown to advance the academic performance of
students of color. Based on the work of researchers such as Claude Steele, Tyrone Howard, Pedro Noguera, Gloria Ladson-Billings,
Johnnie McKinely, Gary Howard, Baruti Kafele, Geneva Gay and Gilda Ochoa this class takes a constructivist and research based
approach toward helping educators recognize and combat the negative affect of implicit stereotype thinking and master skills
needed to remove barriers to K-12 student learning.. Teachers will learn how to foster respect and rapport in the classroom
through building counter narratives to inferiority complexes that students may harbor. Course participants will see examples of
teachers and schools that are closing the achievement gap through in-classroom practices that work. Although the course focuses
much of the material on African and Latino American students, it is structured to provide conceptual frameworks and practices
that work across cultures, and, when practiced, build a classroom culture conducive to learning for all students.

Sexual Bullying, Gender Identity, and Sexual Variance [164

-0017.1M17]

This course will focus on the strengthening of teacher knowledge in the area of Lesbian, Bisexual and Transgender identities and
promote and understanding of the bigotry and other challenges LGBT students must endure. This class will also explore the
current issue of sexual bullying that is prevalent in middle schools and high schools across the nation and what teachers may do
to help cease harassment.

99
Science
Amazing Body! Inquiry Science and the 5Es Instructional
Model [079-0189.1M17]

In this course, participants will have the opportunity to develop their content knowledge of Living Environment and their
understanding of how to develop students' content knowledge around human body systems. We will explore the mechanisms
that help human body systems maintain homeostasis through hands-on lab experiences. Participants will then write scientific
explanations based on data they collect, in alignment with CCSS.ELA-LITERACY.WHST.9-10.2 (Write informative/explanatory texts,
including the narration of historical events, scientific procedures/ experiments, or technical processes.). All of the resources that
participants will learn about are freely available on the New Visions Living Environment site (livingenvironment.newvisions.org).
As such, this course serves as an introduction to using the resources on this site (or as a refresher for those participants who have
used the site in the past). Participants will have time to process their use of the curriculum resources, including discussing their
analyses of data, debriefing their in-class experiences, experiencing group learning routines, and reflecting on how they might use
the resources with their own students. To ensure that participants understand the rationale for this curriculum design, we will
spend time learning about the theory behind the 5E Instructional Model, including its connection to science literacy practices.

Applied Science: Studying Marine Ecology at the Shore

[009-0185.1M17]

Education Partner: Wildlife Conservation Society | Location: New York Aquarium
Get outside, get dirty, do hands-on practical science with the New York Aquarium. This course will cover techniques in field
studies, animal collecting, ecological monitoring and water chemistry while giving participants an introduction to marine ecology.
A diversified teaching approach will reinforce and extend both science process and content skills, and will meet the NYC
Department of Education Science Scope and Sequence. Multi-faceted teaching approaches will utilize group investigations, audio-
visual presentations, journaling, interactive learning strategies, and handling biofacts and live invertebrate animals during field
trips. Field trips to Coney Island beach and a local marsh will immerse participants in both the ecological importance of salt
marshes and sandy shore habitats, as well as prepare teachers to take students on these outings. Teachers will sharpen inquiry
skills with science investigation design and reflect in journals on the pedagogical applications of the course content to their
curriculums. Each participant will also receive supplemental instructional resources.


101
Beyond the Lima Bean: An Interdisciplinary Approach to
Plant Science [114-0024.1M17]

Education Partner: Horticultural Society of New York | Location: Riverbank State Park
This hands-on course will delve into plant parts with an innovative, interdisciplinary and sensory focus. Each day, plant anatomy
and function will be observed as we delve into stem transportation, flower dissection (a component of city-wide 4th grade
science test), seed dispersal and leaf construction. The six main parts of a plant will then be happily united with visual, culinary,
theatrical and musical arts as participants sketch hairy roots, create playful "photosynthesis songs", design floral arrangements
and learn how chocolate is made from cacao seeds. To maximize participant and ultimately student learning, we will connect
basic botany with mathematics, art and literacy aspects of the elementary school curriculum. Each session will teach strategies for
delivering differentiated instruction to address some of the many types of learners, especially artist, tactile and kinesthetic
learners.
102
Drones! : A Catalyst for Integrating Engineering, Science
and History [180-0063.1M17]

Education Partner: Intrepid Sea, Air and Space Museum | Location: Intrepid Sea, Air and Space Museum
The sky's the limit for effectively teaching interdisciplinary STEM skills with the Intrepid Sea, Air & Space Museum's new large-
scale, temporary exhibition entitled "Drones: Is the Sky the Limit?" This course will feature drones as a case study to dive deep
into the examination of history, engineering and the use of computer programming in the classroom. Through this close
examination, teachers will explore the evolution and utilization of the drone to bring together key skills in social studies,
engineering design and computer science. Sessions will focus on discussion and hands-on activities that bring together a deeper
understanding of how science and technology have had a profound effect in shaping the human experience and the world around
us, while introducing teachers to key computer science skills. Facilitators will engage participants in discussions about how the
practices and skills gained through this close study of one, specific object can be expanded to a wider understanding of the role
that science and technology plays in their own lives and in the lives of others. The educational philosophy at the Intrepid Museum
is to highlight the interdependent relationship between history and science/technology by examining the historical contexts that
drive the development of scientific and technological innovations as well as the science and technology themselves. This course is
designed for educators who seek to increase their capacity to incorporate STEM discussions, resources and skills into their
classrooms to engage students in new and unexpected ways.
In true interdisciplinary fashion, this course is designed to appeal to history, social studies and STEM teachers who will learn and
work together in a program with three distinct approaches: Teachers as learners, researchers and creators. For teachers as
learners, participants will work with Museum staff, exhibit curators and scholars from the Institute of Electrical and Electronics
Engineers (IEEE) History Center at Stevens Institute of Technology as well as staff from their Raising Engineering Awareness
through the Conduit of History (REACH ) program. Teachers will start with a grounding in the collections of the Intrepid Museum
and the foundations of the Engineering Design Process as applied to advances in technology. Guest Scholars will present on the
historical timeline of automation and robotics using drones as a specific case study. Teachers as researchers will work with guest
scholars from New Jersey City University and the authors of "Drones in Education: Let Your Student's Imagination Soar," to
explore how simple computer programming and drone use can be an effective and engaging learning tool in the classroom.
Teachers will learn and practice basic coding together, exploring age appropriate entry points to the computer science skills
needed to program and control drones. To facilitate, each participant will receive a mini-drone of their own. They will also meet
and collaborate with peers who have successfully implemented the both the use of coding and drones across an interdisciplinary
curriculum. Facilitators will model lessons plans for creative, drones-based projects appropriate for English, history, math, science
and physical education. For the final project, teachers as creators will work with the artifacts and information from experts and in
the exhibition to create a hands-on model lesson integrating engineering, the history of technology and STEM skills in their
classrooms.

103
Edible Education: Creating Garden and Kitchen Classes for
Standards-Based Instruction [155-0065.1M17]

Education Partner: Edible Schoolyard NYC at PS 216 | Location: Edible Schoolyard NYCat PS 216
This workshop will give participants the knowledge and skills they need to create and maintain spaces to grow and cook food at school--
and to use these spaces to teach interdisciplinary, Common Core standards-based lessons that emphasize health, wellness and
sustainability. Participants will learn the nuts and bolts of gardening and will practice techniques to garden and cook with elementary
and middle school students using lessons which incorporate ELA, math, science, social studies and art. In addition, they will gain access
to the Edible Schoolyard NYC CCSS-based garden and kitchen curriculum and use this curriculum to create a final deliverable: a unit plan
they can use back at their own school site. Our course objectives are to inspire and empower participants to bring standards-based,
hands-on garden and kitchen instruction back to their sites. Key activities of the workshop include: kitchen and garden class simulations,
hands-on instruction in gardening and cooking techniques, curriculum writing workshops, and interactive seminars on data collection,
community building, and current issues in health and wellness.The course relies on the Danielson rubric as a research base for best
practices in instruction, as well as on a body of public health literature about changing eating behavior by increasing students'
knowledge, skills and self-efficacy. Our underlying educational philosophy is to promote student engagement through active, authentic,
hands-on tasks that support their learning in their academic subjects.

Effective Teaching and Learning with Scientific Inquiry (3-

8) [175-0110.1M17]
Teachers often hear that students cannot think critically, ask thoughtful questions, or analyze text. While many students may find these
tasks challenging, teaching through inquiry is an effective way to engage students, improve their problem solving skills, and help them
achieve long-term concept retention. Inquiry enhances scientific literacy by engaging students in logical, scientific rationale and
argumentation. Next Generation Science Standards (NGSS) and Science, Technology, Engineering, and Mathematics (STEM) efforts
emphasize the importance of inquiry in science education. But what does inquiry look like, how is it successfully done in the classroom,
and how does a traditional science classroom evolve into an inquiry-based classroom? This course is intended for upper elementary and
middle school teachers (grades 3-8) who want to learn how to successfully implement scientific inquiry in their classroom. After taking
this course, the teacher will have an understanding of what inquiry is and the benefits of inquiry-based teaching and learning. The
teacher will learn how to transform activities and experiments to inquiry-based investigations and learn how to assess inquiry.
Additionally, the course presents a developmentally appropriate, step-by-step approach for using all levels of scientific inquiry with
argumentation. By the end of this course, the teacher will be able to effectively transform his or her current classroom into an inquiry-
based environment where students are supported and inspired to learn.


104
Effective Teaching and Learning with Scientific Inquiry (9-
12) [175-0111.1M17]

Teachers often hear that students cannot think critically, ask thoughtful questions, or analyze text. While many students may find
these tasks challenging, teaching through inquiry is an effective way to engage students, improve their problem solving skills, help
them achieve long-term concept retention, and gain important skills for college and career readiness. Inquiry enhances scientific
literacy by engaging students in logical, scientific rationale and argumentation. Next Generation Science Standards (NGSS) and
Science, Technology, Engineering, and Mathematics (STEM) efforts emphasize the importance of inquiry in science education. But
what does inquiry look like, how is it successfully done in the classroom, and how does a traditional science classroom evolve into
an inquiry-based classroom? This course is intended for high school teachers (grades 9-12) who want to learn how to successfully
implement scientific inquiry in their classroom. After taking this course, the teacher will have an understanding of what inquiry is
and the benefits of inquiry-based teaching and learning. The teacher will learn how to transform activities and experiments to
inquiry-based investigations and learn how to assess inquiry. Additionally, the course presents a developmentally appropriate,
step-by-step approach for using all levels of scientific inquiry with argumentation. By the end of this course, the teacher will be
able to effectively transform his or her current classroom into an inquiry-based environment where students are supported and
inspired to learn.

105
Energy, Water and Waste: Integrating Themes of
Sustainability into Your Classroom [134-0098.1M17]

Education Partner: New York Sun Works | Location: PS 333 Manhattan School for Children Greenhouse
This course on simple sustainability with students offers K-8 science and classroom teachers the unique opportunity to delve
deeper into global environmental issues on a local level. Situated within the setting of a sustainable hydroponic greenhouse, this
course on water, waste and energy allows teachers to learn more about current environmental concerns through a blend of
technology, discussion, and hands-on projects. In addition, guest speakers, informative tours, videos and educational games offer
a holistic approach to learning. The key texts include photocopied articles organized in a binder, as well as access to all
powerpoint documents and website links via the course webpage found at www.wastewaterenergy.wikispaces.com. With a focus
on the Danielson Competency 3c, Engaging Students in Learning, teachers will learn effective ways to motivate and maintain the
interest of students with special needs and students who are learning English as a second language, as well as inspire general
education and gifted students. Teachers will create two lesson plans with rubrics to make students accountable for their work.
Participants will critique each other's lessons in order to maximize rigor. After keeping track of their own progress through the
reflection of learning goals, journal entries, and a science notebook, teachers will synthesize this information while they have
students design goals in the classroom. Teachers will implement a project into their own classrooms, record assessments, and
share with the other participants in the course.
Exploring Bronx Forests [115-0097.1M17]

Education Partner: Friends of Van Cortlandt Park | Location: Vladeck Hall
Exploring Bronx Forests is a hands-on, interactive course aiming to put multiple environmental resources at participants'
fingertips. Participants will review content knowledge, model activities they can bring back to their classrooms (all aligned to NYC
S&S;), learn from guest speakers from local NYC environmental organizations and nonprofits, and explore environmental-focused
websites. Participants start with a self-reflection assignment to identify what types of resources they need for their classrooms
and we work with them the rest of the week to pull those resources from the materials we are giving them. Participants will
receive multiple books of lesson plans that are correlated to standards including Project WILD, Flying WILD, Project Learning Tree,
Focus on Forests (for high school) and Environmental Experiences (for Early Childhood). Each book consists of dozens of common
core aligned activities, background information and student handouts. Participants will work with other teachers to present
lessons from these books to the rest of the class so they can practice using new content knowledge and teaching methods.
Participants will also, through the initial reflection assignment, subsequent mid-term and final projects and instructor feedback,
improve upon up to three lessons they will use this year resulting in more robust lessons to engage their students.
Danielson Components: 1d: Demonstrating Knowledge of Resources

106
Exploring Natures Outdoor Classrooms: A Field Study [114
-0179.1M17]

Education Partner: Horticultural Society of New York | Location: Horticultural Society of New York
In 2010, F.E. Kuo's report from the National Recreation and Park Association showed "positive impacts of parks and other green
spaces on city children. Namely, students showed "better cognitive functioning, more self-discipline and impulse control, and
greater mental health overall - all of which are key to a child's success in school." Given these benefits to our city children, this
course will address the need to connect standards based learning with experiential, outdoor studies. Guided by The Hort's field
educators, participants will connect science, reading and writing concepts to each field location. Participants will visit parks and
natural areas to explore concepts like native plants, forest and street trees, migratory bird patterns and river ecology within our
built environment. These concepts will be synthesized with a) field references b) site history c) literary references and d) culture
of the site. Teachers will develop rich, customized learning activities, assessment tools and a field guide for their future use. Field
visits will include hiking & birding in Central Park, canoeing & fishing on the Hudson River, exploring gardens built by The
Horticultural Society of New York and identifying plants at the Highline. By the end of this course, participants will have a
comprehensive introduction to urban ecology and natural history of New York City. Please note: This course will require walking
outdoors (two-three miles per day in summer temperatures) and use of the NYC subway system to travel from site to site and/or
between site and our office headquarters.
Each session of the course will be aligned with the New York Elementary Science Core Curriculum Standards as well as the
Teacher Competencies drawn from the Danielson's Framework for teaching: 1A Demonstrating Knowledge of Content and
Pedagogy and Domain 3c Engaging Students in Learning. Teachers will prepare a unit of study for each site which will become
their customized reference guide for taking their students out into New York City to explore our unique, safe and ecologically
complex sites.

107
Habitat Ecology for Educators (HELP) [009-0080.1M17]
The Habitat Ecology Learning Program is a creative way to integrate multiple subjects and research-based pedagogical strategies
to teach science! The learning experiences in this course, which align with NYS Elementary Science Standards and Common Core
Learning Standards, will help teachers strengthen their content knowledge of animal habitats, evolution, biology, and ecology.
Teachers will also develop pedagogical skills like utilizing inquiry-based learning and teaching for conceptual change to enhance
students' understanding of life science. In addition, teachers will develop specific strategies to highlight the impact that human
activities can have on wildlife and wild places in way that inspires students to take conservation action. Finally, teachers will learn
how to utilize the exhibit spaces at the zoo to support authentic learning. Each teacher will receive WCS Curriculum and
supplemental resources to help encourage students to explore the richness of ecology both in the classroom and in a local park,
nature center, or zoo. For specific texts utilized, please refer the outline for each session of the course.

Learning Energy Concepts through Sleds, Cars and Wind-

ups [218-0207.1M17]

Education Partner: City College of New York | Location: City College (NAC Building, Room 5/213)
Energy is one of the big ideas in science. In this course participants will review the concepts of gravitational energy, elastic energy,
mechanical energy, and kinetic and potential energy. They have direct experience with the materials through which children
begin to understand these concepts. Participants experiment with a variety of vehicles to explore concepts of energy, friction, and
motion. Throughout the course teachers engage in the engineering processes of design, testing, troubleshooting and redesign and
learn how to develop these process skills with children. The course is based on two of the units of the City Technology project:
"Invent-a-Wheel" and "Fantastic Elastic".

108
Natural Inquirer: Using Nature to Promote Inquiry [009-
0190.1M17]

Education Partner: Wildlife Conservation Society | Location: New York Aquarium
Research shows that increasing inquiry-based science instruction in the classroom has positive impacts on student achievement.
During this workshop you will learn about the different types of inquiry activities, experience models of using scientific inquiry to
explore the natural world and build your confidence and skill in restructuring some of your classroom lessons to be more inquiry-
based. You'll discover how different scientific inquiry methods address multiple intelligences, differentiation and create relevant
experiences for your students. But, no worries! Becoming a natural inquirer at the Aquarium is fun! You'll leave the course
enthusiastic and empowered to bring the same excitement and sense of discovery to your classroom.

Physical Science through Pop-ups and Light-ups [218-

0156.1M17]

Education Partner: City College of New York | Location: City College (NAC Building, Room 5/213)
Force, motion, simple machines, electricity and energy are the big ideas in physical science. In this course teachers review the
concepts of force and motion by making pop-up cards, which incorporate simple machines in an engaging way. They explore input
forces for pop-ups and the resulting motions, design and make a variety of these mechanisms and then explore electrical energy
using LEDs and coin batteries. Next, participants design switches to control these circuits, and design pop-ups that incorporate
LEDs that light up when the pop-up opens. Throughout the course, teachers engage in the engineering processes of design,
testing, troubleshooting and redesign. They learn how to develop both physical science concepts and engineering practices with
children, and develop and document strategies for implementation in their own classrooms. The course is based on two of the
units of the City Technology project: "Pop-up" and "ElectroCity".


109
Plant, Learn and Grow!: Gardening 201 [034-0054.1M17]
Strengthen student engagement using your school garden! The course provides classroom teachers of grades K-8 with practical
skills, content knowledge and improved confidence to integrate a garden into the school-learning environment. Participants will
learn how to connect planting and maintenance to the learning process. This Institute is crucial for integrating a garden
throughout an interdisciplinary curriculum. Plant science and ecology concepts are introduced through setup, maintenance,
harvesting and observation activities in outdoor garden settings. Pedagogical strategies will be modeled through hands-on
activities throughout the course to aid participants in creating units of study and lesson plans specific to their individual students'
needs. Sessions provide cross-curricular connections to strengthen the relationship between science and literacy. Please note that
this course involves extensive outdoor walking.

Seedlings Summer Institute [034-0055.1M17]

Come explore the resources of the New York Botanical Garden with us! Participants will learn how to use plants and nature to
engage children in science across the curriculum, with connections to literacy, math, and art. Each day of the workshop will have
a plant part theme (seeds, leaves, flowers, etc.) which will guide our exploration of plant structures and functions and the role of
plants in our lives and in the natural world. Teachers will construct understandings of basic plant science, observe plants in the
context of wetland and woodland ecosystems, and explore soil and decomposition.
This workshop will help teachers to gain skills and confidence needed to make the outdoors an extension of their classroom, and
to help children connect to the natural environment. We will model a variety of constructivist, inquiry-based, experiential
activities that incorporate differentiation for a wide range of learners. Instructors will provide support for participants as they
create age appropriate lessons to support learning inside and outside of the classroom.
**Please note that this course involves extensive outdoor walking.**


110
STEM Through Citizen Science & Environmental Health in
Your Community [167-0010.1M17]

Education Partner: Children's Environmental Literacy Foundation | Location: Icahn School of Medicine at
This course begins by building an understanding of the principles and practices of Education for Sustainability (EfS) and how to
integrate them into to their core curriculum. Teachers will develop a thorough understanding of Project-Based Learning
contextualized in their school neighborhood. Knowledge of environmental factors affecting child health and learning in an urban
setting will be paired with knowledge of environmental law and pathways to activism. As a result of this course, teachers will be
able to lead students through a project, place and problem-based (P3) learning process, which begins by connecting to place, by
surveying and observation of their school neighborhood.
Additionally, participants will develop an interdisciplinary P3 unit in which EfS standards are aligned to content area standards
and STEM learning. Experts from Mt. Sinai's Pediatric Environmental Specialty Health Unit and the NYC Department of Health will
join the class to share their research, expertise and processes in the fields of environmental health and public health.

Teaching Scientific Process Through Animal Behavior [009

-0168.1M17]

What is animal behavior and how do scientists study it? In this course, participants will learn how and why animals can be used to
motivate and enhance student learning. Through this introduction to animal behavior, participants learn the basics of behavior,
why it is important, and how it is studied. Participants will hear the inside story of animals at the zoo and discuss: adaptations,
mating, territoriality, agonistic behavior (aggressive & submissive), altruism (self-sacrifice), social/dominance hierarchy (pecking
order), evolution and conservation. Participants will practice developing good investigable research questions, learn the
implementation of techniques to observe animals, and will practice collecting and reporting relevant behavioral data.
Additionally, participants will explore how to use and modify these skills for classes of varying ages, from elementary through to
middle school. Finally, the use of resources such as video and the internet will be discussed. All activities align with NY State
Standards and help promote student learning. Each participant will also receive WCS curriculum, supplemental instructional
resources, and the opportunity to purchase an Animal Behavior video.


111
The Life and Death of a Star: Inquiry Science & the 5E
Instructional Model [079-0203.1M17]

In this course, participants explore the life cycle of stars through hands-on lab experiences, interactive simulators and
collaborative group learning routines. Teachers of science, and espeically Earth Science teachers, will have the opportunity to
develop their own knowledge of scientific concepts and their abilitity to develop students' content knowledge. Participants will
write explanations of star phenomena based on data they collect, in alignment with CCSS.ELA-LITERACY.WHST.9-10.2 (Write
informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.). All of the resources that participants will learn about are freely available on the New Visions Earth Science site
(earthscience.newvisions.org). As such, this course serves as an introduction to using the resources on this site (or as a refresher
for those participants who have used the site in the past). Participants will have time to process their use of the curriculum
resources, including discussing their analyses of data, debriefing their in-class experiences, experiencing group learning routines,
and reflecting on how they might use the resources with their own students. To ensure that participants understand the rationale
for this curriculum design, we will learn about the theory behind the 5E Instructional Model, including its connection to science
literacy practices.

Using Plants to Teach [123-0064.1M17]

Education Partner: Queens Botanical Garden | Location: Queens Botanical Garden
The course uses the Queens Botanical Garden's 39 acres and other local resources as a classroom in which to explore plants, plant
diversity much more. Teachers will engage in hands-on and minds-on learning as we explore various aspects of botany and
related subjects. This course highlights using authentic observations, hands-on examination, experimentation, journaling, reading,
and writing to create questions, discussions, and enhance our understandings of science. Teachers will regularly reflect upon their
own learning and engage in discussions about the pedagogical methodologies used in the course. By the end of the course
teachers will have an understanding of the 5E model of science teaching as developed by Rodger Bybee, will be able to utilize
formative assessments to support student learning and will have some familiarity with the New York State Science Standards.
Teachers will create a backwards-design driven lesson unit that engages students and meets their learning needs.


112
What Did a Plant Ever Do For You? The Value of Plants in
Natural and Human History [035-0052.1M17]

Education Partner: Brooklyn Botanic Garden | Location: Brooklyn Botanic Garden
This hands-on course provides an introduction to the science and art of botany and horticulture taught in the context of the
diverse indoor and outdoor plant collections of Brooklyn Botanic Garden (BBG) for teachers of students in elementary, middle and
high school grades. An understanding of the value of plants in natural and human history will emerge through our inquiry-based
approach to learning how plants are built, how they work, and how they interact with the living and non-living components of the
natural environments they inhabit. Emphasis is placed on experiential, authentic learning that participants can readily bring back
to their own classroom settings to engage students with diverse learning styles. Tours of the Garden will provide teachers with
skills that they can apply to plan and implement their own outdoor explorations of the plant collections in their schoolyard or in
their school community as well as at BBG. Participants will keep science journals and learn how to use student journals to assess
student comprehension of science facts and concepts; a practice that supports the Common Core Reading and Writing Standards
as well as the New York State Science Core Curriculum Standards. As part of the final project, participants will have a choice to
design either a field investigation, a thematic unit plan, a plant investigation, or a specialized learning tool, that will be grade-
appropriate, rigorous, and accessible for a diverse population of learners.

Zoo Animals and Teaching the Elementary Core Curriculum

[009-0173.1M17]

Elementary teachers will expand their knowledge of animals and how to use animals to engage their students in learning and
improve student scientific vocabulary. This course promotes observation skills through a focus on animal characteristics/
classification, adaptations, life cycles, and habitats. Teachers will be empowered to use techniques that integrate the zoo and
animals into their instruction to enhance student learning and practice observation, vocabulary, classification, and science skills.
Teachers will be able to identify feasible ways in which they can model having a positive impact on the environment and
empower students to love and feel connected to nature. Students will be able to think scientifically and communicate effectively
through the interactive techniques modeled in this course. Participants will receive WCS curriculum and supplemental
instructional resources.


113
Social Studies
Brooklyn Connections Teacher Institute - Session 1 [188-
0215.1M17]

The Brooklyn Connections Teacher Institute serves to orient partner educators to the Brooklyn Connections program by providing
them with an in-depth and practical introduction to archival research. Based in the Brooklyn Public Library's local history archive,
the Brooklyn Collection, participants will gain a thorough and clear understanding of the Brooklyn Connections model,
deliverables and expectations as they prepare to lead students through the process of crafting a scholarly research project on a
theme in Brooklyn history. Participants will learn how to find and integrate archival sources (both primary and secondary) into
every step of the research process and work through research challenges, such as how to conduct effective internet research,
develop a research question and properly cite sources. They will also take away strategies and materials for adapting these
lessons for classroom use.

Brooklyn Connections Teacher Institute - Session 2 [188-

0215.2M17]

The Brooklyn Connections Teacher Institute serves to orient partner educators to the Brooklyn Connections program by providing
them with an in-depth and practical introduction to archival research. Based in the Brooklyn Public Library's local history archive,
the Brooklyn Collection, participants will gain a thorough and clear understanding of the Brooklyn Connections model,
deliverables and expectations as they prepare to lead students through the process of crafting a scholarly research project on a
theme in Brooklyn history. Participants will learn how to find and integrate archival sources (both primary and secondary) into
every step of the research process and work through research challenges, such as how to conduct effective internet research,
develop a research question and properly cite sources. They will also take away strategies and materials for adapting these
lessons for classroom use.


115
Children During the Holocaust [003-0057.1M17]
Education Partner: Museum of Jewish Heritage | Location: Museum of Jewish Heritage
This course will use the Museum of Jewish Heritage: A Living Memorial to the Holocaust as a resource to examine the experiences
of children during the Holocaust. Building on participant' existing knowledge, we will look at the specific experiences of children
who experienced the horrors of the Holocaust in a variety of ways: in ghettos and camps, in hiding, as refugees, and more. We
will also examine the impact of the Holocaust on children who survived, including the legal and ethical issues surrounding
orphans and hidden children, the efforts to connect surviving children with families, and the psychological impact of the
Holocaust on child survivors. We will examine methodologies for teaching about the experiences of children through primary
sources such as artifacts, photographs, diary entries, and testimony. Participants will deepen their content knowledge through
presentations by scholars, Holocaust survivors, and Museum staff. Best practices for teaching about the experiences of children
will be addressed.

Common Core Standards for History and Social Studies

[202-0143.1M17]

Education Partner: Tadaca Educational Solutions | Location: Online
This course seeks to promote Common Core Literacy standards for ELA in History and Social Studies. Content area teachers will
focus on the creating lessons that develop literacy skills and content acquisition simultaneously; attention will be given to
strategies for reading informational texts and promoting argumentation in writing. In addition, strategies presented in the course
will promote college and career readiness. Participants will delve into research strategies, integrate the use of technology, and
apply speaking and listening standards.


116
Exploring the Art of History: Social Studies and Literacy
through the Visual Arts [023-0180.1M17]

Education Partner: New York Historical Society | Location: The New York Historical Society
This course will help classroom educators to deepen and advance their students' understanding of New York and American
History by combining the extraordinary collections of the New-York Historical Society with the tools and principles of the visual
arts. It will explore the interdisciplinary approach of two units (Life in New Amsterdam and Slavery in New York) from the Art of
History program, a New-York Historical Society School Outreach series that not only combines art history and the visual arts with
the study of historical evidence but also is language-focused, as each unit is rich with literacy activities. This approach to learning
supports the Common Core Standards for Literacy and History and helps fulfill the visual arts requirements for ArtsCount.
Participants will be introduced to theories of artistic development and lesson planning strategies for interdisciplinary, art
experiences for children and young adolescents.
Participants will receive the opportunity to explore particular mediums from the NYDOE Blueprint for teaching and learning in
the Visual Arts (drawing, painting, printmaking, collage and sculpture), becoming familiar with the mediums' properties and
processes. In addition the course will address ways in which the interdisciplinary approach of the Art of History supports
differentiated instruction for struggling readers, ENL students, and for the Gifted and Talented. The course will culminate by
examining the exhibition process, exploring the steps in creating a classroom exhibition and power that they have in influencing
learning in the school and community at large. Participants will receive scholarly resources and reproductions of works of art, and
they will hear from guest speakers and go on guided tours (N-YHS galleries and the DiMenna Children's History Museum).
Suggested for elementary classroom teachers. Middle school classroom and/or social studies teachers are also welcome.

117
Know Your Media: Media Literacy in the Classroom and the
World [145-0174.1M17]

Education Partner: Democracy Now | Location: Democracy Now
The media's ubiquitous presence demands students' attention. The ability to navigate and make sense of this labyrinth is
essential, not only for engaged citizenship, but in order for students to contextualize and integrate the information they receive in
the classroom and beyond. Lessons that teach students to question and critically examine the media they consume empowers
their interrogation of the world at large. In this course, participants will develop innovative, ready-to-implement lessons that
incorporate current events, media literacy strategies and technology in support of their curriculum. Class sessions will focus on
identifying resources that will heighten students' media fluency, as well as cultivate skills to apply said resources. The PD
curriculum will target aural, visual and kinesthetic learners through hands-on activities, written assignments, small group work,
and facilitated discussions, as well as group and individual critiques and presentations. These approaches will be directly
applicable to participants' classrooms and curricula as they actively work on designing practical strategies to implement media
literacy activities into their own lessons. Focus will also be placed upon collaboration between participants as they draw upon the
extensive primary source documents and resources available at www.democracynow.org as well as other media sources. In
addition to designing new--and retooling old--lessons with the help of Democracy Now!'s vast archives, participants will watch
two live broadcasts of the hour-long Democracy Now! news program and meet show host Amy Goodman.
This course is recommended for middle and high school Social Studies, Science, History, and English teachers interested in
creating new lessons, augmenting current lessons and equipping their students with the skills and resources to become more
comprehensive critical thinkers. The course could also be beneficial to teachers of other disciplines interested in creatively
applying current events and primary source documents to their particular discipline(s) while developing media literacy among
their students.

118
Meeting Hate with Humanity: Life During the Holocaust
[003-0056.1M17]

Education Partner: Museum of Jewish Heritage | Location: Museum of Jewish Heritage to the Holocaust
This course introduces teachers to the scholarship about the impact of WWII and the Nazi genocide on Jewish lives and
communities. Authentic artifacts and survivor testimony are centerpieces of daily coursework. Through their work in this course,
teachers will gain broad knowledge of the history of the Holocaust. The course strongly emphasizes inquiry-based learning and
using questions and discussion techniques while it incorporates fundamental history study, memoir and historical fiction, and
research skills. At the conclusion of the course, teachers will be able to modify and adapt middle and high school instruction using
strategies learned and practiced during the course that are aligned to the Universal Design for Learning, as well as Danielson's
Framework for Teaching, focusing on Engaging Students in Learning and Question and Discussion Techniques. This course
emphasizes the integration of primary source material and artifact-based learning into coherent, teacher-developed curricula in
order to deepen student understanding of history. Teachers will further their understanding and apply their knowledge of
Common Core-aligned middle and high school instruction using strategies learned and practiced during the course. Teachers will
use primary source-based methodology, which emphasizes students' strengths and experiences, to help create universally
designed instruction that is directly transferable to classroom instruction.

119
New York at Its Core: Examining Our City's Past, Present,
and Future [140-0227.1M17]

What makes New York, New York? How can our students engage with the history of our city and understand how its past shapes
our present? How they can learn how to evaluate and apply data about NYC today to solve challenges we face in our future? Run
by the Frederick A.O. Schwarz Education Center at the Museum of the City of New York and supported by the Museum's
groundbreaking new exhibition, New York at Its Core, this course will provide participants with a deep historical understanding of
change over time in New York City; examining its rise from a striving Dutch village to a preeminent global city now facing the
future in a changing world. Using the story of New York City as a lens, participants will learn, practice, and design inquiry-based
engagement techniques for student-centered learning that will be directly integrated into their classrooms. Experts in the field
will engage participants with the history, art, and culture of New York City through a variety of learning activities, deepening
participants' understanding of NYC's development while modeling and discussing best practices for historical inquiry, research,
and presentation. Museum curators will provide guided tours of the three galleries of New York at Its Core: Port City, 1609-1898;
World City 1898-2012, and Future City Lab and discuss how they developed four foci --Density, Diversity, Money, and Creativity --
as a way to help tie together disparate histories and allow for ease of understanding. Museum educators will lead and help
participants practice visual inquiry exercises (such as Visual Thinking Strategies and "I See, I Think, I Wonder" and guide
participants through classroom exercises that bring history to life for students. They will also demonstrate how the strategy of
"peopling" history with active characters can help students understand the effects of both change makers and everyday New
Yorkers on the city and allow them to envision how they too can shape the future. Finally, scholars will present current historical
analysis and discuss best practices for undertaking historical inquiry and critically examining data through mapping, data
visualization, and digital games. Course participants will practice designing coherent instruction by putting their new content
knowledge, research skills, and pedagogical strategies to use through the creation of three lesson plans for their classroom. Peer
workshops will allow participants to hone their lesson activities and strengthen their lesson design. These lessons will be created
during the course week and will be instructor- and peer-reviewed. Following the course week, participants will write a reflection
on how they think their lessons will impact student learning. They will submit this reflection along with their final three lessons.

120
Predators: Biology & Conservation [009-0053.1M17]
During this exciting workshop teachers will: learn about the role of predators in the ecosystem; explore different techniques for
presenting life science across the four realms of social studies (history, geography, civics, and economics); learn about various
indigenous people and the relationship they have with predators; compare the societal images of predators across cultures; and
create a conservation strategy for a predator species native to their own local environment. All activities align with NY State
science, social studies, and Common Core Standards, and help promote student learning through inquiry-based techniques.

Read Between the Lines: Developing a Critical Historical

Perspective [175-0103.1M17]

"Why is history important to me?" At some point, every history teacher has been asked this question. Historical events lack
context, students feel disconnected from the past, and/or students don't realize the impact of historical events on their lives.
When history is taught in a meaningful way that enables students to relate to historical events and draw connections between
the past and the present, they understand, appreciate, and are able to think critically about history. In this course, teachers will
learn best practices for engaging students in building critical historical perspectives to apply objective reasoning to historical
analysis. Throughout the course, teachers will be introduced to various approaches to developing critical historical thinkers,
including using social justice frameworks to unpack race, class, and gender, and employing a commonalities approach to help
students learn how to be unbiased and reflective in their analysis. By the end of the course, teachers will be able to teach
students to ask good historical questions, analyze primary and secondary sources, and be critical consumers of historical and
current events so that they are able to think like historians.


121
Reading and Writing Like a Historian: Global History and
the Social Studies Practice [079-0191.1M17]

Through this course, participants will develop a deeper understanding of the New Visions Global History and Geography curricular
framework which is grounded in the belief that students should gain exposure to and master a range of texts including traditional
primary and secondary sources, charts, graphs, and other images. Over the course of two six-hour sessions, participants will have
the opportunity to examine the structure of a New Visions Global History unit and discuss how units can be built around
compelling and supporting questions; explore curricular resources intended to support the development of key literacy skills and
practice adapting one of these resources to meet student needs; learn about and practice using Google Apps for Education (GAFE)
to access, comment on, modify and share curricular documents. Our curricular materials and professional development are
predicated on the idea that content knowledge, such as history, and literacy skills develop hand-in-hand. Students gain the ability
to read and write through their exposure to and developed understanding of different types of texts; similarly, students expand
their content knowledge in all subjects by utilizing critical reading and writing skills.

Reading and Writing Like a Historian: US History and the

Social Studies Practices [079-0192.1M17]

Through this course, participants will develop a deeper understanding of the New Visions US History and Geography curricular
framework which is grounded in the belief that students should gain exposure to and master a range of texts including traditional
primary and secondary sources, charts, graphs, and other images. Over the course of two six-hour sessions, participants will have
the opportunity to examine the structure of a New Visions US History unit and discuss how units can be built around compelling
and supporting questions; explore curricular resources intended to support the development of key literacy skills and practice
adapting one of these resources to meet student needs; learn about and practice using Google Apps for Education (GAFE) to
access, comment on, modify and share curricular documents. Our curricular materials and professional development are
predicated on the idea that content knowledge, such as history, and literacy skills develop hand-in-hand. Students gain the ability
to read and write through their exposure to and developed understanding of different types of texts; similarly, students expand
their content knowledge in all subjects by utilizing critical reading and writing skills.


122
Rhythm & Power: Dance, Immigration, and Community
Action in NYC History [140-0226.1M17]

Get energized and have fun this summer as you learn about the history of New York City's diverse population and rich immigrant
cultures through the lens of dance. Experience and practice multiple engagement strategies and write lessons that engage your
students through music, dance, cultural studies, and history. Suitable for educators of all grades, and requiring no prior dance
experience , this course is inspired by the Museum of the City of New York's newest exhibition, Rhythm & Power: Salsa in New
York (open June 2017 , October 2017). Learn about salsa's often-overlooked ties to activism in the city. How swing challenged
racial segregation during the Harlem Renaissance. How hip hop was born on the streets of New York City in the 1970s and grew to
have a global impact on music, dance, and fashion. And how bachata is bringing new beats to New York alongside the city's
largest immigrant group. Throughout, find connections between dance and the power of communities to enact change and shape
their own identities, and leave with resources and strategies to bring these stories into your classroom. Each day of the course
will use a different dance and musical style as an entry point for examining a case study of 20th century immigration and
community development in New York City. Focusing on salsa, swing, hip hop, and bachata, participants will gain a deep
appreciation of these musical styles and the rich cultures from which they are born. Dance instructors , themselves with engaging
stories to tell of their communities , will connect participants directly to the art form. Simultaneously, participants will examine
how New York as a place of density, diversity, money, and creativity , key themes in the museum's collection and exhibits , has
influenced the development of each dance. Scholars, curators, and museum educators will lead engaging talks, tours, and
workshops that illuminate New York's role as a place of cultural fusion, artistry, and skilled marketing. In the end, participants will
leave with new ways to engage their students, a set of lesson plans they've written for their classroom, and a new appreciation
for their city and the many communities it holds.

123
Teaching Slavery and Resistance with a Social Justice Lens
[207-0171.1M17]

Education Partner: Brooklyn Free School | Location: Brooklyn Free School
Through this course participants will develop curriculum which enables students to learn about slavery and resistance from a
social justice perspective. Over the course of five in-person sessions, which take place in a school where social justice teaching is
central, participants will engage in key activities including
- personal reflection about race and learning about slavery

- professional discussion of curriculum planning and social justice principles
- trips to the African Burial Ground and another NYC location of relevance to this study chosen by the participant
- ongoing book discussion of a text or texts relevant to the age group taught
- exploration of resources to support ongoing learning and culminating projects
- descriptive review processes which support teachers' recognition of student capacity and interest.
The mid-term project is a 6 week scope and sequence to teach this topic to current or future students. The final project is three
lesson plans for a trip, a book discussion, and a focus of participant's choosing. These lesson plans can be prepared for a group of
students the teacher is currently teaching or for a staff training, or reflect on a past or future group of students if the participant is
not currently in the classroom.
Alongside the development of resources to use with students this course supports the educator's growth in two important ways.
Participants will gain more information about slavery and resistance, utilizing books like "New York and Slavery: Time To Teach
the Truth" (Alan Singer). Participants will also experience instruction and gather resources about how a social justice perspective
shapes teaching this topic, for example: http://www.teachingforchange.org/young-children-slavery-resistance
While this course will enable participants to plan and prepare for a study of slavery and resistance in their own classrooms it also
builds participants' general pedagogical skills in relation to two key Danielson components - developing knowledge of resources
and increasing student engagement - with practical tools and techniques introduced and practiced daily. In addition several
aspects of the NYS Social Studies Framework focusing on the uses of evidence, reasoning, and comparison of multiple
perspectives are also supported in this professional development opportunity.

124
Who Built America: Badges for History Education Lesson
Builder [179-0078.1M17]

Education Partner: American Social History Project | Location: Online
This online professional development course enables teachers to work with history educators from the American Social History
Project to design and teach three document rich, standards-aligned U.S. and/or global history lessons based on specific
pedagogical concepts. The program is designed to help teachers develop and hone their skills in lesson design and modification,
professional engagement, and content expertise, all the while focusing specifically on lessons they will teach in their classroom.
This course is designed for 6-12th grade U.S. history and global history teachers. Throughout the course, teachers will be
introduced to pedagogical concepts specific to the history classroom, including "Reading and Writing for Arguments" ,
"Establishing Context", "Using Evidence", and/or "Posing Historical Questions". Teachers will then incorporate these concepts into
the design of their own lessons, using sources curated from ASHP's online database and other recommendations. Teachers will
gain experience teaching lessons aligned to specific pedagogical skills, and will grow professionally through a process of design,
implementation, and reflection.

4b: Maintaining Accurate Records
125
Socioemotional
Learning
Alternatives to Suspension [209-0224.1M17]

Suspending students has been a part of the school world we work in for decades. There are often very real and necessary reasons
for suspending students. When we take a look at what a suspension is, and the impact it has on learning outcomes - we would be
better served avoiding suspensions as much as possible. Teachers in this course will take a look at behavior and different
approaches for avoiding suspensions that could be implemented both at the classroom and building levels. Teachers will develop
strategies for making connections and addressing behaviors in a manner that prevents suspensions.
"If a child doesn't know how to read, we teach."
"If a child doesn't know how to swim, we teach."
"If a child doesn't know how to multiply, we teach."
"If a child doesn't know how to drive, we teach."
"If a child doesn't know how to behave, we ... punish?"

Anti-Bullying Strategies For The Classroom [209-

0234.1M17]

We have all read the stories, seen the videos and experienced the impact of bullying. It is perhaps one of the longest lasting
epidemics in the educational world. As a profession we have made great strides in preventing bullying in the school, yet there is
so much more work to be done. This course will focus on establishing a safe learning environment where all students can learn.
Strategies for preventing bullying and assisting the victims of bullying will be addressed. This course is recommended for all K-12
educators.


127
Approaches for Changing Student Behavior Using PBIS
[209-0225.1M17]

The barriers that occur to learning can not be single-handedly removed. Unfortunately, one such barrier occurs when behaviors
are disrupting the learning community. The climate of each school community is different. Therefore, a "one size fits all" approach
is not as effective as interventions based on the needs of each school. Positive Behavior Interventions and Supports (PBIS) is a
proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve
social, emotional and academic success. A system focused on creating school-wide, classroom and individual supports improves
academic and behavioral results. This course will assist teachers in creating a support system for their classroom that will help to
increase behavioral and academic results. This course is appropriate for all regular and special education teachers.

Behavior Modifications and Discipline Strategies [209-

0026.1M17]

Think about how much time you spend addressing behaviors in your class. Wouldn't it be nice to be able to control behaviors
without interrupting your instructional practices? Classroom management and student discipline have been issues in the
classroom since the one room school house. The decisions we make when disciplining a student are imperative for creating a safe
and productive learning environment. Participants in this class will create, implement and assess behavior modification systems
for their classroom, as well as examine several models of student discipline while evaluating some of their own discipline policies.
This class is appropriate for all K-12 educators.


128
Building Cultural Competency to Improve Instruction and
Student Achievement [175-0091.1M17]

New York City is one of the most diverse cities in the world, with nearly every classroom comprised of a wide range of cultures.
This diversity continues to grow and evolve so that all NYC teachers face the challenges of teaching cross-culturally, in particular
culturally diverse learners who are at risk of dropping out of school. Each individual's cultural context is unique, but sometimes
conflicting ideologies and the clash between traditionalism and modern society can cause students to become isolated and at-risk
for failure or dropping out. This course is designed to discuss the importance of cultural competency and how it impacts student
learning, and it tackles the misconceptions about cultural competency and provides practical resources for building competency
in educators. By learning more about other cultures, as well as the learner's own culture, the course helps the learner develop
best practices for handling culturally sensitive scenarios that can impact student learning.

Conflict Resolution: How to Maintain the Peace in Your


From the first year teacher to a seasoned veteran, classroom management is often identified as an area teachers would like to
improve. Teachers are looking to build upon their ability to relate to students and address conflicts as they arise. This class will
look at some easy to implement strategies to assist teachers in reducing conflict and outbursts in the room. Teachers will also
examine some basic negotiation and mediation skills that are easy to execute and can help "keep the peace."


129
Dangerous Trends in Adolescent Behavior [164-
0013.1M17]

Educators will study the current dangerous trends that impact our students and identify how to help them meet with success within the
classroom setting. Educators will investigate ways to get children the help they need to overcome the obstacles that they face. Strategies
will be provided to aid the educator and the student to work together to understand these self-destructive behaviors. Participants'
knowledge of these trends can help to modify instructional strategies to help with these issues. The participants' knowledge may have
an impact on student achievement helping them to cope with the trend while succeeding academically. Information will also be given to
help the friend who approaches their teachers and staff to help and support their peers who are struggling with emotional needs. This
course will share the dangerous trends and be versed in identifying warning signs and strategies that can be used to help the children
when they seek help. In understanding our students, we will able to aid them in finding support and help them realize their full
potential.

The Art of Facilitation: Creating a Learner-Centered

Environment [079-0193.1M17]
Our information-rich culture has generated constantly evolving paradigms of leadership. The traditional, hierarchical pyramid-shaped
organizational chart has been expanded to include more egalitarian, collaborative, and shared models of leadership. At the heart of
these additions is a shift in relationships that develop between members of organizations. Distinctions between leaders and followers
are not as clear as in the past. These models of leadership, teaching, and learning require a new set of perspectives, attitudes, and skills
that enable people to engage in dialogue, to work collaboratively, and to reflect together to assess and plan for new projects. At the
most obvious level, these relationships call upon us to "live into" a high degree of social emotional competence: speaking and listening
to one another in ways that require deep trust and the avoidance of blame and fault-finding. These changing relational expectations
have informed the direction of the Common Core State Standards. This course draws particular attention to the CC Listening and
Speaking Standards, which emphasize the importance of collaborative discussions among diverse partners. Organizations that have
transformed along these lines have been called "learning organizations," after the groundbreaking work of Peter Senge. In education and
in the realm of non-profits, such organizations are often referred to as "learning communities." In these kinds of organizations,
leadership is less about "directing" and more about "facilitating" and leveraging the collective expertise of group members. This course,
a series of learning experiences in the art of facilitation, is designed to support teachers, teacher-leaders, and school leaders as they
reshape their roles in their organizations and their relationships with colleagues and with students. Like a studio art class, this class pays
particular attention to the art of facilitation through the use of critique.


130
The Elephant in the Classroom: Facilitating Challenging
Conversations [079-0188.1M17]

Education Partner: New Visions for Public Schools | Location: Fedcap Rehabilitation Services
Teachers make myriad decisions each day about whether and how to address sensitive topics that arise in the classroom. Certain
topics are challenging to approach for teachers and students alike. While stressful and emotional topics have always existed in
educational spaces, these topics and their emotional landscapes are especially present in our current political climate. In this
course, participants are exposed to practices that develop teachers' and students' capacities to engage in informed and respectful
civic discourse during times of heightened political and emotional stress.
Topics may be related to circumstances out-of-school (changes in policy, traumatic events, etc.) or in-school (a fight, a racial
conflict, etc.). This course provides participants with concrete strategies for planning for and facilitating possibly challenging
discussions through the use of community building, routines, protocols, and reflection. Participants will identify a challenging
conversation in their own classroom and get help fine-tuning a facilitation plan for surfacing the issue in a safe-enough,
constructive way.

The Social Brain: Relationships, Stress, and Optimal

Learning [187-0079.1M17]

In this course, participants will learn foundational principles related to the brain's structure, functioning, and development,
especially related to relationships and stress, in order to better create, through definite actions, a conducive learning
environment. Optimal stress levels will be examined, and ways to manage and reduce stress will be taught. Attachment theory
will be discussed, and classroom relationships evaluated as to whether they enhance or diminish the students' capacity for
learning. Practical ways to improve the health of relationships in the social environment of the classroom and school will be
provided, in order to ensure more optimal learning and to prevent bullying (one of the most prevalent and damaging experiences
for students' health, learning, functioning and well-being) and teacher burnout (a serious threat to the quality of education, since
teaching is such a socially demanding, critical role).


131
Special
Education
132
Aiding Students with Learning Disabilities [217-
0183.1M17]

In this course Dr. Donna Walker Tileston covers a broad range of topics in the worlds of brain research and special education.
Because she ends every unit with a hands-on practitioner's approach to improving classroom strategies, the brain research is an
introduction and provides vital background to a classroom teacher who is working to enlarge his or her toolbox for working with
students with special needs. Many of the ideas and classroom strategies, however, apply equally to the regular education teacher
and classroom. After presenting a brief history of special education, Dr. Tileston introduces and explains the key legislation that
has changed the lives of people with special needs. She discusses the services schools are required to provide and makes
suggestions for what schools can do to best implement the standards set in federal and state laws. Dr. Tileston then focuses on
three systems of thinking and the roles they play in learning. She then draws a distinction between declarative knowledge and
procedural knowledge, definitions that are used throughout her presentations. She offers many examples of mental models that
students may learn to construct in order to increase their ability to recall and organize pieces of information. Shifting gears to
emotional and behavioral disorders, as well as attention disorders and solutions, Dr. Tileston looks first at the brain's involvement
in emotions and behavior and attention disorders. For all of the disabilities she explores, Dr. Tileston recommends a variety of
tactics to better engage students, including providing much structure, such as scaffolding in curriculum and behavioral
expectations; consistency in every aspect of classroom life; and constant positive and specific feedback. Ultimately, this course's
goal is to ensure that all students receive a high quality education and become independent and empowered in their learning.

Co-Teaching Methods That Work [209-0002.1M17]

The benefits of the co-teaching classroom are immense for our students. Even with the high stakes of a successful inclusion
classroom, many teachers have not had the opportunity to develop their co-teaching skills. This course will refresh teachers on
special education law, the IEP and other regulations. The relationship between the special education and general education
teachers will be examined. This course is appropriate for K-12 General and Special Education Teachers.


133
Dynamic Ways to Integrate Differentiated Common Core
Reading Instruction into Science, Social Studies, and Writing
for Students with Learning Disabilities [194-0043.1M17]
This class requires participants to research and analyze the new Common Core reading shifts along with several of the suggested
reading protocols outlined by Engage NY. Educators will learn how to incorporate these new reading shifts across all content
areas. The reading protocols are Common Core aligned activities that promote critical thinking, student discussions, and engaging
activities that motivate children of all ages to learn. Educators will learn strategies that they can utilize when differentiating this
challenging new curriculum for students with learning disabilities. Teachers will walk away from this course with a greater
understanding of how to implement and differentiate the reading protocols in all subject areas. They will have created a variety of
new lessons, anchor strategy charts, researched/utilized technology resources, and created engaging activities that promote
differentiated instruction for diverse learners.

Fostering Reading and Writing Success for Students with

Learning Disabilities [194-0044.1M17]

Finding meaningful reading and writing strategies that benefit all types of learners can be quite challenging and time consuming.
This course has done all of the "leg work" for you by outlining some of the most important reading and writing strategies that
create more successful readers and writers. Students will learn strategies from on-line articles, web resources, and instructor
notes that focus on teaching strategies that help differentiate instruction when teaching a variety of reading and writing skills.
Specifically educators will learn the characteristics of dyslexia and dysgraphia. They will learn strategies to help improve their
students' comprehension, fluency, and decoding skills. They will also learn strategies that help differentiate different components
of writing such as creating introductions, conclusions, revising, and editing work.


134
Integrated Co-Teaching in the Inclusion Classroom [164-
0016.1M17]

The inclusive classroom is one that welcomes all and provides focused differentiated instruction to not only meet the needs of a
unique special education population but also challenge those in the mainstream. This course will not only discuss the various
models for inclusion but provide all teachers with concrete strategies to incorporate into their daily instruction that will help and
empower all students in both the academic setting as well as social. Special emphasis will be placed on exploring and
implementing the talented and expert techniques used by successful inclusion classrooms that can be easily translated into any
class.

1b: Demonstrating Knowledge of Students
Math Made Simple for Students With Learning Disabilities

[194-0045.1M17]

Teaching math to a classroom of diverse learners can be challenging task. This course will help general and special educators
create meaningful math lessons that promote success for children with math learning disabilities. You will be provided with
valuable strategies that help build stronger math fluency, comprehension, word problem, and test preparation skills. You will
learn simple yet creative ideas that will help your students become proficient at memorizing, retaining, and applying math
processes. This course provides useful resources such as educational websites, I Pad applications, Smart Board activities, on-line
math games, and printable activities that you can immediately use in your classroom. Most importantly, upon completion of this
class, you will have a greater understanding of how children with math learning disabilities learn best and what you can do as an
educator to foster your students' success. This course is appropriate for special and general educators in grades K-12.

135
Meeting the Needs of Students with ADHD in the Regular

Children with Attention Deficit Hyperactive Disorder (ADHD) and/or learning disabilities can be a challenge for any classroom
teacher. This professional development course provides proven methods that can be used in the regular classroom as well as the
special education classroom. Participants will form a deeper level of understanding Attention Deficit Hyperactive Disorder (ADHD)
and the impact that having this disability has on students in their personal lives and at school. The course will not only help
teachers understand the nature and needs of the student with an ADHD disability, it will also provide them with concrete skills to
design engaging lessons that will help students with ADHD work more effectively, develop organizational skills and support them
in becoming a more successful student within the general education classroom.

Teaching Children With Learning Disabilities in New and

Creative Ways [194-0046.1M17]

This course provides specific ways that you can differentiate instruction to provide a successful learning environment for children
with all learning abilities. You will be provided with helpful web resources, I Pad applications, reproducible activities, on-line/
classroom academic games, resources to help with parent/colleague communication, ways to improve study and memory skills,
resources that you can use to organize students and yourself. You will be provided with resources that describe creative ways to
create lesson plans that are geared to children with learning disabilities. Most of all you will walk away from this class with a
better understanding of children with learning disabilities, and tons of innovative teaching ideas that you can immediately
implement in your classroom! Please note that this course is applicable to teachers in grades K-12 who teach regular or special
education. The standards listed on each assignment are just a sample of standards that this course addresses. Since participants
can teach various grades and subject areas the standards change based on the curriculum and grade you teach.


136
The Autism Spectrum and Today's Classroom [164-
0022.1M17]

Teaching students on the Autism Spectrum presents many challenges for teachers. A clear understanding of these challenges is
essential, especially when these students are mainstreamed into the regular education settings. This class will thoroughly review
the traits of the brain disorder in K-12 children, its origins, and discuss the environmental and social considerations that need to
be made in the educational setting. Teachers will be given an overview of autistic characteristics, importance of the parent-
teacher relationship, and successful classroom methodologies used in the mainstream classroom.

137
Technology
138
21st Century K-12 Technology Staircase [187-0074.1M17]

This course addresses technology literacy as a staircase of complexity that is embedded in the CCSS as well as being involved in
college and career readiness. It begins with an overview of the "technology staircase", then guides participants through teaching
students to master each step, or "stair" of that staircase, from keyboarding to summarizing learning for delivering powerful
presentations. It analyzes Bloom's Technology Taxonomy as well as the SAMR model popularized by Dr. Ruben Puentedura. The
course covers digital citizenship and safe practices that should be explicitly taught to students to ensure ethical practices and to
prevent cyber crimes. It requires creation of a lesson plan that focuses on effectively integrating technology usage with core
content instruction. The course culminates with a practice of all of the steps of the staircase: Summarizing the course using every
step of the "Technology Staircase".

21st Century Skills: From Your Classroom to the Workplace

and College [209-0028.1M17]

The workplace and higher education settings we are preparing our students for is much different than what we as their teachers
encountered coming out of high school 10, 20, or 30 years ago. The evolution of technology, collaboration and communication
methods has rewritten what it means to be college and career ready in this century. Teachers in this class will look at methods
and strategies for increasing the amount of 21st Century workplace and college skills in their classroom. Areas of exploration will
include PBL, the flipped classroom, blended learning and digital collaboration and sharing. This course is appropriate for all K-12
educators.

139
Basic Educational Technology Integration Training (BETT)
[197-0027.1M17]

Education Partner: Educational Technology Integration Training | Location: Online
This self-paced, online course includes 14 units, covering all of the core tools that any teacher should know in order to be
prepared to integrate technology in meaningful and appropriate ways in their teaching. Teachers will learn both why and how for
each, and will come away with a clear understanding of the tools and the knowledge of how to use them. While teaching how,
the course also aims at a broader understanding of why. In each unit, teachers will use the technology they are learning about to
create wikis, images, audio, presentations, documents, forms, etc. and will see how to incorporate these. In a Developer's
Notebook created for the purpose, teachers will keep notes, consider and reflect on the pedagogy and the why of each tool, as
well as how they might best incorporate them meaningfully into their teaching through an Action Plan.

Blended Learning: Fostering College and Career Readiness

(Gr K-12) [163-0134.1M17]

A blended learning environment requires that teachers transform teaching and learning experiences to engage students by
utilizing available technology resources, local and global resources, and relevant curriculum content. Blending face to face and
online resources give teachers an opportunity to organize differentiated learning opportunities which will provide multiple
pathways to concept attainment for learners. This course provides participants with practical strategies, resources, and ideas to
effectively facilitate a Blended Learning experience for learners with technology-rich lessons and activities where students
explore; practice and apply; create, communicate and collaborate using 21st-century skills in a blended learning environment.
Participants will develop a personal plan to effectively facilitate teaching and learning that engages students in a blended learning
environment.

140
Cyberbullying & Internet Safety [164-0012.1M17]

Our schools are on the frontline of a battle zone. Our teachers are the first line of defense. With the invention of readily available
hand-held technology, bullying has gone viral. What was once contained in the school yard has now gone global. Cyber-bullying.
This phenomenon is happening all day, every day, with the simple push of a button. This course was created as a tool to train our
frontline defenders on the detection and prevention of cyber-bullying. We will also explore ways to keep our students safe from
internet predators.

4d: Participating in a Professional Community
Digital Tools to Differentiate Teaching [171-0050.1M17]

Education Partner: DOE Instructor | Location: Online
No two students come to class with the same academic abilities, experiences, and needs. However, all students are expected to
master the same concepts, principles, skills and standards. The primary goal of Digital Tools to Differentiate Teaching is to
enhance curriculum with digital resources (i.e., podcasts, video, interactive games, etc) that will enable teachers to enhance
curriculum with audio, visual, modified leveling tactics and interactive learning experiences so that all children can achieve
success regardless of their abilities, interest, learning styles and readiness. Key objectives include previewing and practicing a
wide variety of authoritative digital tools, determining which resources are most appropriate for their students, and mastering
the skills necessary to integrate those digital resources into standards-based CCSS curriculum. Participants will customize and/or
upgrade at least one full curriculum unit with online resources and digital applications to address the unique needs, abilities, and
learning styles of all students. These digital resources can be teacher-created or resources already available online (i.e., teacher-
created vimeo or Khan Academy videos). To increase the capacity of teachers who are able to differentiate instruction with digital
tools, and to establish a professional learning community, participants will regularly share their work and reflect (via peer review)
on the work of others. This model of professional development has been deemed most effective in that participants share, reflect
and increase their body of knowledge through the collaboration within professional learning communities. This work is directly
aligned to Danielson's Components in that teachers will plan and prepare instructional units that engage students in learning (3C)
that is coherent and designed to address standards-based instruction for all students (1E).


141
Digi-Tales: Empowering Students with Digital Storytelling
[171-0061.1M17]

Digital storytelling is a craft that uses the tools of digital technology to tell stories. Effective storytelling can be powerful and
evocative way of sharing knowledge. It also supports the development of 21st century skills including technological expertise
among teachers and students. Research has shown that the use of multimedia in teaching helps students retain new information.
Digital storytelling in the classroom can empower the digital generation students in todays classroom by capturing their
attention and increase their interest in exploring new ideas. Participants will explore digital storytelling tools and the power of
using digital media effectively to enhance teaching and increase their students learning of curriculum. Teachers will learn to use
digital tools to create and publish digital stories that are aligned to their curriculum and standards as well as being a potential
model for students to replicate. Using online resources, participants will develop classroom strategies to create a digital story by
exploring web 2.0 tools, researching topics, selecting resources, script writing, voice-overs, video editing and publishing online.

Effective Use of iPads in the Classroom to Enhance Student

Cognitive Thinking Skills [187-0070.1M17]

This course equips teachers with the necessary skills to heighten students' level of cognitive engagement, academic interaction,
motivation, and ongoing technical expertise through rigorous, meaningful tasks that address Common Core Standards for college,
career, and civil-life-readiness, utilizing the iPad and its vast array of tools available for the classroom.


142
Essential Classroom Technology for Teachers [175-
0095.1M17]

In the 21st century, technology is an integral part of education, society, and the workplace, which means that the 21st century
student must be both a digital citizen and technologically literate. Some of the benefits of teaching with technology are that it
provides unique and engaging opportunities for students to engage with content in new ways, as well as providing a critical access
point for underserved students and those from special populations. This course is designed as a guide for New York City teachers
who are interested in using technology across subject areas to increase student engagement and achievement. Participants will
learn how to plan instruction that meets the standards for technological literacy set forth by the International Society for
Technology in Education (ISTE) and the Common Core State Standards (CCSS). By the end of the course, the teacher will be able to
utilize technology as a teaching and planning tool, design meaningful learning experiences for students in consideration of their
unique characteristics as digital natives, and enhance the participant's practice in the 21st century classroom.

G Suite for Education: Integration and Application for

Educators [215-0114.1M17]

Education Partner: Ed Technology Specialists | Location: Online
The use of technology in education provides incredible opportunities to engage students in authentic learning, as well as
collaborate with peers like never before. This course, taught by an authorized Google for Education Certified Trainer, will cover
fundamental knowledge, skills, and strategies needed by teachers who wish to use the latest G Suite Tools and apply their
learning in the classroom. This class will focus on G Suite for Education, including Google Calendar, Google Docs, Google Slides,
Google Forms, Google+, and Google Sites. Participants will create websites and evaluate how other Web 2.0 applications could be
used to enhance student learning. The course will include hands-on development educational computer applications for use by
teachers, administrators and students. Participants meet virtually via online communities to discuss and share lessons and
strategies on how to show students to leverage these technologies to enhance learning. Participants will create lesson plans that
incorporate these technologies.


143
Game-Based Learning: Unleashing the Power of Gaming in
the Classroom [215-0133.1M17]

Game-based learning is one of the hottest topics in education technology today. In this innovative online course, participants will
learn how to take something students HAVE to do and turn it into something they GET to do. Educators will explore the most
engaging and exciting game-based learning applications available to classroom teachers today. These awesome apps make
learning fun, meaningful and exciting. Teachers will learn how to use Kahoot, Quizizz, Quizlet Live, Breakout EDU Digital, Classcraft
and other web-based applications to unleash the superhero in each and every student. Participants will play, create and share
their games virtually via online communities. Teachers will engage in hands-on demonstrations of game-based learning
applications competing and collaborating virtually with other course participants. Participants will explore and curate the
thousands of teacher-created review games at their disposal including Kahoot, Quizizz and Quizlet Live. Teachers will design a
gamified player experience for students in their own classrooms using a variety of web-based applications and platforms.
Participants will exhibit how they have used these games in the classroom setting through real case studies. They will share and
discuss their game-based learning experiences and the games they've introduced to students in a virtual environment. Online
discussion boards will be used to provide an open forum for teachers to reflect on the learning process and provide each other
with constructive feedback.

Getting the Most out of Google Chrome [215-0109.1M17]

This course, taught by an authorized Google Education Trainer, will give participants a chance to explore all the functionalities of
Google Chrome. Chrome is a powerful web browser with capabilities far beyond a basic search. In this online course, taught by a
certified Google for Education Trainer, teachers will discover the power of Chrome. Participants will begin by customizing their
browser to create a unique and individualized experience. Through advance search tips, users will learn how to narrow down
their search to get the most relevant information. Participants will learn how to check sources and create their own search
engine. The course will conclude with a study of Chrome extensions and apps that can be used to help get the most out of
Chrome. To be successful in this course, participants will need a Mac, PC, or Chromebook (iPads and Phones are not compatible
with this course). Participants meet virtually via online communities to discuss and share lessons and strategies.


144
Google Apps for Educators [171-0049.1M17]
Using the most innovative resources to design and deliver highly effective instruction essentially requires the use of Google. In the
last decade this so-frequently-used search engine has become a commonplace verb. Yet, average Internet searchers assume what
they see online, as a top Google hit is true and accurate. They rarely investigate beyond Google search and Gmail. Google Apps
for Educators introduces participants to Google's Advanced Search strategies, Google Drive, with Docs, Slides, and Sheets and
Forms for assessments; and the development of Google Sites and Classroom. These apps can significantly streamline the
organization of instructional resources and innovate instruction. They offer unique features that save teachers time, motivate
learning and differentiate instruction. Google Apps for Educators is an online course for teachers to enhance curriculum by
integrating technology into standards-based instruction. Participants will examine instructional resources, and design
instructional units that integrate Google Apps into common core curricula. They will design instruction that engages students with
21st century resources for learning. Participants will practice professional reflection, and regularly collaborate with all course
participants. Instruction will be online with frequent and ongoing collaboration with instructor and peers. Participants will have
access to multiple instructional resources to suit their unique learning styles and abilities. To increase the capacity of teachers
who are able to integrate technology into standards-based curriculum, and to establish a professional learning community,
participants will regularly share their work and reflect on the work of others. This model of professional learning has been
deemed highly effective in that participants share, reflect and increase their body of knowledge through the collaboration within
professional learning communities. Teacher-created units of study align with Danielson's Teaching Components in that teachers
will plan and prepare instructional units (Domain 1) that engage students in learning (3C) that is coherent and designed to
address standards-based instruction for all students (1E).

145
Google Apps for School Operations [079-0200.1M17]
Do you believe that how a school functions can directly impact how a student learns? Are your school's operational systems slow
and cumbersome? Do you think that collaboration and communication in your school could be improved? If you know there must
be a better way, then this is the course for you. This is an online project-based foundations course that focuses on how Google
Apps for Education--a popular cloud productivity suite used in many schools, universities and modern workplaces--can be used as
powerful tools to build efficient, effective, better operations systems for your schools.We will begin by: examining how our
schools operate, defining which relationships, roles, responsibilities and expectations exist in our schools, and identifying
opportunities to improve productivity. Over the course of this class and through a combination of asynchronous "lectures" and
synchronous live video conferencing "labs", we will learn the nitty gritty of applications like Gmail, Calendar, Drive, Docs, Forms,
Sheets, and Sites. By the end of the course, participants will have gained the technical skills to build a customized infrastructure
using GAFE to support various aspects of school operations. Participants will be assessed based on their demonstration of the
competencies and skills required to employ GAFE's most powerful features (to create, share, collaborate and organize). Five skill
benchmarks will scaffold these skills so participants can successfully set up two significant projects that can be implemented in
their schools in the upcoming school year.
Danielson Components: 4b: Maintaining Accurate Records |

4d: Participating in a Professional Community
Google Chrome Extensions: Leveraging Instructional Technology

to Advance the Learning Experience [215-0223.1M17]

Unleash the power of the Google Chrome browser! Google Chrome extensions are like superpowers for your web browser,
literally extending the capabilities of the browser. In this course, taught by a certified Google for Education Trainer, teachers will
explore the latest and greatest Chrome extensions that are designed for educators and students. Participants will examine
Chrome extensions have the ability to curate information, create interactive dynamic lessons, create screencasts, and increase
efficiency. Other extensions that will be investigated have the ability to enhance student creativity, increase organization, and
boost the overall productivity of both students and teachers. The course will include hands-on development educational
computer applications for use by teachers, administrators and students. Participants meet virtually via online communities to
discuss and share lessons and strategies on how to show students to leverage these technologies to enhance learning.
Participants will create lesson plans that incorporate these technologies.


146
Google Tools for Education [208-0149.1M17]
Education Partner: Aquila Education (formerly Educator Help) | Location: Online
This course will focus on the multiple uses of how to use Google in education, and how teachers can incorporate Google Apps into their
classroom in order to improve student learning and assessment in instruction. Each session will focus on a particular application,
explaining how to use it, as well as specific examples on how it can be implemented in the classroom. We will not only cover the basics
involved in Google Apps (docs, sheets, forms, slides. classroom, sites), but we will also target specific add-ons in order to increase
productivity, student learning and assessment in instruction. These add-ons and extensions will include speech-text/text-speech
software, dictionaries and translation services so the students can access the information with ease. By using GAFE, teachers will be able
to create and share engaging lessons, and students will be able to automatically turn in their assignments online. Teachers will also be
able to create online quizzes, and then automatically grade and email their students their scores and a personalized message. They will
also be able to track student progress, send automated emails if students are missing any work and create lessons that allow students to
virtually visit places throughout the world. By the end of the course, participants will be able to create a Google group, create and share
calendar events, Google docs, sheets, forms, slides and utilize specific add-ons to increase productivity and student performance. The
end of the course will cover how to set up and use Google Classroom and Sites in order to create a platform in which students can
interact virtually to share resources and assignments. The goal of this course is that participants will be able to utilize and implement the
various Google Apps for Education applications in order to engage students in learning, increase productivity and use assessment in
instruction.

Making Google Work for you: Apps for Teachers Level 2

[079-0195.1M17]
Education Partner: New Visions for Public Schools | Location: Online
Google Apps for Education (or as it is now known, G Suite for Education) is a popular cloud productivity, teaching and learning platform
used in many NYCDOE schools, universities, and modern workplaces. Free, school-managed G Suite accounts can include core
applications like Gmail, Calendar, Drive, Google Sites, and Google Classroom which, if used well, can support powerful shifts in the way
learning resources and activities are structured and assigned.
This course builds on its prerequisite course "Making Google Work for You: Google Apps for Classroom Teachers" by providing teachers
the opportunity to deepen their knowledge of G Suite and synthesize their knowledge of digital tools with instructional best practices.
While our level one class is primarily technical, this class combines the technical with the pedagogical. We will focus on incorporating
digital tools into real-world assessment creation and revision, lesson planning, formative assessment, feedback, differentiation, and data
analysis. Digital tools will be reintroduced as a means by which teachers can use a digital classroom environment to effectively engage
their students in learning and assess their work, all while building digital literacy and digital citizenship.
The course is led by currently-practicing NYCDOE teachers who run their classrooms using GAFE/G Suite. Students will be assessed
based on their successful revision of core artifacts - a draft digital summative assessment using Google tools, an analysis of sample
student data, and a revised digital summative assessment incorporating peer feedback.


147
Making Google Work for You: Google Apps for Classroom
Teachers [079-0198.1M17]

Google Apps for Education (or G Suite for Education as it is now known) is a popular cloud productivity, teaching and learning
platform used in many NYCDOE schools, universities, and modern workplaces. Free, school-managed G Suite accounts can include
core applications like Gmail, Calendar, Drive, Google Sites, and Google Classroom, which if used well can support powerful shifts
in the way learning resources and activities are structured and assigned. This course will focus on using GAFE to assign and
manage rich student production tasks like argumentative essays, textual-analysis, blogging, data reports, and multi-media
presentations. Add-ons for Google Docs will be introduced as tools that can make differentiated and group assignments more
manageable, allow for improved quality and timeliness of teacher feedback, and assist with the myriad tracking, reporting,
intervention, and personalized communication tasks that make for a responsive and supportive classroom. Led by currently-
practicing NYCDOE teachers who run their classrooms using G Suite, students will be assessed based on their successful setup of
core instructional systems, a class website using Google Sites, a folder structure using either (or both) Google Classroom and
Doctopus, and the creation, management, and assessment of at least one rich student production task via Google Drive.

148
Mapping 21st Century Project-Based Learning [171-
0048.1M17]

Curriculum mapping is the process of thematically aligning content, skills, activities and assessments to Common Core learning
standards. Project-based learning is an engaging method of assessment in which students actively explore real-world issues,
consequently acquiring a deeper understanding of content. Teacher-created curriculum maps individualize standards-based instruction,
ensuring that all students are performing to their greatest potential. Creating curriculum maps online through such applications as
Rubicon Atlas, enables ongoing collaboration, reflection and revision of instructional plans. As indicated by Charlotte Danielson, Heidi
Hayes Jacobs and other educational theorists, access to a variety of resources and time to practice the implementation of those activities
ensures success when updating educational materials such as curriculum maps. "Mapping 21st Century Project-based Learning" is an
online course for teachers who would like to enhance curriculum with innovative project-based learning activities. Participants will
explore the key components of mapping, design their own curriculum map, and develop PBL units to assess student performance.
Participants will upgrade curriculum to align with standards, practice professional reflection, and regularly collaborate with all course
participants. Instruction will be online with frequent and ongoing collaboration with instructor and peers. Participants will have access to
multiple instructional resources to suit their unique learning styles and abilities. To increase the capacity of teachers who are able to
design innovative curriculum maps, and to establish a professional learning community, participants will regularly share their work and
reflect (via peer review) on the work of others. This model of professional development has been deemed most effective in that
participants share, reflect and increase their body of knowledge through the collaboration within professional learning communities.
This work is directly aligned to Danielson's Components in that teachers will plan and prepare instructional units (Danielson's Teaching
Components Domain 1) that engage students in learning (3C) that is coherent and designed to address standards-based instruction for
all students (1E).
Danielson Components: 1e: Designing Coherent Instruction
Microsoft PowerPoint: Integrating Technology and Presentation

Skills into the Classroom to Enhance Student Critical Thinking
and Creativity Skills (Grades PreK-12) [187-0073.1M17]
This course, "Microsoft PowerPoint: Integrating Technology and Presentation Skills into the Classroom to Enhance Student Critical
Thinking and Creativity Skills (Grades PreK-12)" brings teachers from the beginning level to proficient level through a thorough
understanding of how to create Microsoft PowerPoint presentations for clear communication, presentation, and instructional purposes.
The rationale behind multimedia instruction and learning will be addressed, and the skills taught will be practiced. Teaching students
PowerPoint in order to use this tool to promote critical thinking and creativity will be explored, planned, and implemented.


149
Real-World, Passion-Based Learning with Newsela [216-
0229.1M17]

Education Partner: Newsela | Location: Newsela
In its Equity and Excellence for All initiative, the NYC Department of Education sets college and career readiness as a key goal,
stating that by 2026, two-thirds of NYC DOE graduates will be college ready. To achieve this goal, students must master Common
Core learning standards, however, college and career readiness requires more than subject-area content knowledge. Students
will need to know how to collaborate efficiently, to speak and listen effectively, and to take ownership of their own learning to
thrive in college settings.
This course, offered by ASPDP and Newsela is a professional learning opportunity for peer collaboration to design curriculum and
develop new instructional techniques to manage the performance-based assessment process, which will explicitly teach the skills
students will need to be college-ready.
Educators of all content areas who participate in this course will create a classroom-specific structure for performance-based, or
project-based, learning using the free nonfiction content and resources of Newsela.
What is Newsela? Newsela is a digital literacy tool that curates the most relevant and interesting nonfiction content, including
daily news articles, famous speeches, and biographies. Every article is written at 5 different reading levels, making it easy for an
entire class to read real-world content at a level that's just right for each reader.
What is authentic performance-based learning?

The purpose of performance-based learning projects is to provide a structure through which students can demonstrate mastery
of a subject by creating, self-assessing, and presenting a research-based project that is driven by their own interest in a topic and
allows them to work within the same parameters as researchers in the real world.
Performance-based learning and assessment methods represent ways to deliver curricula, and are not curriculum design.
Performance-based learning and achieves a balanced approach by extending traditional fact-and-skill instruction (see right).
Teachers will not have to forgo units of study that they are required to teach or favorite activities in a performance-based
classroom. Because authentic tasks are rooted in curriculum, teachers can develop tasks based on what already works for them.
Through this process, assignments become more rigorous and more meaningful to students.

150
Respect, Educate, Protect: Cultivating Digital Citizenship in
21st Century Learners [175-0092.1M17]

Technology integration is a major focus in NYC schools. Since the majority of students are digital natives, it is imperative that we,
as educators, prepare them to communicate and collaborate in a safe and responsible manner online. To support digital natives,
the NYC DOE Technology Strategic Technology Plan for 2015-2020 promotes good digital citizenship and the thoughtful use of
social media among students and staff. This course is intended to teach K-12 teachers across all content areas how to successfully
embed digital citizenship lessons into their core content material.Digital citizenship refers to the norms of appropriate,
responsible behavior with regard to technology use. A comprehensive digital citizenship curriculum will enhance achievement and
empower students to behave responsibly and think critically when engaging with digital content. After taking this course,
teachers will be able to apply the nine elements of digital citizenship, including how to use proper online etiquette, find online
resources for research and learning, appropriately report and prevent cyberbullying, and protect one's online identity. Teachers
will also be able to effectively integrate lessons about digital citizenship into their instruction and assessments in a way that will
enable students to make informed and responsible decisions when using technology.

Supporting UDL and the Common Core Standards with

Interactive Whiteboard Systems [005-0116.1M17]

All IWB systems (regardless of brand or configuration) can be powerful instructional tools in the hands of a trained teacher to
meet the needs of diverse learners. The first section of this course explores several current themes in instruction including the
Common Core Standards, Universal Design for Learning, and measuring effective teaching. The next section provides a brief
overview of different IWB systems before digging in deeper to build a strong foundation of IWB skills such as using the basic
software tools and integrating other software and hardware. The third section shows how these skills can be integrated into
multiple curricular areas including language arts, math, science, social studies, physical education, music, and art. Throughout,
there are connections to common core standards in multiple grade levels and UDL differentiation suggestions. In the last section,
participants will apply their knowledge to create and teach a lesson of their own, using at least seven of the IWB skills they have
learned in this course. They will identify the standard(s) it supports and at least one differentiation extension. This course includes
over 40 videos of a credentialed, SMART certified teacher demonstrating the skills and how they support instruction.


151
Tech Effects on Student Behavior and Learning [164-
0018.1M17]

Kids growing up in the digital age have a different outlook on life and learning. Technology is affecting the way they think and
focus. This course will explore how technology influences a student's attention span, decision-making, reasoning, memory and
ability to learn. Teachers taking the course will discuss how to integrate technology into lessons that will enhance student
achievement while examining countermeasures to ease the influence of the negatives of technology that impede on student
academic achievement. Participants will create technologically rich lesson plans, and react to articles discussing the use of
technology in education.

Using Digital Media to Enhance Learning [217-0172.1M17]

Digital media can provide highly engaging access to knowledge - particularly when students are the makers of that media.
Research suggests that incorporating multimedia into instruction extends students' critical and creative thinking skills and
increases their motivation and self-esteem. Concurrently, they develop skills essential to the 21st century, including technological
expertise and productive collaboration. Participants will learn why and how to use a range of tools and strategies to empower
their students to express themselves through digital media and to develop their learning of curriculum through such projects as
creating slideshows, screen casts, audio, and video projects. Presenter Rushton Hurley's screen casts walk participants step-by-
step through the essential stages of such projects; student projects provide models of good practice; and interviews with teachers
who have incorporated these projects into their curriculum highlight the benefits for students and provide inspiration for
participants ready to embark on their own.


152
Using Social Media in the Classroom [209-0008.1M17]
Is there any escaping social media in todays society? Especially in education, we hear a great amount about the harm and
dangers of social media for our students. This course will help teachers move past the negative aspects of social media and allow
for a focus on using social media in the classroom to help motivate students to learn. Teachers will examine how they can utilize
tools such as Facebook, Twitter, and Instagram to modernize their lessons. Teachers will also research and implement methods
for using social media as a motivator in the classroom to keep students engaged in the learning experience.

Using Tablets to Support 21st Century Instruction [175-

0113.1M17]

According to the NYCDOE Strategic Technology Plan for 2015-2020, technology is infused in all we do. It's not an add-on or a nice-
to-have; it's a driver and enabler of the way we work and live in the 21st century. Tablets are one of the most powerful and
versatile technological tools for learning in K-12 classrooms today. Not only are they practical, cost effective, and mobile, but the
design also allows students to access rich information and experiences with just one swipe of their finger. Tablets engage and
encourage students to interact with content on a more individualized and personalized level. This course provides teachers with
an in-depth exploration of how tablets can extend and enhance student learning, improve 21st century skills, and engage
reluctant learners. Moreover, teachers will learn how tablets can assist in nearly every component of effective teaching and
learning, including lesson planning, classroom management, and meeting the needs of diverse learners. By the end of this course,
teachers will be equipped with the knowledge, skills, and resources necessary to successfully and appropriately integrate tablet
technology into their classrooms to increase student achievement and engagement. They will also learn strategies to help
students become independent technology users who can create, explore, discover, problem solve, and innovate while fostering
the 21st century skills they need to thrive in college and careers.


153
Visual Learners in the Digital Age: Digital Storytelling,
Infographics, and Other Web 2.0 Tools [215-0100.1M17]

In his theory of multiple intelligences, Dr. Howard Gardner of Harvard suggests that "students possess different kinds of minds
and therefore learn, remember, perform, and understand in different ways." Visual/spatial intelligence is the ability to perceive,
use, and understand images and patterns and to think in terms of physical space. In this highly entertaining and engaging course,
taught by a Google Certified Trainer, participants will explore tools that support visual/spatial teaching and learning. Participants
will create lesson plans with creative web tools that aid in the creation of infographics, visuals, multimedia, and other digital
products. Participants will collaborate and share their lessons with each other. Tools that will be investigated include PowToons,
Google Drawings, PiktoChart, and ThingLink, among others. Participants meet virtually via online communities to discuss and
share lessons and strategies.

Your School is BYOD: Now What? [209-0009.1M17]

As schools look to integrate technology and create digitally well-versed students, many are arriving at the decision to implement
"bring your own device" policies (BYOD). As this allows for more students to have devices in front of them during instruction, it
does create the need for educators to experts on many instructional technology tools. This course will focus on formative
assessments, cloud syncing, content sharing, expression, link sharing, screen casting, electronic note taking, online presentations
and many other tools to leverage the BYOD classroom. This course is appropriate for all grade level/subject teachers.

154
Register Online:
718.935.5753 | ASPDP@schools.nyc.gov

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ASPDP

After School Professional Development Program

LEARN IMPACT GROW EARN

Data and Assessment ................................................................................... 23

Early Childhood Education ........................................................................... 29

Start Date: 7/5/2017 | End Date: 8/18/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $170

Danielson Components: 1c: Setting Instructional Outcomes |

Registration Deadline: 7/28/2017

Achiever Mindset for Overcoming Barriers to Learning and

Start Date: 7/5/2017 | End Date: 8/18/2017

Credits: 2 | ASPDP Fee: $90 | Education Partner Fee: $129

Danielson Components: 1b: Demonstrating Knowledge of Students |

Registration Deadline: 7/28/2017

Start Date: 7/5/2017 | End Date: 8/18/2017

Credits: 2 | ASPDP Fee: $90 | Education Partner Fee: $129

Danielson Components: 2a: Creating an Environment of Respect and Rapport |

Registration Deadline: 7/28/2017

Differentiating Teaching and Instruction: What, How, Why

Start Date: 7/5/2017 | End Date: 8/18/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $199

Danielson Components: 1b: Demonstrating Knowledge of Students |

Registration Deadline: 7/28/2017

Start Date: 8/7/2017 | End Date: 8/12/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $400

Danielson Components: 2b: Establishing a Culture for Learning |

Registration Deadline: 8/6/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $189.99

Danielson Components: 1b: Demonstrating Knowledge of Students |

Registration Deadline: 7/28/2017

Start Date: 7/5/2017 | End Date: 8/18/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $170

Danielson Components: 1a: Demonstrating Knowledge of Content and Pedagogy |

Registration Deadline: 7/28/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $200

Danielson Components: 1a: Demonstrating Knowledge of Content and Pedagogy |

Registration Deadline: 7/28/2017

Arts Education for Early Learning and Emergent Literacy

Start Date: 7/5/2017 | End Date: 8/18/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $199

Danielson Components: 1a: Demonstrating Knowledge of Content and Pedagogy |

Registration Deadline: 7/28/2017

Start Date: 8/14/2017 | End Date: 8/19/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $250

Danielson Components: 1a: Demonstrating Knowledge of Content and Pedagogy |

Registration Deadline: 8/13/2017

Start Date: 7/10/2017 | End Date: 7/15/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $240

Danielson Components: 2b: Establishing a Culture for Learning |

Registration Deadline: 7/9/2017

Start Date: 7/31/2017 | End Date: 8/5/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $150

Danielson Components: 3b: Using Questioning and Discussion Techniques |

Registration Deadline: 7/30/2017

EVC's Youth Powered Video Summer Institute [195-0218.1M17]

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $350

Danielson Components: 3b: Using Questioning and Discussion Techniques |

Registration Deadline: 8/6/2017

Start Date: 7/5/2017 | End Date: 8/18/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $159

Danielson Components: 2b: Establishing a Culture for Learning |

Registration Deadline: 7/28/2017

Credits: 3 | ASPDP Fee: $125 | Education Partner Fee: $240

Danielson Components: 2b: Establishing a Culture for Learning |